Final Project TNTX 1300Section 1 - Preteach Artifacts:Final Draft (Preteach):Lesson Plan One (Complete 1).docxBlank Copies of Worksheets and Assessments:Teach 1 Assessment.docxTeach 1 Assessment Answer Key.docx..\Downloads\Catapults and Quadratics.pptxPicture of Big Graph Paper given to students for activity:Section 2 – Postteach Artifacts:Copies of Assessments by Students:Feedbacks..\Downloads\Dill_Medlin_Teach1_Watson (002).xlsx..\Downloads\Dill_Medlin_Marvel_Teach1 Sheet1.pdfSection 3 – Statistical Analysis:0510152025Percent on Exit Ticket90-100 80-89 70-79 below 70Percent on AssessementNumber of Students90-100; 51.28%80-89; 35.90%70-79; 12.82%Chart Title90-100 80-89 70-79 below 70One of the objectives was to find the x and y intercepts and the vertex on a graph of a quadratic function. The question that reflected this objective was by far the easiest. Just about every student labeled the x intercepts and vertex correctly. Another objective was to find the axis of symmetry given the x intercepts of a parabola, and the question that corresponded was somewhata problem. Many of the students had the misconception that the axis of symmetry is just a single point on the graph instead of a line. Many students answered that the axis of symmetry of a parabola with x intercepts of (0,0) and (10,0) was (5,0), which is a point on the axis of symmetry line. However, the entire line is notated x=5. The last objective was to find the domain and range of a quadratic function given a graph. This problem was about half and half with the students as far as understanding. Some students switched the min and max y values for the range. Somestudents just switched the domain and range entirely. Some students didn’t answer, and some got it completely right.Narrative Summary:According to the statistics, about half of the class is understanding the concept of quadratic graphs fairly well. The other half, isn’t necessarily not understanding, but have misconceptions to the concept. For example, many of the students think that the axis of symmetry is a point instead of a line. The statistics do show that none of the students are completely lost so every student understood some of the concept. Overall, I think that the percent of understanding can be easily increased with an acknowledgement of misconceptions and practice.Section 4 – Reflective Analysis Overview Essay:IntentIn the original lesson plan that my partner and I constructed, the biggest issue was time management. Our lesson was molded after the 5E model lesson plan, and the “Explore” portion of the activity was the most concerned part of our lesson. It turned out that it wasn’t a problem at all. The students were very engaged in our lesson from start to finish, which was one of our intents. Our activity was to have the students fling ping pong balls off of catapults and have themrecord the path in which the ball flies. Our intent was for the students to simply recognize that the path resembles a parabola, which they did. After our “Explain” portion and as we entered the “Elaboration” portion of our lesson, the students were very familiar with the quadratic function. Teaching ExperienceThis being my very first teach, I thought it would be a lot worse than it was. It actually went very well in my opinion. Like I stated above, many of our intended content and activities were fulfilled by the students. Talking to the students came fairly easy; they were very respectful and that helped the lesson go smooth. The transitions between each portion of our 5E lesson planwas poor. It was difficult to get the kids to stay focused and move on to a new task. Other thanthat, I really enjoyed teaching and it was definitely a learning experience. I feel like I learned a lot about how students act and what they respond to as well as a lot about myself as a teacher.StatisticalAccording to the statistics, about half of the class is understanding the concept of quadratic graphs fairly well. The other half, isn’t necessarily not understanding, but have misconceptions to the concept. For example, many of the students think that the axis of symmetry is a point instead of a line. The statistics do show that none of the students are completely lost so every student understood some of the concept. Overall, I think that the percentof understanding can be easily increased with an acknowledgement of misconceptions and practice.ChangesThe biggest change that we made to are lesson plan after our teach were our objectives, because the objectives that we had originally intended weren’t worded appropriately to what we ended up teaching. The other big change we made was to the “Elaboration” portion of our lesson. In all honesty, we did this entire section on improvisation. We never specifically planned that we would stop and go back to our engage video to use the new information that the received as elaboration. It worked so well with the first class that we added it in the lesson, so we incorporated it in the revised lesson plan as well.Section 5 – Revised Lesson Plan:Lesson Plan One (Revised).docxTeach 1 Assessment Answer Key.docx..\Downloads\Catapults and