a. Warm Up on sheet of paper: i. Free write- What do you know about linear equations & their graphs? b. Lesson: i. Activity- Change seating chart. Talk to your new neighbor and get to know them. Write about how you feel with the change in seating. Do you like who you’re sitting by? Do you miss your old seat? Arm crossing activity. Cross your arms naturally. Now cross them the other way. How did the change in arm position feel? Natural? Strange? Uncomfortable? Write about it. ii. Introduce a quadratic function- Show graph & equation of quadratic function & linear function. Ask students how the quadratic graph/equation is different from linear graph/equation, write answer on individual white boards. Turn & talk to a neighbor about what you noticed. Students to share anything they had in common with class. iii. Show graph & equation of linear function & write description for function (ie straight line, highest exponent is 1, constant rate of change). Then show graph/equation of quadratic functions & write description (ie curved line, highest exponent 2, high point/low point). Students to take notes. iv. Introduce name of graph and different parts: Parabola, Maximum, Minimum, Vertex, Concave Up , Concave Down, Roots. v. Students to get worksheet with different quadratic graphs. Students to describe different parts of graph with academic vocabulary. Due at end of period. c. Exit Ticket on same sheet of paper as Warm Up: i. Triangle/Circle/Square- 3 things you learned, something that is “circling” your mind, & something you have “squared” away. 2. Quadratics Unit Day 2: a. Warm Up: i. Quadratic Graph- Students to label each part of the graph. Name of graph, vertex, concave up/down, maximum/minimum, roots. ii. Some solving exponential problems given x value (Solve for y such that x = 2 for y = 4x2 . b. Lesson: i. Show parent function graph in relation to translated quadratic graphs. Students to discuss what they think a parent function is. Hint: Think about your parents & you and your siblings. Write answers on white board. Turn and talk to neighbor about what you think parent function is. Students to share with class what they talked about. Teacher to discuss definition of parent function with class. ii. Introduce parent function equation: y = x2 . Have students plug in x values, to determine coordinates. Plot points on white board graph. Does your graph look like the parent function we saw earlier? Does the graph go on forever (Try bigger x values)? iii. Give students w/s with other quadratic equations (such as y = 2x2 , y = 12 x2 , y = x2 + 3 , y = x2 − 2 , y =− x2 ). Students to create xy table and graph coordinates. Briefly describe how graphs have changed from parent graph. iv. Whole class discussion about w/s. How do the graphs on the w/s differ from parent graph? v. Student notes on how different numbers affect parent graph. c. Exit Ticket: i. Describe a change that has occurred in your life recently (ie change of classes, change of seating, moving houses, loss of family member, etc). How were you affected by it? How did you handle it? Did this situation change you in any way? 3. Quadratics Unit Day 3: a. Warm Up: Describe in words how the parent quadratic function is affected by the following terms: adding a constant, subtracting a constant, negative a value, whole number a value, and fraction a value. b. Lesson: i. Students to take notes: 1. Standard form identification. All the equations we have seen so far are in standard form. Characteristics of standard form: highest exponent of 2, y = ax2 + bx + c , tells you the concave up or down, shift up/down, wideness of parabola. 2. Show factored form. Characteristics of factored form y = (x + r)(x + s) : gives you the roots. 3. Show vertex form y = a(x − h)2 + k . Characteristics: gives you the vertex of the parabola. ii. Teacher model/student notes 1. Converting factored form to standard & from vertex to standard iii. Students start w/s on converting to standard form. Take home unfinished w/s home for homework. c. Exit Ticket: i. Relate the different forms of quadratic equations to your life. Are you the same person you are around family vs friends? How differently do you act around family as opposed to friends? 4. Quadratics Unit Day 4: a. Warm Up: i. Multiplying polynomials ii. Convert each equation into standard form b. Lesson: i. Review forms of quadratic equations on white boards ii. In class w/s students can work in groups. W/s to include: parent graph- student to label each part of the parent graph. Form identification/description- students to identify the name of the form, & describe what it tells you about the parabola. Example of each form - student to convert to standard form. iii. Introduce Quadratic Research Project. Students (individual or group) to present on quadratic functions in life (sports, NASA, etc.). They are required to create two forms of presentation; one will be a poster board and the other may be in any form they wish (powerpoint, commercial, etc.). Students must present their projects at the schools Research Symposium. Students to determine who is in their group or if they’re doing it individually. Start talking about a topic. iv. Pass out practice test. Finish for homework. c. Exit Ticket: i. Triangle/Circle/Square- 3 things you learned, something that is “circling” your mind, & something you have “squared” away. ii. Are you doing the project as a group or individually? Who is in your group? 5. Quadratics Unit Day 5 (Review Day for test): a. Warm Up: i. Combining polynomials ( ×, +, − ) b. Lesson: i. White boarding mixture of problems ii. Questions from Practice Test iii. Work on Quadratic Research Project c. Exit Ticket: i. Are you prepared for the test? What needs to be done in order to do a retake (practice test)? I still have questions about _______. I am confident in ________. What can I do to better prepare myself for this test? ii. What still needs to be completed for the Quadratic Project?
Rayya Abdallah David Abdallah, As Next of Kin of Baby Boy Abdallah, and On Their Own Personal Behalf v. Wilbur Callender, M.D. Government of The Virgin Islands, 1 F.3d 141, 3rd Cir. (1993)