Introducing Quadratics
Student Learning Objective:
Students will use a quadratic function to determine elements of a parabolic curve from a graph as measured by completed class activity.
NOTE: This is just an introduction of a lesson for quadratics!
Students will use a quadratic function to determine elements of a parabolic curve from a graph as measured by completed class activity.
NOTE: This is just an introduction of a lesson for quadratics!
Apps being used during the lesson
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Anticipatory Set
(20 MINUTES)
Before teaching the lesson for graphing quadratics and identifying their characteristics, check out this site. Dan Meyer is a great math mind that has a full curriculum for Algebra 1. You may or may not be able to use all of what he has to offer on his site, but it's worth checking out regardless.
Also before teaching the lesson, have someone take video of you replicating what Dan is doing in his post. Using the basic camera app on the iPad, you can take video of the shot (make sure it's a decent shot!). After taking the video, you can easily scroll back through the video and choose parts of the shot that you would like to take stills of to show the class. To take a screenshot, simply hold down the sleep button and home button simultaneously for 1-2 seconds.
Once you have done this (or if you feel uncomfortable with having your kids watch you hoop it up, show the Meyer pics), show your students the stills as suggested in Meyer's blog. Pose the following question:
Am I going to make it? Can you draw me the path of a shot that will make it? That will miss it?
Aside from a few outliers, your students will sketch a parabolic curve to represent the shot that you have attempted. Ideally, the students will do this in two different diagrams rather than two sketches on one diagram. Have students talk about their sketches and compare them with one another. Using the ShowMe app, have students sketch out their ideas on the parabolic curve it would take. Using student critique as a reference, students can come pretty close to being accurate.
Before teaching the lesson for graphing quadratics and identifying their characteristics, check out this site. Dan Meyer is a great math mind that has a full curriculum for Algebra 1. You may or may not be able to use all of what he has to offer on his site, but it's worth checking out regardless.
Also before teaching the lesson, have someone take video of you replicating what Dan is doing in his post. Using the basic camera app on the iPad, you can take video of the shot (make sure it's a decent shot!). After taking the video, you can easily scroll back through the video and choose parts of the shot that you would like to take stills of to show the class. To take a screenshot, simply hold down the sleep button and home button simultaneously for 1-2 seconds.
Once you have done this (or if you feel uncomfortable with having your kids watch you hoop it up, show the Meyer pics), show your students the stills as suggested in Meyer's blog. Pose the following question:
Am I going to make it? Can you draw me the path of a shot that will make it? That will miss it?
Aside from a few outliers, your students will sketch a parabolic curve to represent the shot that you have attempted. Ideally, the students will do this in two different diagrams rather than two sketches on one diagram. Have students talk about their sketches and compare them with one another. Using the ShowMe app, have students sketch out their ideas on the parabolic curve it would take. Using student critique as a reference, students can come pretty close to being accurate.
Lesson Introduction
(20 MINUTES)
Now that the students have an idea of how this standard will be used (even without realizing it), they need to know the terminology that accompanies a parabolic curve and quadratic function. Using the ShowMe app, import the picture of you shooting the basketball onto your whiteboard. With the whiteboard pen(s), sketch out your own parabola. From here, introduce the following vocabulary and definitions that accompany them:
This will certainly consume the majority of the period. If you would like a reference, each of the terms above link to an online algebra dictionary that gives better definitions than I'm able to muster up.
For credit, check to make sure that students have correctly labeled their graphs. An easy way to check work without spending a lot of time is to use FiLMiC Pro and quickly walk around the room to "record" each student's work. Make sure that each student has their name on the paper. During your prep or after class, you can easily watch the video to make sure that each student has completed the required work for the period without having to collect anything other than a 30-45 second video.
Now that the students have an idea of how this standard will be used (even without realizing it), they need to know the terminology that accompanies a parabolic curve and quadratic function. Using the ShowMe app, import the picture of you shooting the basketball onto your whiteboard. With the whiteboard pen(s), sketch out your own parabola. From here, introduce the following vocabulary and definitions that accompany them:
This will certainly consume the majority of the period. If you would like a reference, each of the terms above link to an online algebra dictionary that gives better definitions than I'm able to muster up.
For credit, check to make sure that students have correctly labeled their graphs. An easy way to check work without spending a lot of time is to use FiLMiC Pro and quickly walk around the room to "record" each student's work. Make sure that each student has their name on the paper. During your prep or after class, you can easily watch the video to make sure that each student has completed the required work for the period without having to collect anything other than a 30-45 second video.
Reinforcement and Support
Depending on time:
Scenario 1: NO TIME PROJECTED
Using the ShowMe app, create a tutorial like the one below that demonstrates a real-life application of a parabolic curve that students can relate to. Label each part of the object and show it to the students prior to them leaving for the day.
Scenario 2: Some time at the end:
Have students brainstorm where they might see a parabola. Common answers are McDonalds, the top of a shoe, and some basic structures. Pick one of them and search for (or already have one in your camera roll!) their correlation. Using the picture that you have imported into ShowMe, have students follow along to label each part of the parabola in the image(s).
Scenario 3: Plenty of time at the end:
Have students do scenario 2 instead of you... It works!
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference!
Scenario 1: NO TIME PROJECTED
Using the ShowMe app, create a tutorial like the one below that demonstrates a real-life application of a parabolic curve that students can relate to. Label each part of the object and show it to the students prior to them leaving for the day.
Scenario 2: Some time at the end:
Have students brainstorm where they might see a parabola. Common answers are McDonalds, the top of a shoe, and some basic structures. Pick one of them and search for (or already have one in your camera roll!) their correlation. Using the picture that you have imported into ShowMe, have students follow along to label each part of the parabola in the image(s).
Scenario 3: Plenty of time at the end:
Have students do scenario 2 instead of you... It works!
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference!
Resources to Reference
Application of Parabolas
Unfortunately, we have to prep for a test
Something to tickle your brain
Practice Worksheet for parabolas
Happy Fishing
Unfortunately, we have to prep for a test
Something to tickle your brain
Practice Worksheet for parabolas
Happy Fishing
