Mercyhurst College Lesson Plan



Mercyhurst University Lesson Plan

Preservice Teacher _______________________________ Cooperating Teacher __________________________

School / Grade ___________________________________ Date Received__________ Date Reviewed_________

(Cooperating Teacher Initials Required)

Lesson Title____Quadratic Functions__________ Teaching Time_____80 minutes____________

Lesson Concept: Quadratic functions are a type of function that can be graphed and are useful for solving real life problems.

Standards:

A2.2.1.1.4 Identify and/or determine the characteristics of an exponential, quadratic, or polynomial function (e.g., intervals of increasing/decreasing, intercepts, zeros, and asymptotes).

A2.2.2.1.3 Determine, use and/or interpret minimum and maximum values

over a specified interval of a graph of a polynomial, exponential or logarithmic function.

|Objectives |Assessments |

|1. After the notes, students will be able to graph quadratic functions using y-intercept, |1. Students will successfully graph at least 80% of the functions on the activity. |

|x-intercepts, and vertex. | |

| |2. Students will match each function to its form on the schoology exit card. |

|2. After the notes, students will be able to differentiate which form a quadratic function is | |

|written in. | |

Materials: warm up problems, guided notes, activity worksheet, schoology exit card, homework (book problems), smart tv, ipads

Anticipatory Set Students enter the room with the to-do list on the smart tv, which tells them to download the notes and activity for today and then go to the board with a partner to do the warm up. The warm up is a series of graphing problems, including linear and absolute value functions. This will prepare them for the graphing that will be done in the lesson today. (8 min)

Differentiation: Students needing differentiation will be given more structured guided notes and less complex equations. They can also be grouped with students who have mastered the concept.

Procedure:

|Teacher Actions |Student Actions |

|1. After the warm up problems, the teacher will have the students go back to their seats and pull|1. Students will get out the notes. They will write the vocabulary definitions and take part in |

|up the guided notes. The teacher will go through the vocab and discussion about graphing |the discussion. |

|parabolas. (7 min) | |

| | |

|2. The teacher will work through the section of the notes on standard form. The first example | |

|will be explained step by step, the teacher will have the students explain the steps for the |2. Students will follow along during the first example, and will raise their hands to help work |

|second example, then the teacher will have the students go to the board in pairs to do the third |through the second example. They will go to the board with a partner of their choice for the |

|example. This same structure will be followed for vertex form and intercept form. (30 min) |third example. They will ask questions as needed. |

| | |

|3. The teacher will explain the instructions to the activity, and then assign the students to | |

|groups. The teacher will walk around and answer questions as needed. (20 min) | |

| |3. Students will get the activity out and then move into the groups assigned by the teacher. The |

| |group members will check in with one another as they work to check their answers. |

|4. The teacher will go over the answers to the activity. The teacher will walk through any of the| |

|problems that students have questions about. (5 min) | |

| |4. The students will ask questions about the activity as needed. |

Closure: Students will individually complete the exit card on schoology, which asks them to match the functions with what form they are written in. (5 min)

Additional Concept Related Activity: Students who finish early can work on their homework.

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