Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
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Lesson Planning Document
1. General Information
Teacher: Bethany Herdzina Subject: Algebra I
Mentor: Linda Conley
Grade: 7th and 8th
Date: 2/24/15, 2/25/15
Time Allowed: 45

Number of Students: 18, 19, 14, 20

Lesson Number: 2
Lesson in Sequence: Day 3
Unit Title: Quadratic Functions and
Equations

2. Topic
Section 8.2 Characteristics of Quadratic Functions
3. Subjects Integrated
N/A
4. Readiness and Background Knowledge
Students must be able to identify the graph of a quadratic function.
Students must be able to identify the vertex of a parabola.
Students must recognize the symmetry of a parabola.
Based on checks for understanding in previous lessons, students are
ready for this lesson.
5. Goals (CPA Mathematics Algebra I Standards)
Uses graphs to illustrate mathematical concepts.
Applies mathematical skills and concepts in new situations.
6. Objectives
Student Learning Objectives:
Using what they already know about graphs of quadratic functions, students
will be able to identify vertex, axis of symmetry, and minimum and maximum
point.
Teacher Learning Objectives:
The teacher will work on pacing the lesson appropriately.
The teacher will work on informally assessing students mastery of learning
objectives.

7. Resources and Materials

Demonstration materials copies of bellringer, copies of notes on quadratics,
copies of Perplexing Parabolas for homework, even answers to homework to
8.4 homework, calculator, elmo, whiteboard
Student materials pencil, paper, 8.4 homework, calculator, iPad textbook
8. Instructional Model, Procedures, and Strategies
a. Attention Signal (5 minutes)
Once bell rings, direct students to bellringer on elmo.
Pass back any papers during bellringer.
b. Opening and Advanced Organizer (5 minutes)
Remind students that the vertex is the highest or lowest point. The vertex
is a minimum if the parabola opens up, and the vertex is a maximum if the
parabola opens down.
One of the things we are going to learn today is how to find the vertex of a
quadratic function without looking at the graph.
Make sure all students understand bellringer.
c. Behavioral Expectations
Students are expected to be respectful by actively listening and
participating during instruction.
d. Instructional Steps
1) Check homework (B and C Classes only)
2) Collect homework (B and C Classes only)
3) Pass out notes on quadratics
4) 8.2 Lesson (teacher has notes for this that are more detailed) (20 minutes)
Vertex
We already know (prior knowledge) how to find the coordinates
of the vertex by looking at the graph (bellringer), but what if we
are not given a graph or the coordinates are difficult to
determine
Remind students about form of quadratic y=a x 2 +bx +c
(prior knowledge)
Steps for finding the vertex:
b
1) Find x -coordinate use the formula x=
2a
2) Find y -coordinate plug x -coordinate into
equation and solve for y
3) Write the vertex as an ordered pair ( x , y )

Example as a class: y=x 2 +2 x +1

Example as a class: y=2 x 28 x+ 5
Example for students to try independently: y=5 x 210 x+ 3
Walk around to check for understanding

Axis of Symmetry
Remember the symmetry of parabolas (activate prior
knowledge)
There is a vertical line we can draw straight down the middle of
the parabola that will cut it perfectly in half.
Called the axis of symmetry
Always passes through the vertex
Axis of symmetry = x -coordinate of vertex
Remember equation for a vertical line is x=

Look at bellringers
Example as a class: Find the vertex and axis of symmetry
2

y=x +4 x +5
Example for students to try independently: Find the vertex and
axis of symmetry y=x 22 x+ 3

5) Preview tonights homework (see Lesson Closure)

6) Begin homework (see Feedback and Evaluation) (10 minutes)
e. Lesson Closure (5 minutes)
Any questions about finding the vertex of a parabola using the formula or
about finding the axis of symmetry?
Preview tonights homework (show on elmo) add axis of symmetry,
draw 3 blanks for each question (up or down, axis of symmetry, vertex)
Next lesson we will start graphing quadratic functions by hand.
f. Feedback and Evaluation
Students will be given two opportunities to try a problem independently.
During this time, teacher will walk around room to informally assess
whether or not students are mastering learning objectives and give
students feedback.
Teacher will also be able to do when students begin homework.
9. Modifications
N/A