Graphing Quadratic Equations

Learning Objectives: What should students know and be able to do as a

result of this lesson?

o Students will graph quadratic equations using graphing technology (i.e.

TI-84, etc.).

o Students will identify how changing pieces of the quadratic equation will
affect the way a quadratic equation graph will look.

Prior Knowledge: What prior knowledge should students have for this
lesson?
Students have previously completed a similar activity on the graphing calculator in
relation to linear equations and the effects of changing slope (m) and the y-intercept (b) in
the equation y = mx + b. In a whole class, discussion, the teacher will ask students what
they remember about graphing a linear equation and will note the changes that the slope
and y-intercept have on the picture of the graph. Students will be asked to respond to
higher order questions regarding that graphing and their responses will be recorded on the
board for reference during the day's lesson. The teacher should ask students to make
notice of similar occurrences when graphing quadratic equations.
Guiding Questions: What are the guiding questions for this lesson?
Given simple quadratic equations (i.e. y = x2 or y = x2 + 5), how does changing the
x2 coefficient or changing the constant affect the look of the graph?
Teaching Phase: How will the teacher present the concept or skill to
students?
The teacher will go through the process of how to use the graphing calculator and answer
any questions from students. The teacher will graph a simple quadratic equation y =
x2 and ask students to identify how it is different from a linear equation. The students will
be asked why they believe that graph looks different. Through guided questions, the
students will understand that the x2 is what is different from linear equations.
Guided Practice: What activities or exercises will the students complete with
teacher guidance?
Students will be divided into groups of two and given the following for exploration.
Graph the following quadratic equations using your graphing calculator and then
complete the following task and/or answer the given questions.

a. y = x2 sketch the graph on your graph paper

What do you notice about the graph? How does it differ from linear
equations?
Looking at the two equations in (b), make a conjecture about what will be
different about these graphs from the preceding graph.
 b. y = x2 + 5 sketch the graph on graphing paper from your calculator

y = x2 - 5 sketch the graph on graphing paper from your calculator

What happened to your graphs compared to those in (a)? Explain the
significance. Was it different than your previous conjecture?
Looking at the two equations in (c), make a conjecture about what will be
different about these graphs from the preceding graph.

c. y = 2x2 sketch the graph on graphing paper from your calculator

y = 6x2 sketch the graph on graphing paper from your calculator

What happened to these graphs compared to those in (a) and (b)? Explain
the significance. Was it different from your conjecture?
Looking at the two equations in (d), make a conjecture about what will be
different about these graphs from the preceding graph.

d. y = -2x2 sketch the graph on graphing paper from your calculator

y = -6x2 sketch the graph on graphing paper from your calculator

What happened to these graphs compared to those in (a) and (b)? Explain
the significance. Was it different from your conjecture?
Looking at the two equations in (d), make a conjecture about what will be
different about these graphs from the preceding graph.

e. y = 3x2 - 5 sketch the graph on graphing paper from your calculator

During this group effort, students are to graph the equations one at a time and then sketch
what the calculator gave them as an image. They must stop after each set and discuss
what happened and why they think this happened. The teacher should be circling the
room and asking students to explain their opinions and ideas.

2. Independent Practice: What activities or exercises will students complete to

reinforce the concepts and skills developed in the lesson?
Once the students complete exercises a - e, the teacher will ask the group if there are any
questions and will answer any that emerge. Then the students will be asked to sketch the
following five equations independently without the use of the graphing technology and
based solely on the conclusions drawn from their activity.

e. y = 3x2 - 5 sketch the graph using graphing calculator (this is (e) from
above).
 Use the sketch of (e) to sketch the remaining graphs without using the graphing
calculator.

y = x2 + 2

y = -x2 + 4

y = 2x2 + 3

y = 2x2 4

y = -3x2 1

Finally, the students will be asked to write a short paragraph summarizing (a)
what the line of any graph represents (all solutions) and (b) how the exponents
and constants found within an equation change the curvature and location of the
line on a coordinate plane.
Closure: How will the teacher assist students in organizing the knowledge
gained in the lesson?
After all sketches have been completed, the teacher will take them up from students and
will look over them, making any necessary corrections and providing feedback. The
teacher will return these the following day and ask for volunteers to sketch their graphs
on the board. The teacher will ask for student input on how each piece of the quadratic
equation changes its graph and will summarize these on the boards for students to write
down. From here, the teacher will go into a discussion of the plotting of the general
quadratic equation y = ax2 + bx + c.
Summative Assessment
At the end of the lesson, an individual sketching assignment will be given and collected.
The teacher will score the sketches and offer any suggestions for each student.
Formative Assessment
The teacher will have a whole class discussion reviewing graphing linear equations. The
students have already completed a similar lesson when first learning how to graph linear
equations and the teacher will remind them of this lesson through questioning (i.e. What
happens when we change "m" in y = mx + b? What happens when we change "b"?)
The students will respond and responses will be written on the board for use during
today's group activity. The teacher will use the recorded responses to remind students that
individual quantities in an equation affect the look of said equation and through this
previous process, students can make similar conjectures to this new situation.
Accommodations:
Students will work in groups of two; therefore, one accommodation could be that the
students in a particular group are given two graphing calculators so that they can graph
both equations and look at them side-by-side in order to compare.
Teacher proximity
Extra time
Extensions:
Students can use the graphing calculator to look for solutions of quadratic equations.
Equations can be given in a different form and students must change to y = ____. For
example, the equation 2x2+ 4x - y = 10 can be given where the student must rearrange the
equation to graph it appropriately.
Equations can be given that fit outside the window of the graphing calculator and
students will need to change windows. Discussion can ensue as to why that is needed.
With more advanced students, you could have them change the given exponents to show
the various shapes of graphs.
Suggested Technology: Document Camera, Graphing Calculators, Computer for
Presenter, Interactive Whiteboard

Special Materials Needed:

Graphing calculators for students
Document camera would be nice so that some of the student sketches can be shown
Graph paper