Graphing Quadratic Equations

In The Real World

Students enjoyed the Graphing Quadratic Functions in the Real World lesson. This
was a great group project, but also could have been used as an individual project. Groups
of two or three work best. After watching the video, Quadratic Functions and Parabolas in
the Real World, students began discussing other everyday situations that could be
represented with a quadratic equation. Students also enjoyed seeing the pictures chosen
by other students. Some got very creative!

I enjoyed watching the excitement on students faces after they calculated their
vertex form. As a formative assessment, I had students work on this project in class so I
could monitor and ask questions to each group. Another formative assessment was given
to student on MathXL. This website is used for homework and quizzes. Some students still
struggled with some of the concepts and calculations, but were able to label and describe
the characteristics of a parabola.

The summative assessment given for this lesson was a test on paper. I gave students
a graph and they had to label the parts of the parabola. I also gave them a quadratic
function and they had to find the equation in vertex form, convert to standard form, and find
the vertex using standard form. Students did much better on the summative after
completing the project. This is definitely a lesson I will use every year teaching Quadratic
Functions!
 University of West Alabama
5E Lesson Plan Template
Teacher: Cassie Cothran

Date: 1/18/2019

Subject area/course/grade level: Algebra 2/11th Grade

Materials: Poster, Computer

Standards (State and ISTE Standards for Students):

F.5: For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of quantities. Key features include: increasing, decreasing, positive or negative, maximums
and minimums, symmetries, and end behavior.
F.6: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.
 Graph linear and quadratic functions and show intercepts, maxima and minima.
3a: Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
3c: Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
3d:Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.

Objectives: Students will be able to determine whether a function is a parabola and be able to describe the
characteristics of a parabola.

Differentiation Strategies:
Fill in the blank notes will be provided for students.
Teacher will use a hover cam to project notes/problems on the white board.
A video will be shown explaining parabolas and quadratic functions in the real world.
Students will collaborate with partners and discuss the characteristics of parabolas.
Students will get to use technology to further explore quadratic functions in the real world.
Students will create a poster labeling the parts of the parabola.

ENGAGEMENT:

The Lesson will begin with a short video from YouTube, Quadratic Functions and Parabolas in the Real
World. Students will be asked to discuss parabolas and quadratic functions that are used in the real world.
https://www.youtube.com/watch?v=He42k1xRpbQ

EXPLORATION:

After a short whole class discussion, students will use the internet to find a picture of a parabola or
quadratic function being used in every day situations. When a picture has been chosen, students will work
together to research and label the parts of their parabola. They will be given a list of words to define.
Parabola, Quadratic Function, Zeros (and other synonyms), axis of Symmetry, Min/Max, and Vertex
EXPLANATION:

The parts of the Parabola that students defined in the exploration stage will be discussed as a class and
label on a parabola as students take notes. This will lead students into the Vertex Form of a Quadratic
Equation. Fill in the blank notes and practice problems have already been made available for students. A
hover cam will be used from my podium for students to follow along on their notes sheet. With the hover
cam I am able to zoom in on their paper and work right along with the students. This allows me to take
pictures and video the lesson to be uploaded to their Canvas page. By the end of the lesson, students
should be able to write the equation of a quadratic function in Vertex Form.

ELABORATION:

Now that students are familiar with the parts of the parabola and the Vertex Form, they will use Desmos to
upload their picture they chose in the exploration stage, and find the equation of their quadratic function.
Once they have uploaded their picture, they will work to create the perfect parabola to graph over their
image. Once the operation in Desmos is complete, students will print their picture. They will use posters to
display their quadratic function and also label the parts of their parabola.

EVALUATION:

A formative assessment was given to the students to check for understanding. They took a quiz online
using MathXL. They also were given a graph to label the parts of a parabola.

The summative assessment given was in the form of a test. Students had to label the parts of a parabola,
find the equation of a parabola in vertex form, convert to standard form, and find the vertex of using their
standard form.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for
curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New
York: Teachers College Press.
Project Goals:
Create a poster showing me you understand how to apply what we’ve learned about quadratics to the
world around you.
1) Find an image from real-life displaying a parabolic shape.
Ideas for pictures:
Google: “parabola _________” or “Time lapse photography _________” and put whatever you’re
interested in into the blank.
For example: parabola architecture, time lapse water fountain, parabola sand, parabola motion
(better yet: parabolic motion), parabola tree, parabola real life, parabola satellite, time lapse
projectile, time lapse motor cross, parabola telephone lines (these are actually catenary curves but-
unless you’re in grad school for engineering-it’s close enough), etc.
2) Create a quadratic function that models your image.
Save the image to your Desktop along with the image URL. Upload the image to Desmos
using the plus symbol on the upper left-hand side.
Stipulation: the vertex and the y-intercept cannot be the same point. If they are, I
will take 10 points off your final project grade.
3) Graph your function over the image using Desmos.
Be sure to print your image with the graph on top of it (when the print page comes up,
make sure you’re only printing 1 page). I also suggest logging in to Desmos using your
school Google ID and saving your graph to Google Drive—just in case you make
mistakes and want to reprint it.
4) Label the following points of interest on your graph. You may draw them by hand.
i) Vertex (Minimum or Maximum)
ii) Zeros, Solutions, Roots, and x-intercepts
iii) Axis of Symmetry
iv) Y-Intercept
6) Write your function in vertex form.
Be sure to show all your work and use complete sentences. For example, “The vertex form of the
function is _________”
8) Put your equation into standard form.
Using either the vertex form or the factored form, show you know how to put your function into
standard form.
Again, be sure to show all your work and use complete sentences.
9) Using the standard form of the function, convince me you know how to calculate the vertex from the
equation AND that it is the same vertex as it is for your graph.
(Calculate the axis of symmetry and the vertex.)

Your project will be graded using the following rubric. You can pick what grade you earn by using the rubric
as a guide when completing your project.
 Category: Points: Your Score
Real Life Image: (2 pts)
Real-life example/fit 2 points

Graph: (12 pts)

Vertex 2 points
Roots/Zeros/X-intercepts 4 points
Axis of Symmetry 2 points
Y-intercept (-10pt if same as vertex) 2 points
All parts are labeled correctly. 2 points

Calculations: (26 pts)

Vertex Form of equation 6 points
Conversion into Standard Form 10 points
Calculation of Vertex from Standard Form 8 points
Same as Graph Vertex 2 points

Poster: (10 pts)

Organization with sections clearly labeled 3 points
Readability/Neatness 3 points
Complete Sentences 3 points
Your name is on the back of the poster 1 point
(and it is NOT on the front)
Bonus—make it “display” worthy (2 points)

Total: 50 pts

This sheet and rubric should be turned in with your poster!

A DAY – Due Jan 18th
B DAY – Due Jan 21st
 Quadratic Function

1. Label the parts of the parabola.

a. Vertex
b. Y-intercept
c. Roots
d. Min/Max
e. Axis of Symmetry
2. Find the equation of the quadratic function in vertex form.
3. Convert to standard form.
4. Find the axis of symmetry and vertex using the standard form.
5. What is the Domain and Range?