Plan of Activities

Day 1
Key Features of Quadratics - 10 minutes
o Students will be asked to draw two quadratic functions that are different from one
another.
o Questions:
What makes these two graphs different?
What are the common features of your graph?
How many turning points does each of your graphs have? Is this turning
point a maximum or minimum?
How many roots does each graph have? Where are these roots on your
curve?
Do all quadratic curves have a y-intercept?
Without performing any algebraic manipulations, write the coordinates of
a key feature of each of the graphs.
What do these equations have in common?
Intro to Dominos - 10 minutes
o The students will be grouped in pairs and the directions for the dominos activity
will be explained using dominos A, E, and H.
o Questions:
Is everyone familiar with how to play dominos?
Why does each form of the equation match the curve?
Which form of the function makes it easier to determine the coordinates of
the roots/y-intercepts/turning point of the parabola?
Are the three different forms of the function equivalent? How can you
tell?
What are the coordinates of the minimum of the parabola on card A?
which equation did you use?
What are the coordinates of the y-intercept of the parabola on card H?
which equation did you use?
Matching Dominos - 15 minutes
o Students will work in their pairs to match all of the graphs on the dominos to the
corresponding equations.
o Questions:
Which form of the function makes it easier to determine the coordinates of
the roots/y-intercepts/turning point of the parabola?
How many roots does this function have? How do you know? How are
these shown on the graph?
Will this function be shaped like a hill or a valley? How do you know?
Sharing Work - 5 minutes
o Students will share their findings with other groups. One student from each group
will visit another groups partner and discuss what they came up with. They will
compare their dominos and explain why they chose the order they did. They will
return to their partner and make any necessary changes.

o Questions:
Do you agree with their reasoning? Why or why not?
Exit Slip - 5 minutes
o Students will be given a short exit slip to complete based on the days activity.

Day 2
Bell Ringer - 5 minutes
o Students will be given a short bell ringer to complete to review the activities from
day 1.
Completing the Equations - 15 minutes
o Students will return to their pairs and complete the missing equations on the
dominos. They should be able to complete this without any algebraic
manipulations.
o Questions:
This equation is in standard form but the final number is missing. Looking

at its graph, what is the value for y when x is zero? How can you use this
to complete the standard form equation?
You need to add the factored form equation. Looking at its graph, what is

the value for x when y is zero? How can you use this to complete the
factored form equation?
Sharing Work - 5 minutes
o Students will share their findings with other groups. The other student (who did
not previously visit a group) from each group will visit another groups partner and
discuss what they came up with. They will compare their equations and explain
why they chose the order they did. They will return to their partner and make any
necessary changes.
o Questions:
Do you agree with their reasoning? Why or why not?
Overcoming Misconceptions - 10 minutes
o As a class we will go over the task and have students explain their thinking and
reasoning.
o Questions:
Where did you place this card? How did you decide?
What are the missing equations for this graph? How did you work them

out?
Did anyone use a different method?
How many coordinates do you need to figure out the equation of a

parabola? Show me. Does anyone agree/disagree?

Of the different forms of the equation of a parabola, is there anyone you

prefer? Why?
What have you learnt about the key characteristics of parabolas and their
equations?

Post-Assessment - 10 minutes
o Students will be given a post-assessment to complete based on the past two days
activities.