Running Head: ENRAGED PARABOLIC FUNCTIONS 1

Enraged Parabolic Functions

Michael Angelo
Daytona State College

Authors Note: This paper was prepared (use due date) for MAE4326 How Children Learn
Mathematics for Dr. Tashana Howse. As a DSC Falcon, I give my word that this work is my own
and that I have neither given nor received unauthorized help.

ENRAGED PARABOLIC FUNCTIONS 2

ABSTRACT
The following is an interdisciplinary lesson plan that draws elements from physical science and
high school algebra with an emphasis on the mathematics therein. This is a game- and problembased lesson that uses inquiry-based discovery.
Key words: Interdisciplinary lesson plan, problem-based learning, 5E, parabolas, gamebased learning, Newtons laws of motion

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Lesson Overview
This lesson is for high school algebra 2 and incorporates elements of physics and parabolic
functions. This topic was chosen as physics is the practical application mathematical discoveries;
they are a natural pair. For the lessons, the class will use the Angry Birds app/game to discover
the application of parabolic functions and recognize Newtons laws of motion.
The lesson is sequenced using the 5E model and divided into five tasks. The first two tasks will
engage students by introducing them to the concepts and the game and get them working
together to make predictions and test hypotheses. For the third task, the students will explore the
content by devising a way to determine the function of a given angry bird flight path. This will
require students to create a coordinate plane, determine units, and then use their knowledge of
parabolic functions to generate a function for the line using the vertex and zeroes. The gamebased learning element was chosen given the authors interest in the area of problem-based
discovery projects. The lesson will take place over two class periods.
The lesson is culturally sensitive by being focused on a game the majority of students have
encountered in daily life. This focus on a game also makes the lesson engaging for a wide group
of students.

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Concept Plan
Title of Lesson: Angry Parabolas
Learning Goals (Florida Standards):
SC.912.P.12.3 - Interpret and apply Newton's three laws of motion.
MAFS.912.A-SSE.2.3: Choose and produce an equivalent form of an expression to reveal and
explain properties of the quantity represented by the expression.
Learning Target (objectives):
Students will be able to construct a quadratic equation in vertex form.
Students will be able to approximate angular direction and force necessary to win the angry birds
level.
Students will be able to recognize situations utilizing Newtons third law.
Students will be able to recognize the action and reaction in a situation utilizing Newtons third
law of motion.
Prerequisites:
Students need to have an understanding of Newtons three laws.
Students need to have an understanding of the defining elements of a quadratic function (zeros,
standard/vertex forms, transformations)

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Common Misconceptions: In the vertex form of parabolas: a positive h value looks negative
when in the parentheses, and vice versa (h = 3 (x-3)^2 + k).
The meaning of the discriminant.
How transformations look numerically: reflection negative a value, how the value of a
determines a min or max vertex and end behavior.
Targeted Standard(s) for Science & Mathematical Practices:
Science
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Obtaining, evaluating, and communicating information
Math
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure.

Technology Standard(s):
Students will demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
Students will apply digital tools to gather, evaluate, and use information.

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Planned Tasks:
Tasks

Teachers Role

Students Role

Which

(How will the teacher

(How will students be

science/math

facilitate and then

actively engaged?)

practices are

monitor student
1. Projecting Birds
(Engagement)

employed?

response to the task?)

The instructor will

The students will be

Make sense of

project the Angry Birds

actively engaged via

problems and

game onto a

probing questions:

persevere in solving

whiteboard and begin

them.

the first level of the

What causes the bird to

free version found

fly?

Construct viable

online. Then the

How do Newtons laws

arguments and

instructor will launch

explain this

critique the

an angry bird and ask

movement?

reasoning of others.

probing questions.

What is force, and how

is it measured?

Attending to

What is direction and

Precision

how is it measured?

Asking questions

What affects the birds

trajectory?

ENRAGED PARABOLIC FUNCTIONS 7

How can we determine
The teacher will

the best flight path?

