EDU 5170 Graphing a Parabola

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EDU 5170

EDUCATIONAL TECHNOLOGY I

Lesson Plan Integrating Technology & Pedagogy Directions and Outline

9th

Grade Mathematics

Name: Nathan Williams Date: January 24, 2012

Standards: Including content area and ISTE NETS for Students standards.

Content Area:

Equations and inequalities.

An equation is a statement of equality between two expressions, often viewed as a question

asking for which values of the variables the expressions on either side are in fact equal. These

values are the solutions to the equation. An identity, in contrast, is true for all values of the

variables; identities are often developed by rewriting an expression in an equivalent form.

The solutions of an equation in one variable form a set of numbers; the solutions of an equation

in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinateplane. Two or more equations and/or inequalities form a system. A solution for such a system

must satisfy every equation and inequality in the system. An equation can often be solved by

successively deducing from it one or more simpler equations. For example, one can add the

same constant to both sides without changing the solutions, but squaring both sides might lead

to extraneous solutions. Strategic competence in solving includes looking ahead for productive

manipulations and anticipating the nature and number of solutions. Some equations have no

solutions in a given number system, but have a solution in a larger system. For example, the

solution ofx+ 1 = 0 is an integer, not a whole number; the solution of 2x+ 1 = 0 is a rational

number, not an integer; the solutions ofx2 2 = 0 are real numbers, not rational numbers; and

the solutions ofx2 + 2 = 0 are complex numbers, not real numbers. The same solution

techniques used to solve equations can be used to rearrange formulas. For example, the

formula for the area of a trapezoid,A = ((b1+b2)/2)h, can be solved for h using the same

deductive process. Inequalities can be solved by reasoning about the properties of inequality.

Many, but not all, of the properties of equality continue to hold for inequalities and can be

useful in solving them.

Arithmetic with Polynomials and Rational Expressions


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Perform arithmetic operations on polynomials

Understand the relationship between zeros and

factors of polynomials

Use polynomial identities to solve problems

Rewrite rational expressions

ISTE NETS for Students:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity, and innovation in both face-to-

face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b.engage students in exploring real-world issues and solving authentic problems usingdigital tools and resources.

c.promote student reflection using collaborative tools to reveal and clarify students'

conceptual understanding and thinking, planning, and creative processes.

d.model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovativeprofessional in a global and digital society. Teachers:

a.demonstrate fluency in technology systems and the transfer of current knowledge to

new technologies and situations.

b.collaborate with students, peers, parents, and community members using digital tools

and resources to support student success and innovation.

c.communicate relevant information and ideas effectively to students, parents, and

peers using a variety of digital-age media and formats.

d.model and facilitate effective use of current and emerging digital tools to locate,

analyze, evaluate, and use information resources to support research and learning.


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Lesson Objective: To be able to successfully graph a quadratic equation and beable to identify its x and y intercepts and label at least two points on the graph as well.

Introduce the Learning Activity:

1. The best way to communicate the lesson to the students would be to put a picture ofparabola with a quadratic equation on the board and show them that is what they will

be doing. Seeing the picture will help them to be able to know what their graph should

look like somewhat. Obviously doing some examples for the students will help to show

them what they will need to do.

2. A motivator would be telling them that they will be able to use a graphing calculator tocheck their work. So that they will be sure they know how to do it, in the process thoughtell them that they would not be able to use this on a test. Making sure that they will

learn how to do it without a calculator.

Provide Information:

1. I will give the students the process to find all of the intercepts on the graph, show themhow to find points on the graph and make sure they know how to complete the graph.Then they will be asked to complete one of their own.

Provide Practice:

1. After giving a sampling of what it is the students will be learning. They will thenbe asked to complete their own unique problem (different from the one the

students saw completed).

Provide Knowledge of Results:1. I will check individually what they have accomplished by going around and helping if

need be and to pose questions randomly to verify that they are understanding what the

process is and not just copying off of their neighbor. They will then have a homework

assignment based on the lesson of the day. The written feedback will come when they

turn in the homework assignment showing that they identified the certain points and

correctly labeled the graph.


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Review the Activity:

1. The easiest way to give a wrap up of the days lesson would be to ask specific questionsabout the day and allow the students to answer. Asking how to find the various points

would allow the students to think critically and remember what it is they were learning.

Method of Assessment:

Methods of assessment will the following.

1. Homework: there will be a homework assignment after each lesson to ensurethe students are working on their class work. But since there is so much

technology out there then the students will have a weekly quiz summarizing

the topics of the week in which they will not be allowed to use any form of

technology other than a pencil.

Documents

EDU 5170 Graphing a Parabola