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Culture Documents
Academic
Language
Demands:
Through
this
lesson,
students
will
learn
and
be
able
to
utilize
important
vocabulary
relating
to
identify
the
characteristics
of
quadratic
functions:
o New
Terms:
Minimum
value:
the
least
value
of
a
function;
occurs
when
a>1,
so
parabola
opens
upward.
Maximum
value:
the
greatest
value
of
the
function;
occurs
when
a<0,
so
parabola
opens
downwards.
Zero
of
a
function:
an
x-intercept;
a
value
of
x
that
makes
the
value
of
the
function
0.
o Terms
from
previous
lessons
that
students
will
utilize:
Quadratic
Function:
a
function
in
the
form
of
f(x)
=
ax2
+
bx
+
c
that
forms
a
u-
shaped
curve.
Parabola:
the
u-shaped
curve
formed
by
a
quadratic
function.
Evidence
and
Assessment
of
Students
Learning:
(Informal,
Formative):
Teacher
will
ask
questions
to
determine
student
understanding
throughout
the
course
of
the
launch
and
Instructional
Procedures
phases.
Questions
should
require
answers
that
provide
students
with
opportunity
to
explain
mathematical
reasoning
and
proper
vocabulary.
Additionally,
rather
than
asking
right/wrong,
yes/no
questions,
teacher
will
ask
questions
that
require
students
to
help
guide
learning
process
(i.e.
(Informal,
Formative):
Teacher
will
circulate
room
during
group
work
(when
students
complete
worksheet)
to
gain
a
better
idea
of
student
understanding.
During
this
time,
teacher
will
have
the
opportunity
to
clarify
any
misunderstandings/confusion
of
students.
Teacher
can
also
ask
questions
that
will
help
to
guide
students
in
the
right
direction.
(Informal,
Formative):
Exit
tickets
will
provide
an
opportunity
for
students
to
demonstrate
their
knowledge
to
the
teacher
regarding
the
characteristics
of
quadratic
functions.
Based
on
the
results
of
exit
tickets,
teacher
will
be
able
to
determine
next
necessary
steps
(What
material
needs
to
be
reviewed
as
a
class?
For
certain
groups?
For
certain
individuals?).
(Informal,
Formative):
Students
will
complete
homework
assignment,
which
may
be
collected
by
teacher
for
the
purposes
of
evaluating
understanding.
Based
on
results
of
homework
assignment,
teacher
will
know
which
topics
students
were
able
to
grasp,
and
those
that
need
to
be
reviewed
further.
(Formal,
Summative):
At
the
end
of
this
unit,
students
will
be
asked
to
complete
an
assessment
(formal
exam)
where
they
graph
quadratic
functions
and
answer
related
questions
regarding
different
topics
covered
throughout
the
unit
(transformations,
characteristics
of
quadratic
functions,
solving
systems
of
equations,
etc).
As
pertaining
to
this
lesson,
related
questions
may
include
asking
students
to
identify
the
minimum/maximum
values
of
a
function,
as
well
as
the
zeros
of
a
function.
Instructional
Strategies
and
Learning
Tasks:
Launch
(Motivation)
(5
minutes)
o Quadratic
Function,
or
not?
Students
will
be
provided
with
graphs
of
functions,
with
some
being
quadratic
functions,
and
others
not
(may
be
linear,
cubic,
etc.)
For
the
functions
that
you
have
categorized
as
quadratic,
what
characteristics
of
the
function
lead
you
to
this
decision?
Students
should
recognize
that
the
highest
exponent
in
a
quadratic
function
is
x2
and
that
quadratic
functions
all
form
u-shaped
curves
(parabolas).
Instructional
Procedures
(Explore)(20
Minutes)
o Identifying
Quadratic
Functions
From
the
Launch,
students
should
have
some
understanding
of
this
topic.
However,
it
will
be
important
to
identify
and
practice
what
to
do
when
functions
are
not
in
y
equals
form.
