Date : 4th November 2016

Time / Duration : 1 hour

Class : Form 4

Language Proficiency : Intermediate

Topic : Quadratic Function

Prior Knowledge : Students have already learned on substitutions, factorization and perfect square.

Learning Outcomes : 4.2 Find the maximum and minimum values of quadratic functions.

Learning Objectives : At the end of the lesson, students should be able to:

4.2.1 Determine the maximum or minimum value of a quadratic function by completing the square.

Educational Emphasis : Multiple Intelligence (Logical/Mathematical), Thinking Skills, Knowledge Acquisition, ICT Skills and Values
& Citizenship

Values : Cooperation among students when doing pair and group work.

Teaching Aids : LCD projector, notebook, Slideshow presentation, worksheet

 PHASE CONTENT TEACHING AND LEARNING TEACHERS COMMUNICATION REMARKS
ACTIVITIES
1. Students are asked to be ready. 1. Are you all ready, students? Teaching Aids
SET INDUCTION BASKET AND BALL
2. Students are asked about the 2. Now we are going to play a game Basket
lesson they learnt before. and lets go out from the class. Ball
Pupils tell about the way 3. I hope you all can enjoy the game
of doing substitutions, that you are going to play. Value
factorization and perfect 4. These are the rules and regulation Courage
square. of the game.
3. Students are divided into 4 Each group must have 4 T&L Strategy
groups. students. Student
4. Each group will get a basket Each player must throw centered
with ball. the ball only one time.
5. Students must throw the ball into Dont cross over the line CCTS
the basket. when you throw the ball Identifying
6. Students must throw it according and if you do so you will facts and
to different height so that the ball be considered as opinion
gets into the basket. disqualified. CCS
7. Group that put the entire ball You can use any technique Creativity And
into the basket wins. as you wish. Innovation
8. Students answer the questions 5. Now can you all answer my
asked by the teacher. questions?
9. Students identify the lesson that How did you throw the
they are going to be learned ball?
today. What is the maximum
 height that the ball
reached?
6. Now, can you guess what our topic
is today?
7. We knew that there is maximum
and minimum point in a quadratic
function. Today we are going to
identify the points through todays
lesson

IMAGINATION Video On Completing 1. Students are introduced 1. Do you remember the Teaching Aids
Square with the concept of way of recognizing a Video
maximum and minimum quadratic function and
values of a quadratic express it in a general Value
function. form? Gratitude
2. Students are emphasized 2. To identify the
about identifying the minimum and T&L Strategy
minimum and maximum maximum values, first Student centered
values by considering you have to consider Project
about a. about a.
Based
a) If a 0, f(x) = a(x 3. Then, you must do
Learning
+p) +q has a completing square of

minimum value of q the given equation.

CCTS
4. Let us see one of the
 when x = -p ; the examples. Making inferences
minimum point is (- 5. Look at the way of CCS
p,q) doing the completing of Creativity And
b) If a 0, f(x) = a(x square carefully and Innovation
+p) +q has a follow the instructions.

maximum value of q 6. A volunteer please

when x = -p ; ; the come forward and solve

maximum point is (- the quadratic function

p,q) and determine value of

3. Students learn the way (-p, q) as the turning

of completing square point.

through a video. 7. To determine whether it

https://www.youtube. is a maximum or
com/watch? minimum value look at
v=ZloeVbtCk8g the a.
4. Students follow the 8. Is that minimum or
instruction of the teacher maximum value?
with the aid of the video 9. Is your friends answer
to find the minimum and is correct?
maximum values. 10. Can you understand the
5. Teacher explains that the way of solving the
equation should be quadratic function?
written as a(x +p) +q PBL :
6. Students understand on 1. Read the task given
finding minimum and clearly.
 maximum values. 2. Understand the
7. Students will be given a problem. Discuss in
project work in groups. group and find out the
(Appendix 1) way to solve the
8. Students listen the problem given.
instruction by teacher. 3. You must finished this
9. Students do Project task in 20 minutes.
Based Learning task by 4. Now the group leader
discussing in groups must explain your
within 20 minutes. works to other groups.
10. Students will check their
answer with other group
members.
11. Students answer will
checked by teacher in
the end.

