Description:

This lesson helps students build upon their previous knowledge of linear
functions to begin to develop an understanding of the quadratic function family.
Students will gain a visual representation of how the product of two linear
functions yields a quadratic function.

Learning Goals:
I can recognize how a graph will behave when the linear functions that generate
the quadratic function are both increasing or both decreasing.
I can recognize how a graph will behave when one of the linear functions that
generates the quadratic function is increasing and the other is decreasing.
ParabolaX
Description:
This lesson helps students learn how to create quadratic functions using algebra
tiles starting with simple examples and working into more difficult ones.
Students will also learn to multiply two linear functions together using the foiling
method.

Learning Goals:
I can recognize what type of equation is the product of two linear functions.
I can multiply two linear functions using Algebra Tiles and the foiling method.

Multiplying Linear Equations
Description:
This lesson teaches students how to investigate a table of values to determine if
the table defines a quadratic function.
Students should recognize that a table defines a quadratic function when
The first differences of the y-values are increasing at a constant rate with respect
to x.
The second difference in the y-values are constant.

Learning Goals:
I can find the first and second differences of the values in a table.
I can identify a quadratic function from a table of values using the differences.
Recognizing a Quadratic Function from a Table
Description:
This lesson teaches students how changes in a, c, and d affect an equation of the
form y = a f(x + c) + d, when f is a function of the quadratic form.
Students will graph and make value tables for three sets of equations. In each set,
either the a, c, or d value will be varied in order to show the effect of these
changes on the graph.

Learning Goals:
I can recognize how changes in a affect a function of the quadratic form.
I can recognize how changes in c affect a function of the quadratic form.
I can recognize how changes in d affect a function of the quadratic form.
Writing Quadratic Equations
Description:
We will be looking at ten different note cards, each representing some type of
function.
We will determine whether or not each of the cards represents a quadratic
function.

Learning Goals:
I can determine if a function is quadratic from a table of values.
I can determine if a function is quadratic from a graph.
I can determine if a function is quadratic from an equation.
I can determine if a function is quadratic from a real life context problem.
I can determine if a function is quadratic from a childrens story problem.
Recognize a Quadratic Function
Recognize a Quadratic Function
X -1 0 1 2 3
Y 7 5 7 13 23
X 0 1 2 3 4
Y 1 2 9 28 65
Recognize a Quadratic Function
X -1 0 1 2 3
Y 7 5 7 13 23
Y -2 2 6 10
Y
X 0 1 2 3 4
Y 1 2 9 28 65
Y
Y
Recognize a Quadratic Function
X -1 0 1 2 3
Y 7 5 7 13 23
Y -2 2 6 10
Y
X 0 1 2 3 4
Y 1 2 9 28 65
Y 1 7 19 37
Y
Recognize a Quadratic Function
X -1 0 1 2 3
Y 7 5 7 13 23
Y -2 2 6 10
Y 4 4 4
X 0 1 2 3 4
Y 1 2 9 28 65
Y 1 7 19 37
Y
Recognize a Quadratic Function
X -1 0 1 2 3
Y 7 5 7 13 23
Y -2 2 6 10
Y 4 4 4
X 0 1 2 3 4
Y 1 2 9 28 65
Y 1 7 19 37
Y 6 12 18
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
RECOGNIZE A QUADRATIC FUNCTION
In the childrens story 1000 Monsters by Alan
Benjamin, each page has 3 sections with head,
body, and tail parts of a monster. On the first
page we have a head, body, and tail. When we
turn to the second page we now have 2 heads, 2
bodies, and 2 tails with which to create different
combinations of monsters. With each
successive page, a head, a body, and a tail are
added to previous combination. Express the
number of monsters m that can be created in
terms of the number of pages n.

RECOGNIZE A QUADRATIC FUNCTION
In the childrens story 1000 Monsters by Alan Benjamin, each
page has 3 sections with head, body, and tail parts of a monster.
On the first page we have a head, body, and tail. When we turn
to the second page we now have 2 heads, 2 bodies, and 2 tails
with which to create different combinations of monsters. With
each successive page, a head, a body, and a tail are added to
previous combination. Express the number of monsters m that
can be created in terms of the number of pages n.

X 0 1 2 3 4
Y 0 1 8 27 64
Y 1 7 19 37
Y 6 12 18
RECOGNIZE A QUADRATIC FUNCTION
In the book Alaskas 12 Days of Summer by
Pat Chamberlin-Calamar, animals appear one
group per pair of pages. The first pair of pages
introduces one animal. Each group of animals
contains one more animal than the previous
group. What is the total number of animals that
have accumulated throughout the story by the
Nth pair of pages?