The students will work

Planning and

Investigator

distribute handouts that

in small groups (2 to 3)

carrying out

(Engagement)

ask the students to

with protractors to

investigations

determine the optimal

approximate the angle

angle and force

that produces the

Obtaining,

necessary to win the

optimal flight plan.

evaluating, and

2. Flight Path

level. The teacher will

communicating

monitor the students as The students will use

information

they work together.

the free version of the

angry birds on the class

Make sense of

set of iPads to test their

problems and

hypotheses. They will

persevere in solving

then work together to

them

answer the following

question:

Construct viable
arguments and

Why do you think

critique the

your chosen angle

reasoning of others

creates the best flight

path for your enraged

Attend to precision

bird?
Use appropriate

ENRAGED PARABOLIC FUNCTIONS 8

Probing Questions:

tools strategically

What affects the birds

trajectory?

How can we determine

the best flight path?

What causes the bird to

fly?

What shape does the

The instructor will

birds flight path create?

Students will have to

Planning and

Function of Your

distribute the second

work together and

carrying out

Bird
(Exploration)

handout found in the

think critically what

investigations

appendix provided by

they need in order to

Lamb (2012) as well as

determine the function

Obtaining,

a ruler. Students will

that generates the

evaluating, and

work together to

parabolic flight path.

communicating

3. Discover the

discover the equation

information

the parabola of the

What do we need to

birds flight path.

be able to plot in order

Make sense of

to construct a

problems and

ENRAGED PARABOLIC FUNCTIONS 9

The instructor will

parabola?

monitor the group work

persevere in solving
them

and ask probing

What do we plot

questions in order to

points on? Okay, how

Construct viable

guide students along

can you create a

arguments and

the path of reasoning

coordinate plane?

critique the

laid out to the right.

reasoning of others
How does the
placement of our origin

Attend to precision

affect our graph?

Use appropriate
Student line of

tools strategically

reasoning:
Using mathematics
Im working with a

and computational

parabola, which means

thinking

I can use the

standard/vertex forms,

Look for and make

the discriminant, and

use of structure.

zeroes to determine my
function.

In order to construct

ENRAGED PARABOLIC FUNCTIONS 10

my parabola, I need a
series of points.

In order to give
numerical meaning to
my points, they need to
be on a coordinate
plane.

In order to construct a
coordinate plane, I
need units.

Given my vertex and a

point on the parabola, I
can determine
unknown elements of
my function.

The students will make

note of their groups

ENRAGED PARABOLIC FUNCTIONS 11

progression and
The teacher will

reasoning.
The students will be

Construct viable

function of Your

discuss the logic

engaged in discussion

arguments and

Bird

behind how to figure

on the previous

critique the

out the previous task

problem and the

reasoning of others

and model two

various solutions

4. Explain the

methods.

Attend to precision

The teacher will then

Obtaining,

select two groups to

evaluating, and

explain their processes

communicating

and reasoning for how

information

they determined the

functions of their
parabolas.

5. Elaboration

The teacher will

Students will work

Planning and carrying

distribute coordinate

together to figure out

out investigations

planes with angry bird

their functions.

units. The student

Obtaining, evaluating,

groups (2 per group)

Students will then

and communicating

will choose two levels

show one level on the

information

ENRAGED PARABOLIC FUNCTIONS 12

from the game,

board by first

determine the best

graphing their vertex

Make sense of

flight path for their

and zeroes, and then

problems and

birds, and then use the

aligning the bird with

persevere in solving

provided coordinate

their angle. The class

them

planes to determine

will then watch how

the quadratic function

closely the bird

Construct viable

for each flight path.

follows the graphed

arguments and

points.

critique the reasoning

of others

How can you use the

tools available to

Attend to precision

you?
Use appropriate tools
Where should the

strategically

origin be placed to
make our task the

Using mathematics

most efficient?

and computational
thinking

Why should the

Evaluation

This will take place

origin be placed inn

Model with

this position?

Mathematics

Note the questions

ENRAGED PARABOLIC FUNCTIONS 13

during the course of

given for each task

the lesson via

informal observation
during group work
and whole class
discussion/
instruction.

The teacher will

check for
understanding through
open, probing
questions and written
responses.

