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Objectives:

1. Students will be able to calculate the coordinates of the vertex of a parabola when given

the (x,y) coordinates of the focus and the linear equation of the directrix.

2. Students will be able to calculate the leading coefficient (a) in the vertex form of a

parabola, y = a(x h)2 + k, by the formula , where p is the displacement (distance and

direction) from the focus to the vertex.

3. Students will be able to use the vertex form of a parabola, y = a(x h)2 + k, to derive the

equation of a parabola when given the (x,y) coordinates of the focus and the linear

equation of the directrix.

4. Students will be able to plot the focus, directrix, vertex, and parabolic curve on an x-y

coordinate plane.

Prior Knowledge: What prior knowledge should students have for this lesson?

Vocabulary:

Axis of Symmetry

Equations:

complex fractionsHave a basic understanding of parabolas, their equations, and their

graphs

Questions:

1. Explain how a parabola and a conic section relate to each other. By taking different slices

through a cone you can create a circle, an ellipse, a parabola or a hyperbola.

2. How do parabolas and quadratics relate? They both represent the set of equations for

second order polynomials y = ax2 + bx + c

3. What are examples of parabolas you have seen or encountered in the real world? Answers

will vary.

Teaching Phase: How will the teacher present the concept or skill to students?

Exploration:

First, the teacher will begin the lesson by placing students into cooperative learning

groups of 3 to 4 students. Each group will be tasked with answering the questions on the

"Opening Questions" worksheet. It is the teacher's choice to have the students copy the

opening questions or project the questions for the students.

about the content prior to introducing the new content. The teacher will check the

opening exercise by having students share their answers with the class. The teacher will

provide praise for correct thinking and positively correct any errors in reasoning.

Instruction:

1. The teacher will introduce the learning scale and goals for the lesson, and allow

students to rate themselves before being taught the lesson. Please see the attached

learning scale provided for in this lesson.

2. The teacher will introduce the new content of deriving the equation of a parabola given

the focus and directrix. The new content will be introduced as outlined below:

B. "Distance versus Displacement" worksheet: The teacher will provide students with the

resource "Distance versus Displacement" worksheet. The "Distance versus

Displacement" worksheet covers the concept of displacement in detail, and reminds

students of how the orientation/shape of the parabola and the leading coefficient "a" are

related.

C. Worked example:1. The teacher will provide students with the "Reference Sheet"

worksheet.2. The teacher will encourage students to take notes on the reference sheet

because they will be using this reference during the independent practice activity. 3. The

teacher will guide students through the worked example and address any questions the

students may have about the content.4. The teacher will gauge student questions and

responses, and change the pace of instruction if needed, prior to moving to the

independent practice activity.

Guided Practice: What activities or exercises will the students complete with teacher

guidance?

1. Students will work in groups to complete the 2 problems on the "Guided Practice"

worksheet.

2. The teacher will start working the first problem with the students. The teacher will

work approximately half of the first problem with the students, and then let the students

work in groups from that point forward.

3. This practice will be checked using peer response groups. The teacher will ask for

group volunteers to display their answers on the board or project their answers using a

document camera controlled by the teacher.

Closure: 1. The teacher will use the comparison matrix on the "Independent Practice"

worksheet to organize the findings from the four problems provided on the worksheet.

2. Students will share their answers with the class, and the teacher will create a "master"

student-generated matrix based on the feedback of the students. The class will review and

discuss the "master" matrix as closure to the assignment.

3. The "master" matrix can be projected on the board, or a poster sized matrix can be used

to fill in the student responses.

4. The teacher will distribute the "Summative Assessment" worksheet. Please note that

the summative assessment can be completed at the end of the class period or at the

beginning of the following class period.

Summative Assessment

worksheet.

Formative Assessment

1. Access the prior knowledge of students by utilizing engaging activities and cooperative

learning groups.2. Check for understanding by walking around the classroom and

observing students as they work.3. Check for understanding by asking guiding or

clarifying questions.4. Help improve understanding by observing the work product of

students and providing specific recommendations about their process or strategy. 5. Help

improve student understanding by revising the pace and/or order of the lesson content as

needed.

1. Teachers may use the "Parabola Spreadsheet" provided in this lesson to adjust the

complexity, length, or pace of the lesson to help struggling students. 2. Color-coding

graphs with colored pencils could also help visual learners see the parabolic relationships.

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