Felipe Chavez

Lesson Plan
Algebra 1
90 Minutes
9.1: Quadratic Graphs and Their Properties, and
9.2: Quadratic Functions

Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL):

• CC.9-12.F.IF.7a: Graph linear and quadratic functions and show intercepts, maxima,
and minima.
• CC.9-12.F.IF.8a: Use the process of factoring and completing the square in a quadratic
function to show zeros, extreme values, and symmetry of the graph, and interpret these in
terms of a context.

Educational Objectives:
• The students will be able to graph functions of the form 𝑦 = 𝑎𝑥 2 and 𝑦 = 𝑎𝑥 2 + 𝑐.
• The students will be able to graph functions of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
• The students will be able to understand and apply the academic language for this section.

Assessment on Learning:

• The students will be assessed with a task sheet that as a evaluates their understanding of
the content of sections 9.1 and 9.2.

Central Focus

• The students will learn about graphing quadratic functions.

Academic Language
Language Function (select 1):

Analyze Compare/Contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to practice
using the language function identified above:
 The students will be able to construct quadratic graphs. The manner in which they will do
this is by first identifying the form of the equation. Then, they will have to discover the vertex,
the line of symmetry, and the y-intercept of the quadratic equation. Once they have completed
this, they can substitute values of x that they can easily compute to find the corresponding y-
value. They will then construct the graph using these known points.

Additional Language Demands. Given the language function and learning task identified above,
describe the following associated language demands (written or oral) students need to understand
and/or use:

Vocabulary:
• Quadratic function – a function that can be written in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where
𝑎≠0
• Standard form of a quadratic – when a quadratic function is written in the form
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
• Quadratic parent function – the simplest quadratic function 𝑓(𝑥) = 𝑥 2 or 𝑦 = 𝑥 2
• Parabola – the graph of a quadratic function is a U-shaped curve
• Axis of symmetry – the line that divides a parabola into two equal parts
Plus at least one of the following:
Syntax-
• 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 – this is the form in which we write quadratic functions
Materials:
• Textbook
• Task Sheet
• White board markers
• White board erasers
• Teacher’s notes
• Pencils
• Calculator

Anticipatory Set/ Attention Getter:

• “Good morning, class! We will be identifying the vertex of the graph of a parabola,
finding the minimum or maximum, and identifying the range of each graph on the board.
We are going to work in groups for today. I will divide everyone into four different
groups. Work together to discover the solution to your quadratic function. Once all of the
groups are done, I will call on one student of each group to solve the problem on the
board.”

Questions to Ask
1. Comprehension: What is a parabola?
2. Analysis: From these two different strategies of graphing quadratics, why do we come to the
same solution?
3. Knowledge: What is a parent function?
4. Comprehension: How can we verify that our answer is correct?
5. Application: How can we apply this knowledge when the “a” in the quadratic function is
negative?

Sequence of Events (include time needed):

1. Anticipatory Set (15 minutes)
a. Before I begin teaching this section, I will begin class by reviewing section 9.1. I
will review the academic language of 9.1. I will also have the students identify the
vertex of the graph of a parabola, find the minimum or maximum, and identify the
range of the graphs. I will write different quadratic functions on the board. I will
have students work together to discover the solution to each quadratic function. I
will then have one student of each group to solve the problem on the board.
b. This activity will let me identify the students who need more clarification on the
material of section 9.1. It will also allow me to reteach and model any information
that was confusing or hard to comprehend.
2. Lesson on Quadratic Functions (45 minutes)
a. Once we are done with our attention getter, I will then move on to introduce the
lesson. I am going to be teaching and modeling the correct procedures for
graphing a quadratic function. I will do this by first finding the axis of symmetry
and the coordinates of the vertex. Next, I will find two other points on the graph.
Then, I will reflect the points that I found and reflect them over the axis of
symmetry. Lastly, I will connect the points that I discovered to form the parabola.
I will be modeling the different ways of solving these problems. Also, I am going
to provide some common errors that students might do, and I will explain how to
avoid these mistakes.
3. Practice with Graphing (20 minutes)
a. I will be providing a task sheet that will test the students understanding of the
material of section 9.1 and 9.2.
4. Conclusion (10 minutes)
a. To summarize this lesson, I will review with the students the academic language
of both sections, since it is essential for students to know and understand it. I
would also explain to the students the content that we learned today. This is an
opportunity to reexplain anything that they needed clarifications on.

Conclusion/Summary:
• “Before we go, let us review the vocabulary of sections 9.1 and 9.2. What is a parabola?
What is the parent function of a parabola? How do we graph a parabola? Recall the four
steps to graphing a quadratic function. Understanding the behavior of parabolas along
with their properties is important for this chapter. We will learn more about parabolas
tomorrow. Have a great day everyone!”