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Key Learning Area: Mathematics Lesson Topic: Non-linear Relationships: Quadratic Equations and Parabolas
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have previously studied linear relationships, using a table of values to graph linear equations
LESSON SEQUENCE
Lesson Content / Indicators Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
of Learning (What is (mins) (How it is taught)
Taught): Write detailed steps showing what the teacher (T) will do
Note key skills, concepts and and what students (Ss) will do.
values addressed in each
section. Link to your Indicators
of Learning.
INTRODUCTION
5min T greets Ss at the door, asking them to quietly enter the T divides whiteboard for neater organization (as shown
a) T commences class by classroom. below):
ensuring Ss are well T instructs Ss to settle down and take out their exercise
settled before 10min books and stationery.
continuing with the
lesson T introduces lesson with recap of linear relationships
b) T introduces topic of Equation: 𝑦 = 𝑚𝑥 + 𝑏 (T asks Ss to give
quadratic equations example of linear equation)
and parabolas with Graph is a straight line
recap on linear Can use table of values to find points on line
relationships
𝑥-intercept occurs when 𝑦 = 0 and 𝑦-intercept
occurs when 𝑥 = 0
DEVELOPMENT
10min Using examples (shown below), T explains that when the T writes examples of quadratic equations and example of non-
a) T begins topic of highest degree of x is greater than 1, there exists a non- linear equation on board.
quadratic equations by linear relationship and the graph will be in the shape of a
using examples of non- curve. Whiteboard organization:
linear relationships to More specifically, when the highest degree of x is 2, we have
enable Ss to a quadratic equation whose respective curve is known as
distinguish between a parabola
linear and non-linear
(in particular quadratic)
equations
E.g.
1) 𝑦 = 𝑥2
b) Students will have to 2) 𝑦 = 𝑥 2 + 2𝑥 + 5
justify whether the 3) 𝑦 = −𝑥 2
equation is quadratic or 4) 𝑦 = 𝑥 3 + 2𝑥 2
non-quadratic
c) Desmos Activity will 10min T brings up Desmos “Will it Hit the Hoop?” Activity on T will have Desmos Activity projected onto SMARTboard.
assist Ss in SMARTboard/projector to allow Ss to see how parabolas Slide 1:
distinguishing between can be used in real-life.
graphical Desmos Activity:
representations of https://student.desmos.com/?prepopulateCode=atnjh
linear and quadratic
relationships T goes through first 3 slides with Ss, explaining that
parabolas are important in representing non-linear
relationships:
CLOSURE
a) T concludes lesson 5min T instructs S to hand out “Introduction to Quadratic T will have “Introduction to Quadratic Equations and Parabolas”
with worksheet: Equations and Parabolas” worksheet, and brings up worksheet onto SMARTboard.
“Introduction to worksheet on SMARTboard/projector.
Quadratic Equations
and Parabolas”
b) Worksheet will assist T asks Ss: “What do you think is the missing part of the
students in identifying statement?” (i.e. Quadratic equations are equations have
quadratic equations as highest degree of 𝑥 = 2.
equations with the T fills in missing blank on SMARTboard and also instructs to
highest degree of 𝑥 = 2 fill in the missing blank.