Molloy College

Division of Education
Caroline Stella Professor Esposito
EDU 5230-03 November 29, 2018
Grade: 8 Topic: Solving quadratic equations by graphing (Day 2) Mathematics/Algebra

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

After today’s lesson on solving quadratic equations by graphing, students will be able to
evaluate, define, and/or label axis of symmetry, vertex, graphing functions, finding the table of
values in a graphing calculator, and list parabola characteristics (positive/negative,
domain/range, and maximum/minimum) with at least 60% accuracy on a worksheet of 5
problems.
Students will look at the graphs of parabolas and describe where these graphs intersect the x-
axis. Once they identify these points they will see that these x -values are the solutions to the
graphs. The students will then use the proper steps to graph the quadratic equations on their own
and then determine the roots of the equation. This includes finding the axis of symmetry, finding
the vertex, creating an appropriate table of values, graphing the equation, and labeling the graph.

NYS STANDARDS AND INDICATORS

Content/Common Core State Standards: F-IF.7: Graph functions expressed symbolically and
show key features of the graph, by hand in simple cases and using technology for more
complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

A-REI.4: Solve quadratic equations in one variable.

A-APR.3: Identify zeroes of polynomials when suitable factorizations are available and use the
zeroes to construct a rough graph of the function defined by the polynomial

Indicator: Students will apply solving quadratic equations by graphing answers to word
problems. Then students will work together in small groups to complete a worksheet with further
review questions on this topic.
NGELA-8R8: Trace and evaluate an argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant
evidence is introduced. (RI&RL)
Indicator: Students will carefully read the word problems and pull out all the relevant
information needed to formulate a solution.

INSTRUCTIONAL RESOURCES
The resources used for this lesson are:
©Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 9/14/17
*edTPA academic language
  Ti-83 Calculators the students have in their possession, extras are available for those who
do not have
 Worksheet with five problems
 SMART board where they can follow my examples and lesson
 Graph paper and pencils
 Video; https://www.youtube.com/watch?v=u7f6T-3oApA

MOTIVATION (Engaging the learner(s)*)

Students will watch a video of a kitten, bunny, and frog using the quadratic formula. I will pause
the video at certain points so we can work the problem together with the animals.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
 Students will watch a video about animals using the quadratic formula. I will stop the
video so we can discuss what they see. (How can the animals get to the food bowl? How
can they figure that out? Who remembers the formula they can use?)
 Students will attempt the problem on their own and will then watch the solution.
 The material from the day before will be reviewed and students will take turns going up
to the SMART board to fill in specific steps when solving problems as a class as I ask
questions about their work and how it affects the graph. (What if the answer was
negative? What if that number was zero?).
 Students will take out their homework and discuss any questions they have. After a few
minutes of working as a class, students will receive a worksheet with five problems to
work on with a partner. I will continue to walk around the room answering questions.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

 Cooperative Learning – This will be evident when students work with partners and
when the whole class is engaged and trying to solve the problems.
 Direct Instruction – This will be evident when the teacher and students review the
lesson from the previous day.
 Discussion – This will be evident when the class discusses ways to solve the
problems and why certain mistakes cause very different results.
 Independent Practice – This will be evident when students work on problems by
themselves, before working with a partner. Also when doing homework.
 Demonstration –This will be evident both when the teacher does the problem on the
SMART board and when students do the problems on the SMART board.

ADAPTATIONS (Exceptionality*)
The students with the IEP’s will be assisted throughout the lesson in the right direction to successfully
complete each question.

©Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 9/14/17

*edTPA academic language
The student who struggles to stay focused and on task will be included throughout the lesson by being
called on to answer questions.

All students will be encouraged to come to extra help after school for assistance with their homework and
class assignments.

The student who struggles in math will be paired with stronger ability math students to offer peer
learning.

The student who is an English learner will be provided with a bilingual definition list of terms being
utilized in the lesson.

The student who needs more time to finish work will be allowed to take the problems home and can work
on the problems with the teacher after school.

DIFFERENTIATION OF INSTRUCTION
Tier I Students will be provided with extra time to work on problems in class, after school, and at home.
They will be partnered with peers that are more understanding of the material for peer teaching and
review. They may be put together in a group to work on review material for better understanding. They
may use calculators, textbooks, and notes to complete problems.

Tier II Students will be called on to complete the problems on the SMART board. They may be partnered
with the struggling students to help explain the material. They may use calculators and notes to complete
problems.

Tier III Students will be paired with struggling students to help explain material. They will be called on to
complete the problems on the SMART board. They may be grouped together to solve more difficult
equations only using calculators.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

 Students will be able to label the parts of the graph, provide definitions for terms, and
explain simple characteristics of a parabola on a worksheet of 5 problems, with at least
60% accuracy.
 Students will look at the graphs of parabolas and describe and identify the proper steps to
graph the quadratic equations on their own and then determine the roots of the equation
on a classroom handout which will be graded the following day.
 Students will be called on to complete problems on the SMART board.

INDEPENDENT PRACTICE
Following the lesson on graphing quadratic equations, students will work on a classroom
handout which will then be assigned as homework.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

©Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 9/14/17

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 Direct Teacher Intervention:
 The student will be asked questions by the teacher walking around the room, as they
complete problems individually.
 The student will be asked how changes in sign (positive/negative) will affect the graphs
as they solve problems on the SMART board.

Academic Enrichment:
 Students will watch a video about everyday use of the quadratic equation and will be
asked follow up questions in a classroom discussion.

©Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 9/14/17

*edTPA academic language
 REFERENCES

Khan Academy. Accessed October 3, 2018. https://khanacademy.org

Math is Fun. Accessed October 3, 2018. https://mathisfun.com/algebra/quadratic-

equation.html

[migaze09]. (2013, May 26). Quadratic Formula Fun Video [Video File]. Retrieved from
https://www.youtube.com/watch?v=u7f6T-3oApA

©Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 9/14/17

*edTPA academic language