Graphing Quadratic Functions Lesson Plan

Unit 9 - Lesson 1

Grade: _______8th/9th______
Date: ____Day 1 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Analyze the characteristics of graphs of quadratic functions.

Learning Objectives
Student Learning
Targets

AL COS and CCSS

Standards

Materials/Equipment

Create graphs of quadratic functions utilizing a table or by finding the axis of symmetry.
I can analyze a graph of a quadratic function and describe its characteristics to a friend.
I can create graphs of quadratic functions.

AL COS 27)
[F-IF4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive or negative; relative
maximums and minimums; symmetries, end behavior; and periodicity.

AL COS 28)
[F-IF5]

Relate the domain of a function to its graph, and where applicable, to

the quantitative relationship it describes.

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
a. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

Basketball Shot handout

Notes Graphic Organizer
Key Vocabulary Index Cards (with envelope) cutout
Real-life parabolas pages in sheet protectors
Expo markers (one for each student pair)
Scissors
Tape
Colored Pencils

Key Vocabulary: parabola, vertex, axis of symmetry, roots, maximum, minimum,

domain, range

Pre-Instructional
Activities

Before Class:
Prep notes packets in SmartBoard program
Print all handouts
Have Vocab/Envelope Cutout and Basketball shot page on each students desk
when they enter.
Warm-Up:
First Things First Cut out all vocabulary cards and envelope outline. When you have
finished, set cards and envelope aside and begin answering the first two basketball shot
questions.

After warm-up time has ended, use equity cards to call students up to the board to
draw their shots for basketball problems one and two. Point out that with only one or
two points, we can make the shot ring or miss the net. Next, have the students flip the
note page over. Using the three points, have the students determine the outcome of
the shot. Ask if there is any other possibility for the shot than the one that we
determined, and then play the video link showing the actual shot made by the player.
Establish that the path taken by the ball during the shot is called a parabola; then note
that we needed three shots to determine the path of the parabola.

Teaching

Now, distribute the guided notes packet to the students. Use the vocabulary cards to
define each piece of a parabola. Using the parent function = 2 and a picture of the
basketball shot, label the different pieces of the parabola. Have students use colored
pencils to color with purpose on the various graphs showing key vocabulary.
Formative Assessment: Think-Pair-Share. Students are seated in desks with predetermined partners. Pass out the real world examples of parabolas. (These are in sheet
protectors so that they can be re-used in various classes; the students do NOT keep
these pages.) Using expo markers, have student pairs outline every parabola they see in
their picture, label the maximum/minimum, the vertex, and the axis of symmetry. The
instructor walks around the room monitoring student progress and checking for
understanding. Then partner pairs present their picture to the class.
Scaffold instruction using We do/Yall do/You do practice problems through notes
packet. Students will discuss how to graph a parabola using a table, determine the
equation for the axis of symmetry, and use this equation to determine the vertex
without the picture of a graph present.

Closure

Formative Assessment: Exit Slip

Think of somewhere you can see a parabola in real life (THAT WE HAVE NOT ALREADY
DISCUSSED). What is it? (Example: McDonalds golden arches) Draw a sketch of it.
Answer the following:
Does/do your parabola(s) have a maximum or a minimum?
Where is the vertex?
Where is the axis of symmetry
Homework: Textbook Pg. 541 #s 1-21 [odd]

Differentiation

For the struggling student:

For students who take longer than most to complete a problem, modify
homework to #s 1, 5, 9, 13, 17, and 21.
Read aloud all directions for students with SLDs in reading or pair with a partner
who will be the designated reader in the group.
Provide the formula for the axis of symmetry at the top of every problem with
students with SLDs in math reasoning.
For the student who needs an additional challenge:
Challenge them to create their own equations where the axis of symmetry goes
through specific points, e.g. through (2, -1) or through (-4, 5), etc.

Bibliography

http://blog.mrmeyer.com/2010/wcydwt-will-it-hit-the-hoop/
http://mrshester.blogspot.com/2013/07/properties-of-quadratic-graphs.html
Real life parabolas found using Google Images
Glencoe Algebra 1 2014 Pgs. 543-544

Solving Quadratic Equations by Graphing Lesson Plan

Unit 9 - Lesson 2

Grade: _______8th/9th______
Date: ____Day 2 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Solve quadratic equations by graphing.

Learning Objectives
Student Learning
Targets

Estimate solutions of quadratic equations by graphing.

I can solve quadratic equations by graphing.
I can estimate solutions of quadratic equations by graphing.

AL COS 17)
[A-REI4]

Solve quadratic equations in one variable.

b. Solve quadratic equations by inspection (e.g. for 2 = 49),
taking square roots, competing the square and the quadratic
formula, and factoring as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives the
complex solutions, and write them as for real numbers
and .

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
b. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

AL COS 11)
[A-CED1]

Create equations and inequalities in one variable, and use them to

solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.

AL COS and CCSS

Standards

Materials/Equipment

Notes graphic organizer

Graphing calculator or other graphing technology (i.e. Desmos)

Key Vocabulary: parabola, vertex, roots, maximum, minimum, domain, range

Before Class:
Prep notes packets in SmartBoard program
Print all handouts

Pre-Instructional
Activities

Warm-Up:
Label the following parts on the parabola (on notes packet):
parabola
vertex
minimum
maximum
axis of symmetry
x-intercept(s)
y-intercept(s)
roots

After students complete warm-up, randomly call on students (using equity cards) to put
up one piece of the warm-up on the board. If the students obviously have gaps, review
over concepts from yesterday again; this could be accomplished by reviewing the
previous nights homework problems or by creating new real-life applications for
students to work through.
If no major questions or gaps need to be addressed, begin working through the notes
packet using a scaffolded We do/Yall do approach for the first two examples. Reiterate
how to graph the parabola using the standard form of the quadratic equation.

Teaching

Technology integration: From the third example on, teach students how to graph
quadratics on their graphing calculators. Then show students how to find roots,
maximums/minimums, or in general how to trace the path of the quadratic. Work
through several equations before returning to notes packet. Using We do/Yall do/You
do, work through the next three examples.
For the last example, work together as a class to unpack what the word problem
actually means. The students should work together to understand that time is the x-axis
and that height is the y-axis. Then as a class, interpret the problem in terms of its
context.

Closure

Formative Assessment: QuickWrite/QuickDraw

On the left side, show a picture to help explain your comparison.
On the right side, explain the different types of roots a quadratic equation can
have, and come up with an equation to match each. Be sure to include the
following words: parabola, x-axis, root, double root, no real root, quadratic
function.
Homework: Textbook Pg. 558 #s 11-33 (odd)

Bibliography

Glencoe Algebra 1 2014 Pgs. 543-544

Solving Quadratic Equations by Graphing Lesson Plan

Note: This is a two-day project (based on 50-minute period days). The lesson plan comprises both days.

Unit 9 Project

Grade: _______8th/9th______
Date: _Days 3 and 4 of Unit__

Name: _Autumn Mullins

Subject: __Algebra 1___
Solve quadratic equations by graphing.

Learning Objectives

Apply knowledge about quadratic equations and create an Angry Birds level.
Collaborate with other group members to create a project.
I can solve quadratic equations by graphing.

Student Learning
Targets

I can apply what I have learned about quadratic equations to create an Angry Birds
level.
I can work well with others in my group.

AL COS 17)
[A-REI4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and periodicity.

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
c. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

AL COS and CCSS

Standards

Materials/Equipment

Project Rubric
Angry Birds paths
Poster

Markers/Crayons/Colored Pencils
Ruler
Group and self-evaluation forms

Key Vocabulary: parabola, vertex, maximum, minimum, axis of symmetry

Pre-Instructional
Activities

Before Class:
Assign groups before the class arrives.
Be sure all needed materials are in their proper places for students to retrieve.
Print rubrics and Angry Bird path sheets.
Pass out project rubric. Show one example path on the SmartBoard and explain the
concepts required for the poster board. Model examples of previous student work. Ask
if there are any questions thus far about the directions or project requirements. Pass
out the Angry Birds flight paths to each group.

Teaching

Differentiation: Pre-Assign flight paths to varying members of the group. Each group will
have a different edition of the project, and each group member will have a different
problem in the edition. This will challenge advanced students. Giving an easier,
objective-level flight path to struggling students will enable them to feel complete the
objective and feel confident to succeed.
Students will work individually to solve their own flight paths, then collaborate with
their team members to create an Angry Birds level. Walk around the room, acting as a
facilitator and answering questions that arise.

Closure

End of Day 1: During the last 5 minutes of class, have students put up supplies
End of Day 2: Present the projects/plays

Bibliography

1st Edition

2nd Edition

3rd Edition

4th Edition

Transformations of Quadratic Functions Lesson Plan

Note: This is Part 1 of 2 of Lessons dealing with Transformations of Quadratic Functions.
Unit 9 - Lesson 3

Grade: _______8th/9th______
Date: ____Day 5 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Determine what values of in = 2 makes the parabola open up or down.

Learning Objectives

Determine what values of in = 2 makes the parabola narrow or wide.

Student Learning
Targets

I can analyze a graph of a quadratic function and describe its characteristics to a friend.

AL COS and CCSS

Standards

Materials/Equipment

I can decide what makes a parabola narrow or wide

AL COS 27)
[F-IF4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive or negative; relative
maximums and minimums; symmetries, end behavior; and periodicity.

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
d. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

AL COS 32)
[F-IF9]

Compare properties of two functions each represented in a different

way (algebraically, graphically, numerically in tables, or by verbal
descriptions)

AL COS 35)
[F-BF3]

Identify the effect on the graph of replacing () by () + , (),

and ( + ) for specific values of (both positive and negative); find
the value of given the graphs. Experiment with cases and illustrate
an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic
expressions for them.

LTF Worksheet Investigation Graphing Quadratic Equations

Graphing calculator or other graphing technology (i.e. Desmos)

Key Vocabulary: minimum, maximum

Warm-Up: Open-Ended Question (Differentiated Instruction)
Write an equation that fits the description for each bullet point below.

Pre-Instructional
Activities

Parabola with a minimum and one real root

Parabola with a maximum and no real roots
Parabola with a maximum and two real roots

Review any homework questions from the previous night and re-teach any concepts if
necessary.

Pass out the LTF worksheet to all students. Intentionally pair groups of students so that
readiness levels are distributed equitably. Today, the role of the instructor is that of the
facilitator as the students work together to uncover what makes a parabola narrow or
wide.

Teaching

Have student groups complete problems 1-10 on the Investigation page. After all
groups have completed, have the various pairs come to the board to explain their
explanations. Use good questioning to help students determine what makes a graph
narrower/wider and open up/down.
Think-Pair-Share: Have students complete problems 11-14 on their own. Then they will
turn to their partner to check work, and then different groups will share their findings
with the class.
Formative Assessment: Exit Slip

Closure

Write an equation of a parabola with a maximum that is wider than = 2 .

Next, write an equation of a parabola with a minimum that is narrower than = 2 .

Bibliography

Laying the Foundation Worksheet: Investigation Graphing Quadratic Functions

Transformations of Quadratic Functions Lesson Plan

Note: This is Part 2 of 2 of Lessons dealing with Transformations of Quadratic Functions.
Unit 9 - Lesson 4

Grade: _______8th/9th______
Date: ____Day 6 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Identify the parts of an equation in vertex form.

Learning Objectives
Student Learning
Targets

Translate the graph of a quadratic equation given the vertex form.

I can identify the parts of an equation in vertex form.
I can translate the graph of a quadratic equation if I know the vertex form.
AL COS 9)
[A-SSE3c]

Choose and produce an equivalent form of an expression to reveal and

explain properties of the quantity represented by the equation.
c. Determine a quadratic equation when given its graph or roots.

AL COS 27)
[F-IF4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive or negative; relative
maximums and minimums; symmetries, end behavior; and periodicity.

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
e. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

AL COS 35)
[F-BF3]

Identify the effect on the graph of replacing () by () + , (),

and ( + ) for specific values of (both positive and negative); find
the value of given the graphs. Experiment with cases and illustrate
an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic
expressions for them.

AL COS and CCSS

Standards

Materials/Equipment

Families of Parabolas Investigation Packet

Parabola Matching Cards

Key Vocabulary: vertex form

Pre-Instructional
Activities

Teaching

Before Class Begins:

Print out handouts for students.
Cut out and laminate matching cards for students to use.
Pass out the Investigation worksheet to all students. Intentionally pair groups of
students so that readiness levels are distributed equitably. Today, the role of the
instructor is that of the facilitator as the students work together to discover the various
components of vertex form. Each group will present a problem or a group of problems
to the class.
After pairs have completed the investigation, switch up pairs so that all students are
working with someone new. Then distribute Parabola Matching Cards and have the new
pairs match up each vertex form equation with its corresponding graph.

