PROJECT OVERVIEW page 1



|Project Overview |

|Name of Project: |Fabulous Fireworks |Duration: |2 weeks |

| Subject/Course: | Algebra 1 | Teacher: Katie Ward |Grade Level: |9th |

|Other Subject Areas to Be |Physics and Chemistry |

|Included: | |

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|Project Idea/Scenario |Students are asked to design a firework show to display after a Texas Rangers baseball game. Each group will present simulated fireworks show and scaled site plan including how |

|Summary of the issue, challenge, |their show is safe and appealing for the audience. They will model this situation with quadratic functions and use mathematical calculations to support all aspects of their show.|

|investigation, scenario, or | |

|problem: | |

|Driving Question | How can we use quadratic functions to help develop an appealing fireworks show that will be safe for the audience? |

|Content Standards to be taught |Algebra 1 (c) Knowledge and Skills |

|and assessed: |(6) Quadratic functions and equations. The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple |

| |ways, with and without technology, quadratic equations. The student is expected to: |

| |(A)  determine the domain and range of quadratic functions and represent the domain and range using inequalities |

| |(B)  write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x-h)2+k), and rewrite the equation from |

| |vertex form to standard form (f(x) = ax2+ bx + c) |

| |(7) Quadratic functions and equations. The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to |

| |represent in multiple ways and determine, with and without technology, the solutions to equations. The student is expected to: |

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| |(A)  graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, |

| |minimum values, vertex, and the equation of the axis of symmetry |

| |(8) Quadratic functions and equations. The student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the |

| |reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. The student is expected to: |

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| |(A)  solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula |

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|Major Products & Performances |There will be two online quizzes during class (Kahoot!) as well as a packet over quadratic functions that students will be required to complete by the end of the unit for a test|

| |grade. There will also be a final presentation where each group will explain all of the components behind designing their firework show. In addition, students will complete |

| |research logs, rating scales, and journal reflections on a daily basis. |

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|PROJECT CALENDAR |

|project: Fabulous Fireworks |Time Frame: 2 weeks |

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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK ONE |

|Notes: Special needs Student X will receive frequent feedback during all activities, and teacher will continually check for understanding and provide positive reinforcement and encouragement for classroom |

|participation. Student X will also receive a copy of all workshop outlines. |

|Anchor video (3 minutes) |Distribute iPads and let students |Revisit and edit KNK Google doc (5 |Begin designing site plan |Revisit and edit KNK Google doc (5 minutes)|

|Mini class discussion about the video (2 |experiment with the “I love fireworks” |minutes) |Explore the relationship between height |Work time (40 minutes while workshops are |

|minutes) |app to create a fun show with music (10 |Students will work through the |and delay time of each shell and |being held) |

|Project overview – distribute entry |minutes) |interactive online resource entitled |customize a firework show with style and |Workshop – Methods for solving quadratic |

|document and have students read it |Distribute a research log to each group |“Quadratics and Fireworks: A Perfect |color using online simulator software |equations (15 minutes) |

|individually (5 minutes) |Research and record the safety standards |Match!” (30 minutes) |installed on the classroom computers (45 |

|Create a knows and need-to-knows list (in|and various types of fireworks along with| work time while workshops are |trig/ate3/quadlesson.htm |

|a think, pair, share format) using a |their properties such as launch heights |s/mathematics/ca_alg1/concepts_in_motion/|being held) |Factoring |

|Google doc (8 minutes) |and speeds (15 minutes) |interactive_labs/A1_11/A1_11_dev_100.html| |Completing the square |

|Put students in groups of 4 (1 minute) |Use classroom computers or iPads | |Workshop – Finale Fireworks technology |Quadratic formula |

|Each group will fill out a social |Workshop –Identify the degree and leading|Collect and graph data |demo |Square root property |

|contract and choose their roles (5 |coefficient of a polynomial using an |Analyze tables and graphs to determine a |Numerous videos and tutorials on the |Graphing |

|minutes): |interactive tool (10 minutes) |mathematical model that matches a |website (15 minutes) |Give students examples of each method: |

|Materials Manager | and use it to predict the height|Workshop – Methods for factoring |

|Time Manager |nomial/degree-of-polynomial.php |at various times. |quadratic equations (15 minutes) |/s43/s43.html |

|Workshop Manager |Distribute a composition notebook to each|Explore the relationship between initial |Greatest common factor |Workshop – Determining number and type of |