1. Each student is given a number. 1. Now, teacher will give you all a Teaching aids:
PRODUCTION 2. Students are divided into groups according
number. Numbers
Deck of cards
to the given number. 2. Students must sit in groups
3. Students are divided into a group of 3. Quadratic
according to the number.
4. Each group gets 1 deck of number cards (1- function
3. Each group will get a deck of
10) 3 copies of each for a total of 30 cards questions
cards. (Appendix 2)
with the answer sheet. 4. Each group will get marker
5. Each group only gets 1 calculator per 3
pens. Value
players. 5. Please follow the rules and
6. The three players have their own role play Cooperation
 which is as a caller, brain and calculator. regulations. Courage
7. The brain will do the calculations without The brain will do the
using the calculators. calculations without using
8. The calculator will do the factorization T&L
the calculators.
using the calculator. Strategy
Caller says who was first
9. Caller says who was first to get answer Student
to get answer and checks the
and checks the answer using the given centered
answer using the given
answer sheet.
10. At the given signal, each group begins their answer sheet.
The calculator will do the CCTS
working.
11. Winner collects the cards as well. factorization using the Study skills
12. After a signal from the teacher, players calculator.
6. As teacher blow the whistle,
rotate their assignment (role). CCS
13. Player with the most cards considered as start doing your work.
7. Caller must check whether the ICT
the winner.
brain or the calculator gets the
correct answer within the time
given.
8. As the next whistle blown,
players rotate your assignment
(role).
9. If the brain and the caller do not
know how to do please raise up
your hands.
10. Player who gets the most cards
will be the winner.

EVALUATION 1. Teacher distributes a graphing calculator 1. Students please get you a Teaching aids:
Video on determining the for each student. graphing calculator. computer
 maximum and minimum 2. Teacher guides the student to input the 2. Now, we are going to
values value from quadratic function in the determine the minimum and Value
calculator. maximum values of a quadratic Cooperation
3. Teacher uses the calculator to find the function. Courage
maximum and minimum value. 3. Please watch the video first.
4. Teacher shows a video on determining the 4. Now, follow the instruction as T&L
maximum and minimum values. shown in the video. Strategy
https://www.youtube.com/watch? 5. Read the questions in given Student
v=qc39p3_H9kY worksheets. centered
5. Teacher passes the worksheets to the 6. Please answer the given
students. questions with the aid of the CCTS
6. Students answer the questions with the aid calculator. Study skills
of the graphing calculator. 7. Please raise up your hand if
Evaluating
7. The students answer the questions you do not know the answers
accordingly. for any question.
8. Students must answer the questions in
CCS
given time.
Creativity And
9. Questions that cant be answered will be
Innovation
discussed in the class.
10. Teacher discusses all the questions given
with students.

Task 1 APPENDIX 2

Topic : Find the maximum and minimum values of quadratic functions.

Learning Objective : To determine the maximum or minimum value of a quadratic function by completing the square.

Learning Outcomes : Apply quadratic functions to real world situations in order to solve problems.

Introduction

Quadratic functions are more than algebraic curiositiesthey are widely used in science, business, and engineering. The U-shape of a
parabola can describe the trajectories of water jets in a fountain and a bouncing ball, or be incorporated into structures like the parabolic
reflectors that form the base of satellite dishes and car headlights. Quadratic functions help forecast business profit and loss, plot the course of
moving objects, and assist in determining minimum and maximum values. Most of the objects we use every day, from cars to clocks, would not
exist if someone, somewhere hadn't applied quadratic functions to their design.

Finding the Maximum and Minimum

Another common use of the quadratic equation in real world applications is to find maximum (the most or highest) or minimum (the least or
lowest) values of something. Recall that the vertex is the turning point of a parabola. For a parabola opening downward, the vertex is the high
point, which occurs at the maximum possible y value. For a parabola opening upward, the vertex is the lowest point of the parabola, and occurs
at the minimum y value.

To use a quadratic equation to find a maximum or minimum, we usually want to put the quadratic equation into the vertex form of a quadratic
equation, . This lets us quickly identify the coordinates of the vertex (h, k).

Let's see how this works by trying a motion problem. The equation is commonly used to model an object that is launched or thrown. The
variable h represents the height in feet, and t represents the time in seconds. The other two values are usually given numbers: h0 is the initial
height in feet and v0 is the initial velocity in feet/second.

When working with this equation, we assume the object is in free fall, which means it is moving under the sole influence of gravity. There is no
air resistance or any other interference of any kind (not so likely in the real world, but still, these equations are quite helpful).

Problem :

A ball is launched upward at 48 ft/s from a platform that is 100 ft. high. Find the maximum height the ball reaches and how long it will take to get
there.