Closure

Formative Assessment: Exit Slip

Write an equation in vertex form. Then SWITCH with a partner and graph his or her
equation.
Homework: Pg. 569 #s 1-6, 18-23

Bibliography

https://www.teacherspayteachers.com/FreeDownload/Families-of-Parabolas-Investigation-Algebra-II

Glencoe, Algebra 1 2014 Pg. 569

Systems of Linear and Quadratic Equations Lesson Plan

Unit 9 - Lesson 5

Grade: _______8th/9th ______

Date: ____Day 7 of Unit_____

Name: _Autumn Mullins

Subject: ___Algebra 1 ___
Learning Objectives

Solve systems of linear equations and quadratics algebraically and graphically.

Student Learning
Targets

I can solve a system of linear equations and quadratics algebraically and with my
graphing calculator.

AL COS and CCSS

Standards

Materials/Equipment

AL COS 20)
[A-REI7]

Solve a simple system consisting of a linear equation and a

quadratic equation in two variables algebraically and graphically.

AL COS 22)
[A-REI11]

Explain why the x-coordinates of the points where the graphs of

the equations = () and = () intersect are the solutions
of the equation () = (); find the solutions approximately,
e.g., using technology to graph the functions, make tables of
values, or find successive approximations. Include cases where
() and/or () are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.

Notes Packet

Graphing Calculators

Key Vocabulary: system of equations, linear equation, quadratic

Pre-Instructional
Activities

Warm-Up:
Recall: What is a system of equations?
When we solved systems of linear equations we had three possible solutions:
one solution, no solution, and infinitely many solutions. What did each of those
solutions mean?
Review Warm-up responses, and use those to lead into the lesson for today.
Think-Pair-Share: Think to yourself for a moment what would happen if we graphed a
system of equations where one equation was the equation of a line and the other was
the equation of a quadratic. What kind of solutions do you think we would see here?
[After a moment to think] Now turn and share with your designated partner. Write
what you think would happen in a verbal rule or in a picture. Specific groups will share
with the class.
Go over the different possibilities for solutions as a class. Using scaffolded instruction,
We do/Yall do/You do, work through the examples in the notes packet. Be sure to
remind students how to find intersections of graphs on the graphing calculators.

Teaching

Differentiation:
*While working the partner problem, assign specific group members to the algebraic
computation and the other group member to the graphing component for students
who struggle with either mathematical computation or math reasoning.
*As a challenge, prompt advanced students to create their own system of a quadratic
and a linear equation using the following restrictions:
One system is below the y-axis and the other below, OR
The solution only meets at the minimum of a quadratic, OR
One solution is a root of the quadratic function, OR
Any variations in which the students create their own system with specific
stipulations

Closure

Formative Assessment: Exit Ticket

Which of the statements are true about the system of equations?
() = 2 + 4 + 5
() = 2 3
a. The system consists of two lines.
b. The system consists of a line and a parabola
c. The system only has one solution
d. The system has two solutions.
e. (-4, 5) is a solution to the system.
Homework: Textbook Pg. 573 #s 1-3, 4-8(evens)

Bibliography

Click here for link

Glencoe, Algebra 1 2014 Pgs. 572-573

Completing the Square Lesson Plan

Unit 9 Lesson 6

Grade: _______8th/9th______
Date: ____Day 8 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Model how to complete the square in order to write a perfect square trinomial.

Learning Objectives

Calculate the values necessary to complete the square.

Solve quadratic equations by completing the square.
I can use pictures to model how to complete the square.

Student Learning
Targets

AL COS and CCSS

Standards

Materials/Equipment

I can complete the square to write a perfect square trinomial.

I can solve quadratic equations by completing the square.

AL COS 9)
[A-SSE3]

Choose and produce an equivalent form of an expression to reveal and

explain properties of the quantity represented by the expression.
c. Complete the square in a quadratic expression to reveal the
maximum or minimum values of a function.

AL COS 17)
[A-REI4]

Solve quadratic equations in one variable.

f. Use the method of completing the square to transform any
quadratic equation in into an equation in the form
( )2 = that has the same solutions. Derive the quadratic
formula from this form.
g. Solve quadratic equations by inspection (e.g., for 2 = 49),
taking square roots, completing the square and the quadratic
formula, and factoring as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives the
complex solutions, and write them as + for real numbers
and .

