Lesson Plan Format

Class: 9B2 Date: 20/11/16 Time: Start: 12:10

Finish: 1:00

Key Learning Area: Mathematics Lesson Topic: Non-linear Relationships: Quadratic Equations and Parabolas

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have previously studied linear relationships, using a table of values to graph linear equations

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

One or two only. Please note the syllabus
reference number AND write out in full.
A student:
- Connects algebraic and graphical
representations of simple non-linear relationships
(MA5.2-10NA)
- Constructs arguments to prove and justify
results (MA5.2-3WM)
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Identify and distinguish between the graphs of linear and
quadratic equations
- Graph simple non-linear relationships, with and without the use
of digital technologies (includes the use of a table values to graph
the parabola of its respective equation)
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- T receives online feedback on Ss’
responses from Desmos Activity
- T makes notes on Ss’ attempts at activity as
she goes around classroom
- T asks Ss questions, stimulating classroom
discussion, and makes observations on Ss’
responses

Any safety issues to be considered: Resources:

List resources you used in preparing the lesson AND those used in the lesson implementation.
Ensure no obstruction to movement i.e. bags under desk - Whiteboard (and markers)
and no chairs out of place. - SMARTboard/projector
Ensure no bright, flickering lights in caution of students with
- NSW Mathematics K-10 Syllabus
photosensitive medical conditions e.g. photosensitive - Desmos Classroom Activity (online)
epilepsy
- Tablets/computers for all students
- 30 printed copies of “Introduction to Quadratic Equations and Parabolas” worksheet
(also to be used in next lesson)
 - 1 soft copy of “Introduction to Quadratic Equations and Parabolas” worksheet

LESSON SEQUENCE

Lesson Content / Indicators Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
of Learning (What is (mins) (How it is taught)
Taught): Write detailed steps showing what the teacher (T) will do
Note key skills, concepts and and what students (Ss) will do.
values addressed in each
section. Link to your Indicators
of Learning.
INTRODUCTION
5min T greets Ss at the door, asking them to quietly enter the T divides whiteboard for neater organization (as shown
a) T commences class by classroom. below):
ensuring Ss are well T instructs Ss to settle down and take out their exercise
settled before 10min books and stationery.
continuing with the
lesson T introduces lesson with recap of linear relationships
b) T introduces topic of  Equation: 𝑦 = 𝑚𝑥 + 𝑏 (T asks Ss to give
quadratic equations example of linear equation)
and parabolas with  Graph is a straight line
recap on linear  Can use table of values to find points on line
relationships
 𝑥-intercept occurs when 𝑦 = 0 and 𝑦-intercept
occurs when 𝑥 = 0

T asks Ss: “What do we notice about the equations of a

straight line? What is the highest degree (power) of 𝑥?” T
praises Ss

DEVELOPMENT
10min Using examples (shown below), T explains that when the T writes examples of quadratic equations and example of non-
a) T begins topic of highest degree of x is greater than 1, there exists a non- linear equation on board.
quadratic equations by linear relationship and the graph will be in the shape of a
using examples of non- curve. Whiteboard organization:
linear relationships to More specifically, when the highest degree of x is 2, we have
enable Ss to a quadratic equation whose respective curve is known as
distinguish between a parabola
linear and non-linear
(in particular quadratic)
equations
 E.g.
1) 𝑦 = 𝑥2
b) Students will have to 2) 𝑦 = 𝑥 2 + 2𝑥 + 5
justify whether the 3) 𝑦 = −𝑥 2
equation is quadratic or 4) 𝑦 = 𝑥 3 + 2𝑥 2
non-quadratic

T asks Ss if each of the above individual examples are

quadratic equations and what their respective graphs would
be. T asks Ss to justify. T praises Ss.
Q: Is this example a quadratic equation? Why?
Q: What would the graph be for this equation?

T then asks Ss why last example is not considered a

quadratic equation. T prompts Ss as deemed necessary. T facilitates classroom discussion by asking Ss what equations
the examples represent (i.e quadratic, non-linear) and to justify
their choice.

c) Desmos Activity will 10min T brings up Desmos “Will it Hit the Hoop?” Activity on T will have Desmos Activity projected onto SMARTboard.
assist Ss in SMARTboard/projector to allow Ss to see how parabolas Slide 1:
distinguishing between can be used in real-life.
graphical Desmos Activity:
representations of https://student.desmos.com/?prepopulateCode=atnjh
linear and quadratic
relationships T goes through first 3 slides with Ss, explaining that
parabolas are important in representing non-linear
relationships:

Slide 1: T will remind Ss that when graphing a linear

relationship, we use a ‘line of best fit’. T will create a ‘best-fit
line’ in first slide by dragging black points
Slide 2:

Slide 2: T will use second slide to show Ss that a ‘line of best

fit’ won’t always show us what we want to see i.e. we can’t
determine whether the basketball will enter the hoop based
on the best-fit line
 Slide 3:
Slide 3: T explains to Ss that in cases such as the above,
we use quadratic relationships. In this case, the parabolic
graph will help Ss predict whether the basketball will enter
the hoop.

T then goes through Slide 4 with Ss, which contains first

example. T asks Ss what they think the answer is i.e. Slide 4:
whether the ball will enter the hoop. T praises Ss.

Each S will have access to either a computer or a tablet in order

10min T instructs Ss to log onto computers/tablets and go on the to complete the Desmos Activity online
website: student.desmos.com, where they will then need to
enter the activity code (code: atnjh) in order to complete the
activity online. T goes around the classroom and assists Ss
when necessary as they complete the activity online. T
praises Ss’ attempts and makes notes on their attempts.

CLOSURE
a) T concludes lesson 5min T instructs S to hand out “Introduction to Quadratic T will have “Introduction to Quadratic Equations and Parabolas”
with worksheet: Equations and Parabolas” worksheet, and brings up worksheet onto SMARTboard.
“Introduction to worksheet on SMARTboard/projector.
Quadratic Equations
and Parabolas”
b) Worksheet will assist T asks Ss: “What do you think is the missing part of the
students in identifying statement?” (i.e. Quadratic equations are equations have
quadratic equations as highest degree of 𝑥 = 2.
equations with the T fills in missing blank on SMARTboard and also instructs to
highest degree of 𝑥 = 2 fill in the missing blank.

T asks Ss to stick worksheet in exercise book so it can be

used in next lesson.

T dismisses Ss and praises them as a class for their work

throughout the lesson.