Reflective Action Procedures:

Engagement: Task 1 and 2 will be used to engage students in the learning goals by
having them work with a tangible form of the standards via technology. See tasks for
questions.

ENRAGED PARABOLIC FUNCTIONS 14

Exploration: Students will explore force, trajectory angles, and parabolas via task 2,
where students must make hypotheses regarding the angle of trajectory and then test their
assertions.
See task for questions and practices.
Explanation: The teacher will select two groups whose in-group discussion has shown
attention to precision. Each group chosen should have a different way of solving the task.
The student groups will present their findings and rationale for the discovery of their
function and the class will discuss the findings. Depending on student understanding, the
teacher will discuss two methods for completing the task and the accompanying line of
reasoning for determining the methods.
How do you think this task is useful in the real world?
See the task for the practices employed.
Elaboration: Student groups will chose two angry bird levels to apply the skills from
tasks two through four. They will determine the angle for best trajectory and then figure
out the function of the parabola. However, this time students will use a coordinate plane
with angry birds as units. Students will then test and show their math by presenting their
findings on one level on the board.

How can you use the tools available to you?

Where should the origin be placed to make our task the most efficient?

ENRAGED PARABOLIC FUNCTIONS 15

Why should the origin be placed inn this position?
Please see the task for the accompanying practices.

Evaluation: The instructor will know that learning targets have been met through
informal observation during the lesson, student discussion, and the elaboration task.
Students who are unable to articulate their understanding or show this through their work
will need further instruction. Students will assess their own learning via the hypothesis
and testing elements of the tasks as well as how their mathematical work/predictions
physically line up with the angry birds trajectory (task 5).
Accommodations/Modifications:
Using Manipulatives/Technology to Engage
The instructor will implement technology (iPads and computers) and manipulatives
(protractors and rulers) to engage students in the tasks. This will provide students access
to translation software and scaffold learning via multiple domains and styles (auditory,
kinesthetic, visual).

Differentiated Groups
The instructor can create groups that are appropriate to the abilities, needs, and levels of
students English language fluency.

Access Background Knowledge

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The instructor can use prior knowledge to scaffold student discovery of content and its
application.

Assessment:

Student learning will be measured via informal observation and the completion of the elaboration
task. Formative assessment took the form of informal observation, and based on the observations
of student understanding, the instructor will ask probing questions, scaffold, and if necessary, use
whole group/small group instruction.

ENRAGED PARABOLIC FUNCTIONS 17

Appendix

II. Engagement Handout

Dear student,
I am an Angry Bird. My eggs have been stolen by some Green Pigs. I need your help in
seeking my revenge.
I have obtained an extra-large slingshot and need to know what angle and force is
required to cause as much damage as possible to this pigs lair. My Angry Engineers have
developed this application to help test my attack before I embark on my journey of
revenge.
Please take a few minutes and determine what Angle and Force I will need against my
first victim. Here is a snapshot of my first challenge. Please measure the angle of
inclination from the horizontal plane as indicated below.

Angle: ________________________ F orce: ____________________________ _

*Note that full force is pulling the slingshot all the way back and its power/number is 1.
Thanks,
Angry Bird

19

(Lamb, 2012, p. 19)

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III. Explore Handout

Dear Student,
I would like to thank you for your diligent work in determining the best vector for my
attack. However, I am in need of some greater assistance related to my flight paths.
Some of my enemies have defenses in place, so that if I fly too high, I will not be able to
destroy them. With each flight, the highest point I reach is called my vertex and it is
related to the parabolic path of my flight (so the engineers say). Can you help me
determine the function of this flight path so that I can better understand how to adjust my
height?

Thanks,
Angry Bird

20

(Lamb, 2012, p. 20)

ENRAGED PARABOLIC FUNCTIONS 19

References
Lamb, J. (2012). Angry Parabolas. Retrieved November 30, 2015, from
http://math.uttyler.edu/ut3mc/resources/presentations_papers_projects/angrybirdsmath/A
ngry Parabolas-Lamb 2012/Angry Parabola.pdf