AL COS 11)
[A-CED1]

Write a function defined by an expression in different but equivalent

forms to reveal and explain different properties of the function.
a. 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.

Notes graphic organizer

Algebra tiles, if available

Key Vocabulary: coefficient, constant term, competing the square, perfect square
trinomial

Pre-Instructional
Activities

Warm-Up:
The warm-up will consist of a review of how to factor perfect square trinomials. It will
also include how to solve equations like 2 = 49 and ( + 9)2 = 144.

After students complete warm-up, randomly call on students (using equity cards) to put
up one piece of the warm-up on the board. If the students obviously have gaps, review
over concepts again.
Begin by modeling a square using either algebra tiles or a picture of a square on a piece
of paper. Using example problems, model how we can complete the square and find
the constant term of the trinomial by finding how many missing pieces are missing from
the problem. Model this using a scaffolded We do/Yall do/You do approach.

Teaching
Think-Pair-Share: Using the models, prompt pairs to derive their own rule to complete
the square without using a picture. Have each pair post their idea on the board and
explain their reasoning. Once all groups have shared, present the class with the
mathematical rule to find the constant term to complete the square.
Explain that we can use the completing the square method to solve quadratic
equations. Using a We do/Yall do/You do approach, work through several examples of
how to complete the square.

Closure

Exit Slip (with technology integration): Formative Assessment Socrative app

Post a completing the square problem to the SmartBoard using the Socrative app.
Students answer by using their devices as a clicker. Results are directly emailed to the
teacher so he/she can see where students are struggling and adjust instruction as
needed.
Homework: Textbook Pg. 577 #s 11-35 (odd)
http://www.acoe.org/acoe/files/EdServices/Completing%20the%20Square%20LessonV7PDF.pdf

Bibliography
Glencoe Algebra 1 2014 Pgs. 574-577

The Quadratic Formula Lesson Plan

Unit 9 Lesson 7

Grade: _______8th/9th______
Date: ____Day 9 of Unit_____

Name: _Autumn Mullins

Subject: __Algebra 1___

Derive the Quadratic Formula based on the completing the square method.

Learning Objectives

Memorize the Quadratic Formula and apply it to solve problems.

Determine how many real roots a quadratic equation has based on its discriminant.
I can derive the Quadratic Formula with a group of my peers.

Student Learning
Targets

AL COS and CCSS

Standards

Materials/Equipment

I can memorize the Quadratic Formula and apply it to solve problems.

I can determine how many real roots a quadratic equation has.

AL COS 17)
[A-REI4]

Solve quadratic equations in one variable.

h. Use the method of completing the square to transform any
quadratic equation in into an equation in the form
( )2 = that has the same solutions. Derive the quadratic
formula from this form.
i. Solve quadratic equations by inspection (e.g., for 2 = 49),
taking square roots, completing the square and the quadratic
formula, and factoring as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives the
complex solutions, and write them as + for real numbers
and .

Notes graphic organizer

Proving the Quadratic Formula cut-out cards

Adele Quadratic Formula Song

Quadratic Formula song to the tune of Pop Goes the Weasel

Key Vocabulary: Quadratic Formula, discriminant

Pre-Instructional
Activities

Warm-Up: Parallel Task

Students will choose one of two problems to complete based on completing the square.
They should choose the problem that is most challenging for them but that they can still
complete successfully.

Tell the students that completing the square allowed previous mathematicians to
uncover a formula that we can use to solve any quadratic called The Quadratic
Formula. Introduce the formula, and how it applies to a quadratic equation.
Now, tell the class that since they are all mathematicians, they are all able to derive the
quadratic formula just like early mathematicians. Put the students into groups of three
and distribute the derivation of the quadratic formula proof cards. Students must work
together to take a quadratic equation and solve for x using the completing the square
method. The steps are all listed on a piece of paper, but students must organize them
into the proper order.
Once the students have derived the formula, show the YouTube video of the Quadratic
Formula song to Adeles Rolling in the Deep tune. Then teach students to sing the
Quadratic Formula song with an easier tune to help them memorize the formula.

