# Quadratic Equations Lesson Plan

# Quadratic Equations Lesson Plan 2

**Objectives:** Students will learn to identify and
sketch the general forms of quadratic

equations. The student learns the affects on the graph of changes in the leading

coefficient and the constant term.

**Materials:
**Teacher: small foam ball

Dry erase board and marker

TI-83+ view screen

Students: graph paper (provided by student)

Pencil (provided by student)

Access to a TI-83+

**Introduction: (Engage and Explore): **Begin the
lesson by reviewing the concepts

learned in the previous lesson , specifically that quadratics are polynomials of
degree two .

Write the general formula for a quadratic on the board. Next take the small ball
and toss

it in the air and catch it with the other hand at the same height. Ask the
students to draw

what the see as the path of the ball.

**Procedures:** After the students sketch the graph, put a polynomial
equation on the board

and have the students pick random values of x and determine the corresponding y
values.

Then have them plot the points on their graph paper. Make sure that they get
points from

both sides of the parabola . Do this a few times (make sure that some have
positive and

some have negative leading coefficients.) until students get the right idea
about the shape

of the graph.

Now have the students graph y = x^{2} on their calculator while you do
the same on the

view-screen. Then have them graph y = 5x^{2} on the same screen. Have
the students

discuss what happens when ‘a’ is changed, when ‘c’ is changed and when
everything is

multiplied by negative 1.

**Adaptations: **If there are not enough calculators for everyone, divide the
class into small

groups and let them work together with one calculator.

**Discussion Questions:** Ask students how they can
find the minimum or maximum point?

Let them hypothesis on what coefficients change the location of the vertex .

Assessment/**Evaluation:** Students will show mastery of concepts through
worksheets and

tests.

**Extensions: **Assign a few homework problems to be graphed by hand and by
calculator.

**Suggested Readings: **Alexander, Bob Explore
Quadratic Functions with the TI-83 or TI-

82, 1997

**Vocabulary:** quadratic, parabola,

**Academic Standards:
ξ111.32.a. (5)** Tools for algebraic thinking. Techniques for working

with functions and equations are essential in understanding underlying relationships.

Students use a variety of representations (concrete, numerical , algorithmic, graphical),

tools, and technology, including, but not limited to, powerful and accessible hand-held

calculators and computers with graphing capabilities and model mathematical situations

to solve meaningful problems.

**:ξ111.32.d(1)**The student understands that the graphs of quadratic

functions are affected by the parameters of the function and can interpret and describe the

effects of changes in the parameters of quadratic functions.

**Time of Lesson:**1 50-minute lesson

**Tips on teaching:**Instead of tossing a ball from one hand to another, have the students

toss the ball back and forth to each other.

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