Class
Examples:
quadratic
function
and
non-quadratic
function
(both
in
forms
other
than
y
equals)
o Maximum
and
Minimum
Values
Present
students
with
2
graphs
(one
opening
upwards,
and
one
opening
downwards).
Ask
them
to
identify
the
maximum
and
minimum
values
for
each
by
using
the
graph.
Introduce
specific
rules
for
minimum
and
maximum
values.
Determining
minimum
and
maximum
values
from
equations:
In
vertex
form,
find
vertex.
If
graph
opens
upwards,
vertex
is
the
minimum.
If
graph
opens
downwards,
vertex
is
the
maximum.
In
standard
form,
use
your
calculator
to
create
a
table
of
values
and
sketch
the
graph.
Find
the
point
of
the
vertex.
If
the
graph
opens
upwards,
the
vertex
is
the
minimum.
If
the
graph
opens
downwards,
the
vertex
is
the
maximum.
o Zeros
of
a
function
***dependent
on
time;
may
be
continued
in
part
2
of
lesson
next
day***
After
presenting
a
graph,
ask
students
to
find
the
points
on
the
graph
where
y
=
0.
In
this
example,
there
will
be
2
points.
After
looking
at
the
graph,
ask
students,
How
can
we
find
the
zeros
of
the
function
mathematically
by
using
the
equation?
Help
them
make
connection
to
previous
chapter
where
we
solved
ax2
+
bx
+
c
=
0!!!
Complete
class
example
where
we
solve
for
x
to
find
the
zeros
Introduce
idea
that
it
is
possible
for
a
quadratic
function
to
have
0,1,
or
2
zeros
(or,
points
where
the
function
crosses
the
x-axis,
known
as
x-
intercepts).
Differentiation/Extension:
Teacher
will
reinforce
any
concepts
where
students
lack
understanding
during
Structured
Practice
and
Application,
where
teacher
has
time
to
walk
around,
observe
student
progress,
and
provide
assistance.
Online
resources
will
be
provided
for
any
students
who
struggle
with
concepts
and
need
extra
home
practice.
Re-teach
worksheets
will
be
made
available
to
students
who
struggle
with
concepts.
Students
will
be
offered
extra-help
during
lunch/
after
school
regarding
any
confusing
concepts.
What
Ifs
(Accommodations/Student
Supports):
If
class
does
not
understand
how
to
identify
quadratic
functions,
students
will
be
provided
with
graphs
of
functions
that
have
already
been
identified
as
quadratic
or
not
quadratic
and
asked
more
specific
questions
such
as
What
do
you
notice
about
the
shape
of
all
of
the
functions
that
have
been
identified
as
quadratic?
or,
What
do
you
notice
about
the
leading
exponents
that
have
been
identified
as
quadratic?.
Students
will
then
proceed
to
complete
more
examples
on
their
own.
If
the
class
does
not
understand
that
a
function
can
only
have
a
minimum
OR
a
maximum
value,
not
both,
we
will
once
again
review
finding
the
domain
and
range
of
a
function,
which
will
help
to
solidify
this
concept.
If
the
students
struggle
with
identifying
the
zeros
of
a
function
when
looking
at
graph,
we
will
review
the
concept
of
x-intercepts
as
a
class.
If
students
struggle
with
identifying
the
zeros
of
a
function
when
only
given
an
equation,
students
will
be
instructed
to
sketch
the
graph
of
the
equation
first
(using
calculator
if
necessary),
which
should
remind
students
to
plug
in
0
for
y.
If
students
struggle
to
identify
characteristics
of
quadratic
functions
during
class
practice
examples,
we
will
continue
to
complete
the
worksheet
as
a
class,
rather
than
in
partners
(or,
we
will
work
on
the
specific
concept
that
students
struggle
with
together,
allowing
them
to
complete
the
rest
of
the
worksheet
in
partners).
Instructional
Resources
and
Materials:
Students
will
need
to
bring
calculators,
pencils,
textbooks,
and
notebooks
to
class.
Teacher
will
need
to
bring
presentation,
worksheets,
and
exit
tickets
to
class.