Teaching

Quadratic Formula song

(to the tune of Pop Goes the Weasel)

X equals negative b
Plus or minus square root
B squared minus 4ac
ALL over 2a
After going over the song, use scaffolded instruction (We do/Yall do/You do) to solve
quadratic equations.
Introduce a quadratic equation. Have students solve the equation using the Quadratic
Formula, then verify the solutions using one other method of their choice (graphing,
factoring, or completing the square).
Introduce the discriminant and use it to determine the number of roots of quadratic
equations. Use scaffolded instruction through the three examples.

Closure

Exit Slip: Formative Assessment Open Ended Question

Create your own quadratic equation. Determine how many real roots the equation has.
If it has one or two real roots, name them.
Homework: Textbook Pg. 577 #s 11-35 (odd)
Adele Quadratic Formula video: http://youtu.be/z6hCu0EPs-o

Bibliography
Glencoe Algebra 1 2014 Pgs. 574-577

Unit Review Day Lesson Plan

Grade: _______8th/9th _____
Date: _____Day 10 of Unit___

Name: _Autumn Langner

Subject: __ Algebra 1
Lesson Objectives

Apply concepts covered in the Quadratics unit to prepare for a test.

Student Learning Targets

I can apply what I have learned this unit to solve problems on my test
review.

AL COS 27 [F-IF4]
AL COS 28 [F-IF5]
AL COS 30 [F-IF7]
AL COS 31 [F-IF8]
AL COS 32 [F-IF9]
AL COS 33 [F-BF1]
AL COS 35 [F-BF3]

National/State Standards

AL COS 7 [A-SSE1]
AL COS 9 [A-SSE3]
AL COS 11 [A-CED1]
AL COS 17 [A-REI4]
AL COS 20 [A-REI7]
AL COS 22 [A-REI11]

Materials/Equipment

Student unit review packets

Enrichment problems for Cheer group.

Pre-Instructional Activities

Prep unit review packets.

Prepare stations for Tide, Gain, Bold, and Cheer Groups

Distribute unit review packets.

Teaching

Formative Assessment: Laundry Day

Have students break into groups based on Laundry Day criteria:
Tide students who feel they are drowning in information
Gain students who understand for the most part, but are missing key
pieces of information
Bold students who are fairly confident; just missing some details
Cheer students who are sure of success and looking for enrichment
Provide each laundry group with the unit review packet; be sure to give
challenge/enrichment problems to the Cheer group.
Walk around and help students pick up missing pieces that they are missing.
Allow the Bold group to work together initially to see if they can answer each
others questions. Work more closely with the Tide and Gain groups.

Closure

Homework: Finish the unit review packet.

Summative Assessment Lesson Plan

Grade: _______8th/9th _____
Date: _____Day 11 of Unit___

Name: _Autumn Langner

Subject: __ Algebra 1

Lesson Objectives

Demonstrate mastery of quadratic functions in a unit test.

Student Learning Targets

I can apply what I have learned about quadratic functions to solve

problems on a unit test.

National/State Standards

AL COS 7 [A-SSE1]
AL COS 9 [A-SSE3]
AL COS 11 [A-CED1]
AL COS 17 [A-REI4]
AL COS 20 [A-REI7]
AL COS 22 [A-REI11]

Materials/Equipment

Copies of summative assessments

Pre-Instructional Activities

AL COS 27 [F-IF4]
AL COS 28 [F-IF5]
AL COS 30 [F-IF7]
AL COS 31 [F-IF8]
AL COS 32 [F-IF9]
AL COS 33 [F-BF1]
AL COS 35 [F-BF3]

Allow students the first five (5) minutes of class to get settled and review
any last minute information.
Distribute the unit assessment to the class.

Teaching

Walk around the room during the block to monitor students and answer
clarification questions.
Differentiation: Follow students IEPs as required. Include a word bank and a
copy of the various formulas for struggling students. Provide more challenging
problems for advanced students.

Closure

Exit Slip: What part of this assessment was most difficult for you? What
was the easiest? On a scale of 1-10 (with 10 being MOST confident), how
confident do you feel about your performance on the unit test?

10

http://mrsantowski.tripod.com/2011Math2/ExamReview/Math2_Quadratics_TEST_2009.pdf

Bibliography

http://mrallens.wikispaces.com/Algebra+Unit+9+-+Polynomial+%26+Quadratic+Functions

Glencoe Algebra 1 2014 Pgs. 543-611