RECOGNIZE A QUADRATIC FUNCTION
In the book Alaskas 12 Days of Summer by Pat Chamberlin-
Calamar, animals appear one group per pair of pages. The first
pair of pages introduces one animal. Each group of animals
contains one more animal than the previous group. What is the
total number of animals that have accumulated throughout the
story by the Nth pair of pages?

X 1 2 3 4 5
Y 1 3 6 10 15
Y 2 3 4 5
Y 1 1 1
RECOGNIZE A QUADRATIC FUNCTION
During the holiday season, the Virgin Music
store wants to create a Christmas tree window
display out of CDs. The first tier of the tree
would be made by 1 CD, the next by a square of
2 CDs X 2 Cds, the third by a square of 3 CDs
X 3CDs, and continue with this pattern until the
desired height was reached. Write the total
number of CDs needed to create the CD tree
that is n CDs tall.

RECOGNIZE A QUADRATIC FUNCTION
During the holiday season, the Virgin Music store wants to
create a Christmas tree window display out of CDs. The first
tier of the tree would be made by 1 CD, the next by a square of 2
CDs X 2 Cds, the third by a square of 3 CDs X 3CDs, and
continue with this pattern until the desired height was reached.
Write the total number of CDs needed to create the CD tree that
is n CDs tall.
We create a table of values for x, the tier number of the CD tree,
and y, the number of total CDs needed for the CD tree. Then we
use the regression application on our graphing calculator to find the
following equation.
RECOGNIZE A QUADRATIC FUNCTION
Four inches of rainwater atop a building with a
square, flat roof must be accommodated by a
drainage ditch nearby. The drainage ditch is
constructed of a 40-inch diameter cement half
cylinder. Determine the length, L, of the
drainage ditch needed in terms of the length, r,
of the roof that the ditch must accommodate.

RECOGNIZE A QUADRATIC FUNCTION
Four inches of rainwater atop a building with a square, flat roof
must be accommodated by a drainage ditch nearby. The
drainage ditch is constructed of a 40-inch diameter cement half
cylinder. Determine the length, L, of the drainage ditch needed
in terms of the length, r, of the roof that the ditch must
accommodate.

We create an equation for the
volume of the roof and the
volume of the drainage ditch. We
know they must accommodate
the same amount of rain water.
Therefore, we may set them
equal to each other and solve for
L.
Description:
This lesson helps students build upon their previous knowledge about how
Algebra Tiles relate to functions of quadratic form.
Students will learn to solve simple quadratic functions that have real roots starting
with simple examples and working into more difficult ones.
They learn to factor a quadratic function into two linear functions.

Learning Goals:
I can solve a function of the quadratic form using factoring.
I can create equations of the form y =(ax + b)(cx + d) from a given quadratic
equation of the form y = ax
2
+ bx + c.
Factoring a Quadratic Function
Description:
Students will work through a set of problems that represent real life situations of
quadratic functions.
In this lesson, the students will be asked to use their newly acquired knowledge
about quadratic functions to solve these problems.

Learning Goals:
I can interpret a given situation and model a quadratic function about it.
I can create and solve quadratic equations that model a given real-life situation.
Real Life Application of Quadratic Functions
Description:
This lesson begins with a Launch activity that demonstrates how the height of the
ball (relative to its starting height) as it is thrown can be modeled by a function of
the quadratic form.
This is followed by an Explore activity in which the students complete the Ball
Bounce lab.

Learning Goals:
I can create a regression equation that models the distance between the ball and
the CBR.
I can interpret the graph of our regression equation relative to the motion of the
ball.
Ball Bounce Activity
We will now separate into three groups.
Group 1 will investigate the behavior of the Bouncy Ball.
Group 2 will investigate the behavior of the Tennis Ball.
Group 3 will investigate the behavior of the Basket Ball.


You will have 8 minutes to complete the activity. Then we will regroup to
compile the data and compare what each group found.
Ball Bounce Activity
Description:
For the end of unit project, the students will choose an activity in their own life that
can be modeled by a quadratic function.
Students are asked to create a presentation showing the data they collected.

Learning Goals:
I can explain how my activity represents a quadratic function.
I can create a formula that models my chosen action.
I can explain my findings to the class in an interactive and creative way in a 5
minute presentation.
Unit Project
What we have learned about the quadratic function family:

How changes in a, c, and d in the equation y = a f( x + c ) + d affect the
appearance of the corresponding quadratic graph.

When we have a constant second difference in the y-values of a table, the
corresponding function is quadratic.

When we multiply two linear functions together, the result will be a quadratic
function.

Reflections
What we have learned about how students learn about functions:

Students need to be introduced to new concepts using real-life contexts, concrete
examples, and visual representations.

It is important to ask students questions that provoke them into using prior
knowledge and higher levels of Blooms Taxonomy (application, synthesis,
evaluation).

Reflections