5 Lesson Plans

1. Quadratics Unit Day 1:

a. Warm Up on sheet of paper:
i. Free write- What do you know about linear equations & their graphs?
b. Lesson:
i. Activity- Change seating chart. Talk to your new neighbor and get to
know them. Write about how you feel with the change in seating. Do you
like who you’re sitting by? Do you miss your old seat? Arm crossing
activity. Cross your arms naturally. Now cross them the other way. How
did the change in arm position feel? Natural? Strange? Uncomfortable?
Write about it.
ii. Introduce a quadratic function- Show graph & equation of quadratic
function & linear function. Ask students how the quadratic
graph/equation is different from linear graph/equation, write answer on
individual white boards. Turn & talk to a neighbor about what you
noticed. Students to share anything they had in common with class.
iii. Show graph & equation of linear function & write description for function
(ie straight line, highest exponent is 1, constant rate of change). Then
show graph/equation of quadratic functions & write description (ie curved
line, highest exponent 2, high point/low point). Students to take notes.
iv. Introduce name of graph and different parts: Parabola, Maximum,
Minimum, Vertex, Concave Up , Concave Down, Roots.
v. Students to get worksheet with different quadratic graphs. Students to
describe different parts of graph with academic vocabulary. Due at end of
period.
c. Exit Ticket on same sheet of paper as Warm Up:
i. Triangle/Circle/Square- 3 things you learned, something that is “circling”
your mind, & something you have “squared” away.
2. Quadratics Unit Day 2:
a. Warm Up:
i. Quadratic Graph- Students to label each part of the graph. Name of graph,
vertex, concave up/down, maximum/minimum, roots.
ii. Some solving exponential problems given x value (Solve for y such that
x = 2 for y = 4x2 .
b. Lesson:
i. Show parent function graph in relation to translated quadratic graphs.
Students to discuss what they think a parent function is. Hint: Think about
your parents & you and your siblings. Write answers on white board. Turn
 and talk to neighbor about what you think parent function is. Students to
share with class what they talked about. Teacher to discuss definition of
parent function with class.
ii. Introduce parent function equation: y = x2 . Have students plug in x
values, to determine coordinates. Plot points on white board graph. Does
your graph look like the parent function we saw earlier? Does the graph go
on forever (Try bigger x values)?
iii. Give students w/s with other quadratic equations (such as y = 2x2 ,
y = 12 x2 , y = x2 + 3 , y = x2 − 2 , y =− x2 ). Students to create xy table and
graph coordinates. Briefly describe how graphs have changed from parent
graph.
iv. Whole class discussion about w/s. How do the graphs on the w/s differ
from parent graph?
v. Student notes on how different numbers affect parent graph.
c. Exit Ticket:
i. Describe a change that has occurred in your life recently (ie change of
classes, change of seating, moving houses, loss of family member, etc).
How were you affected by it? How did you handle it? Did this situation
change you in any way?
3. Quadratics Unit Day 3:
a. Warm Up: Describe in words how the parent quadratic function is affected by the
following terms: adding a constant, subtracting a constant, negative a value,
whole number a value, and fraction a value.
b. Lesson:
i. Students to take notes:
1. Standard form identification. All the equations we have seen so far
are in standard form. Characteristics of standard form: highest
exponent of 2, y = ax2 + bx + c , tells you the concave up or down,
shift up/down, wideness of parabola.
2. Show factored form. Characteristics of factored form
y = (x + r)(x + s) : gives you the roots.
3. Show vertex form y = a(x − h)2 + k . Characteristics: gives you the
vertex of the parabola.
ii. Teacher model/student notes
1. Converting factored form to standard & from vertex to standard
iii. Students start w/s on converting to standard form. Take home unfinished
w/s home for homework.
c. Exit Ticket:
 i. Relate the different forms of quadratic equations to your life. Are you the
same person you are around family vs friends? How differently do you act
around family as opposed to friends?
4. Quadratics Unit Day 4:
a. Warm Up:
i. Multiplying polynomials
ii. Convert each equation into standard form
b. Lesson:
i. Review forms of quadratic equations on white boards
ii. In class w/s students can work in groups. W/s to include: parent graph-
student to label each part of the parent graph. Form
identification/description- students to identify the name of the form, &
describe what it tells you about the parabola. Example of each form -
student to convert to standard form.
iii. Introduce Quadratic Research Project. Students (individual or group) to
present on quadratic functions in life (sports, NASA, etc.). They are
required to create two forms of presentation; one will be a poster board
and the other may be in any form they wish (powerpoint, commercial,
etc.). Students must present their projects at the schools Research
Symposium. Students to determine who is in their group or if they’re
doing it individually. Start talking about a topic.
iv. Pass out practice test. Finish for homework.
c. Exit Ticket:
i. Triangle/Circle/Square- 3 things you learned, something that is “circling”
your mind, & something you have “squared” away.
ii. Are you doing the project as a group or individually? Who is in your
group?
5. Quadratics Unit Day 5 (Review Day for test):
a. Warm Up:
i. Combining polynomials ( ×, +, − )
b. Lesson:
i. White boarding mixture of problems
ii. Questions from Practice Test
iii. Work on Quadratic Research Project
c. Exit Ticket:
i. Are you prepared for the test? What needs to be done in order to do a
retake (practice test)? I still have questions about _______. I am confident
in ________. What can I do to better prepare myself for this test?
ii. What still needs to be completed for the Quadratic Project?