DOC PREVIEW
UNT TNTX 1300 - Lesson Plan One (Revised)

This preview shows page 1-2-3 out of 8 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

TNTX 1200/1300 5E Lesson Plan TemplateTeach #: 1Date of Lesson: 02/29/2016Lesson Start Lesson End TimeTime 9:35 A.M.10:30 A.M.10:25 A.M.11:15 A.M.Members of Teaching Team:Member 1: Eric DillMember 2: Kerryana MedlinMember 3:Name of Course Grade Level Level (Pre-AP, Academic, Honors, On-Level)Algebra I 8thPre-APMath/Science TopicQuadratic FunctionsTitle of Lesson: _ ________Catapults and Quadratics_____________________________Concept Statement: The student will learn how to graph quadratic functions as well as identify the vertex, maximum and minimum points, the axis of symmetry, and the x-intercepts (known as the “zero of the function”). They will also transfer their knowledge of domain and range to this new type of graph. Source of Lesson: (C. Collier, personal communication, February 10, 2016.)(J. Marvel, personal communication, January 30, 2016.)List of appropriate TEKS: TEKS#Write out the entireTEKSample Standardized Problem (STAAR or other)6A The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. The studentis expected to determine the domainand range of quadraticfunctions and represent the domain and range using inequalities.7A The student applies the mathematical process standards when using graphs ofquadratic functions and their related transformations to represent in multipleways to determine, with and without technology, the solutions to equations. The student is expected to graph quadratic functions on the coordinate plane and use the graph toidentify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and theequations of the axisof symmetry.1G The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to display, explain, and justify mathematical ideas and arguments usingprecise mathematical language in written or oral communication. This displays use of specific mathematical language. Objectives: Lesson ObjectivesWrite objectives in the form “I willpower verb…”.Evaluation Questions (at least one open-ended)Each question should match the written objectives. Note: these should bethe SAME questions you are utilizing in the evaluation section. Include the answers to all questions. 1 I will label the x-intercepts, y-intercept, and the vertex on the graph of a quadratic function. Label the following items on the graph below: Vertex, x-intercepts, y-intercept.Lesson ObjectivesWrite objectives in the form “I willpower verb…”.Evaluation Questions (at least one open-ended)Each question should match the written objectives. Note: these should bethe SAME questions you are utilizing in the evaluation section. Include the answers to all questions. They should circle and label the points: (0,-2), (-2,0) and (2,0), and (0, -2), respectively. 2 I will identify the axis of symmetrygiven the x-intercepts of a parabola. If the x-intercepts of a parabola are at (0,0) and (10,0), then what is the axis of symmetry? X=53 I will determine the domain and range of a quadratic function when given a graph. What are the domain and range of this graph?Domain: 0<x< (2-2.5) (just need a close estimate)Range: 0<y<8Safety Precautions Necessary for this Lesson: - