MIAA360: Lesson Study

Team Members: BJ Hemphill, Mitch Atchley, Mary Hanjes

Teaching Dates: 5/5/15 & 5/6/15

Concept for this lesson: Review / Reteach of Graphing Quadratic Equations

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage
5-7 mins

Introduction of teaching team and plan for the

lesson.

Grade Span: Algebra

Student Does
Expected Student Responses
Student Activities

Volunteer to give answers. Student may

Ask students what they remember about quadratic use their notes at this time.
graphs.
U shape, parabola, function, axis of
Write responses on the whiteboard (will be used
symmetry, open upwards or
later for written responses).
downwards.
Tell students that they are going to solve, graph,
and then compare their quadratic graphs. Pass
materials out to students and go over the standard
for a quadratic equation.

Use the materials to solve, graph, and

compare their equations. Students
should remember that when the finish
graphing, their graphs form a parabola.

Instruct students to graph various quadratic

equations and compare them on their own papers.
Assign them one of the equations.

Students begin working on solving the

equation they were assigned. Sketch the
parabola as best they can (no graphing
calculators or technology is used at this
time)

Standard
CCCSSM,
MPS, NGSS,
21st Century
CCSSM
A.F.LE.A1
Distinguish
between
situation that
can be modeled
with linear and
with exponential
functions
CCSSM
A.F.LE.A.2
Construct linear
and exponential
functions.
MPs 1, 2, 4, 5, 7
21st Skills
Life and Career

MP1 - Make sense of problems and preserve in solving them, MP 2 - Reason abstractly and quantitatively, MP 3 - Construct viable argument
and critique the reasoning of others, MP 4 - Model with mathematics, MP 5 - Use appropriate tools strategically, MP 6 - Attend to precision,
MP 7 - Look for and make use of structure, MP 8 - Look for and express regularity in repeated reasoning
Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Next time, to begin - assign the same equation to

all students to work on at their tables. (group
work)
f(x) = x2
Evaluate
5 mins

What have students noticed or wondered about

their graphs or equations? Circulate to help those
who have questions and clarify any
misconceptions or concerns. What comparisons
did they arrive at?

Students noticed that all graphs open

upwards and are positive, one graph is
wider than the other, the vertex is at the
origin, the parabola gets wider or
changes because of the value of "a"

Next time, when working with small groups, to

avoid inconsistencies, pair students up and use
two different pairs of equations and assign the
pairs of equations to every other pair of students.

f(x) = 2 x2
f(x) = 1/2 x2

Have students predict what they think their

graphs will look like based on their equations.

MP 1, 4, 5, 6
21st Skills:
Communication

MP 1, 2, 3, 4, 5,
6
21st Skills
Collaborating
Life and Career

f(x) =-2 x2
f(x) = -1/2 x2

Every other group of students will have similar

graphs in which to compare.
Explain
5 mins

Explain the importance of academic and content

vocabulary. Words the students should be using
when talking to each other about quadratics and
when describing their work.

Students make notations on their paper.

Noticing where they should be
incorporating academic vocabulary and
realizing what they are missing when it
comes time to evaluate their graphs.

Next time, also explain that they will graph both

of their equations on the same graph using one
coordinate plane. Once they are done, the
comparisons will make more sense to them.
MP1 - Make sense of problems and preserve in solving them, MP 2 - Reason abstractly and quantitatively, MP 3 - Construct viable argument
and critique the reasoning of others, MP 4 - Model with mathematics, MP 5 - Use appropriate tools strategically, MP 6 - Attend to precision,
MP 7 - Look for and make use of structure, MP 8 - Look for and express regularity in repeated reasoning
Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Extend
20 mins

Assign students individual equations to work on.

Instructing them to create an input/output table,
graph, and comparisons.

Students receive their equations to

begin working on. Creating an
input/output table, graphing their
equations and comparing them.

Next time, assign the same equation with and

without a y-intercept and have students predict
what their graphs will look like.

CCSSM
A.F.LE.A.2
Construct linear
and exponential
functions.
MPs 1, 2, 4, 5, 7
21st Skills
Life and Career

f(x) = 3 x2
f(x) = 3 x2 + 4
f(x) = -1/4 x2
f(x) = -1/4 x2 - 3

Evaluation
5 mins

Ask questions for students to ponder, think about,

and respond to:

(this will be used as

an overall
assessment piece to
determine if
additional time to
needed)

What did you do if your graph did not create a

parabola? How do you know if the equation you
received was a function? What did you notice
when you compared your equations?

After students finish their graph, they

will affix them to the whiteboard with
their responses, so that we can compare
and critique.

21st Skills
MP 3, 4, 7, 8

MP1 - Make sense of problems and preserve in solving them, MP 2 - Reason abstractly and quantitatively, MP 3 - Construct viable argument
and critique the reasoning of others, MP 4 - Model with mathematics, MP 5 - Use appropriate tools strategically, MP 6 - Attend to precision,
MP 7 - Look for and make use of structure, MP 8 - Look for and express regularity in repeated reasoning
Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Reflection: Starting the lesson off reviewing vocabulary got the students into the mode of thinking about quadratics. With little
instruction students were able to graph their input and output values. We started encountering problems when they weren't able to
accurately graph the parabola. They realized this was because when the input values were assigned there was a gap that proved to be
too large for them to graph accurately. This was turned into a teaching moment, students were asked what they could do to find
another ordered pair that would satisfy the equation and enable them to graph the parabola. In one case, a student had come up with
two additional inputs to correctly graph. There were two students who used estimation to accurately graph the parabola. They were
asked to prove they were correct - they substituted two ordered pairs to see if they satisfied the equations. To my pleasant
surprise..they were correct. Students were engaged in all of the mathematics practices at one point or another.
In the future when this assignment comes up, it would be a good idea to limit the amount of equations being used (instead of nine
different equations). Start with the same equation as a whole class and inform students that they need to graph their equations on the
same coordinate plane (otherwise the comparisons will not make any sense to them). I would also group the students differently, start
with whole group, then pairs, and finally individual work. The next step for students would be to graph equations with and without a
y-intercept. When describing their graphs they should be able to include most of the academic vocabulary.

MP1 - Make sense of problems and preserve in solving them, MP 2 - Reason abstractly and quantitatively, MP 3 - Construct viable argument
and critique the reasoning of others, MP 4 - Model with mathematics, MP 5 - Use appropriate tools strategically, MP 6 - Attend to precision,
MP 7 - Look for and make use of structure, MP 8 - Look for and express regularity in repeated reasoning
Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd