Texas A&M UniversityCommerce

Teacher: Meghan Litchfield Mentor: Renae Whitaker Subject: Algebra 2

Daily Lesson Plan Form

Grade Level: 11th and 12th

Campus/District: Date: November 20, 2013 Caddo Mills High School Overall Goal of Lesson: The purpose of this lesson is write quadratic equations in translation (vertex), root, or standard form based on the information given. The information given will be a point, roots, or the vertex. Instructional Objectives: Students will be able to write quadratic equations when given the roots, vertex, or a point on the parabola. The students will be able to connect the different forms of quadratic equations and which form to write in based on the two pieces of information given. Texas Essential Knowledge & Skills (TEKS) & Key Vocabulary: quadratic equation, translation ELPS: (vertex) form, root form, standard form, roots, (2A.6) The student understands that quadratic vertex, axis of symmetry, domain, range, functions can be represented in different ways and parabola translates among their various representations. (A) determine the reasonable domain and range values of quadratic functions, as well as interpret and determine the reasonableness of solutions to quadratic equations and inequalities. (B) relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions. (C) determine a quadratic function from its roots or a graph. Higher Order Questions: What three forms of quadratic equations have we learned? What information can we find based on the form the quadratic equation is written in? If we are given the roots, what form will we use to write a quadratic equation and why? If we are given the vertex, what form will we use to write a quadratic equation and why? Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)

Grading Homework, Taking Notes, Connections to knowledge from previous lessons in this unit (forms of quadratic equations), Beginning Extra Practice/Homework Assignment Modifications/ELL Strategies Anticipatory Activity for Lesson: The activity for this A modification would be to shorten the lesson is completing examples in the notes. The examples length of the assignment. give characteristics of quadratic equations, such as the roots, a point on the graph, and the vertex and have the students write equations based on information provided. Time Allotted Teacher Input/Lesson Activity: Take attendance. Grade homework from night before. Make 5 min. sure there are no questions from homework.

15 min

Modeling: Review the forms quadratic equations can be written in. Talk about the information we know based on which form of equation we have. Show them how we can reverse the process. If we are given the information, then we are able to write an equation based on what we are given.

Guided Practice: Have the students lead teacher through examples on notes to check 10 min understanding of the reversal process. Ask students leading questions if they become stuck on part of the process. Independent Practice: Have the students work independently on a few examples in notes. 10 min Walk throughout the classroom and check the students work. Answer any questions the students might have. After the students complete an example, have a student come to the board and explain the answer and why they used the form they did. 5 min Lesson Closure: Have students put up calculators. Review the information with the students and ask them questions to check and make sure they understood the lesson and process of writing quadratic equations with given information. Assessment Methods/Strategies: Pass out the extra practice/homework assignment. Have the students work on the homework until the bell rings. Walk around the room and monitor the students working. Answer any questions as needed. Resources (supplies, equipment, software, etc.): ActivInspire, Promethean Board, Graphing Calculator

Reflection: This chapter is brand new material for the students. They have understood the beginning of this chapter very well. This lesson is kind of the reverse of what we have been doing and I hope the students see that and understand it very well. We have been graphing quadratic equations from the information we could find based on the form the equation was written in. The students have been recognizing the forms very well and have been associating the forms with the information we can determine from that form. This lesson we are given information like the roots, vertex, or a point on the graph and we have to write the quadratic equation. This lesson should not be too hard if the students can see the connection and its the reverse of what we have been doing.