|Communication Manager |student and explain that this is a |velocity, maximum height, and time in the|Guessing-and-checking |solutions by analyzing discriminants (5 |

|Distribute both the presentation and site|journal they will reflect in every day |air for a firework shell. |Box method |minutes) |

|plan rubrics to each student and discuss |about what they are learning and any |Short quiz to assess student |Grouping |Have students create a table to compare and|

|expectations (5 minutes) |questions they have (5 minutes). |understanding |Khan Academy video: |contrast the three different cases for the |

|Distribute a rating scale to each student|Update rating scale individually (5 |Workshop – Standard form versus vertex | (similar the one on this |

|and ask them to complete it individually |minutes) |form of a parabola (10 minutes) |quadratics/factoring_quadratics/v/example|website) |

|based on their prior knowledge (10 | |Compare and contrast the two different |-1-solving-a-quadratic-equation-by-factor|

|minutes) | |forms and learn how to find the vertex |ing |.htm |

|Kahoot! quiz 1as a pre-test (10 minutes) | |from each one. |Reflect in journals about progress and |Reflect in journals about progress and |

|Distribute the quadratic functions packet| |Reflect in journals about progress and |update individual rating scale (5 |update individual rating scale (5 minutes) |

|to each student and explain that it will | |update individual rating scale (5 |minutes) |Remind students to work on the quadratic |

|be due at the end of the unit and count | |minutes) | |functions packet for homework. |

|as a test grade (1 minute) | |Remind students to work on the quadratic | | |

| | |functions packet for homework. | | |

|PROJECT WEEK TWO |

|Notes: When students have work time, the teacher will always be walking around the room, monitoring group progress and asking questions. |

|Revisit and edit KNK Google doc, |Workshop – Domain and range, expressed |Group presentations (4 groups – 10 |Group presentations (3 groups – 10 |Quadratic functions packet due (counts as a|

|individually and as a class (5 minutes) |with inequalities and in interval |minutes each) |minutes each) |test grade). |

|Whole class workshop – Calculating and |notation (5 minutes) |Each group will display their Finale |Each group will display their Finale |Turn in the individual rating scales. |

|interpreting the vertex, intercepts, |Website provides a nice visual |Fireworks show for the whole class to |Fireworks show for the whole class to |Have students provide feedback in their |

|maximum and minimum values, and the axis |representation to help students |view and then explain their site plan and|view and then explain their site plan and|journals about the project and submit it to|

|of symmetry. (10 minutes) |understand domain and range. |the calculations behind the show, |the calculations behind the show, |the teacher. |

|In partners, have students throw a ball | intercepts and maximum height. |including intercepts and maximum height. |Field trip to a Texas Rangers baseball game|

|to each other and describe conceptually |/determining-domain-and-range-quadratic-f|There will be a peer evaluation sheet and|There will be a peer evaluation sheet and|and fireworks show! ( |

|how the maximum and intercepts change |unctions |an opportunity for students to vote on |an opportunity for students to vote on |Write up about the fireworks show (due |

|with each toss. |Use Finale Fireworks software to |the best show. Local firefighters will be|the best show. Local firefighters will be|Monday). |

|Work time on site plans using Fireworks |synchronize firework explosions with |invited to come observe and vote for the |invited to come observe and vote for the | |

|Finale software (30 minutes) |music to make the show more appealing (20|best show as well. |best show as well. | |

|Workshop – Graphing quadratic functions |minutes) |Remind students to work on the quadratic |Announce the winning group for the best | |

|from the given components (15 minutes) |Students may watch tutorials if necessary|functions packet for homework (due |firework show (safest and most appealing | |

|Khan Academy video: |Peer Crit (20 minutes) |Friday). |to the audience) | |

| group with provide feedback to other| |Kahoot! quiz 2 as a post-test (10 | |

|quadratics/solving_graphing_quadratics/v/|groups on their site plans | |minutes) | |

|graphs-of-quadratic-functions |Groups will make last minute adjustments | |Reflect in journals about progress and | |

|Reflect in journals about progress and |and complete their site plans for | |update individual rating scale (5 | |

|update individual rating scale (5 |presentations on Wednesday and Thursday. | |minutes) | |

|minutes) |Reflect in journals about progress and | |Remind students to complete the quadratic| |

|Remind students to work on the quadratic |update individual rating scale (5 | |functions packet for homework (due | |

|functions packet for homework (due |minutes) | |Friday). | |

|Friday). | | | | |

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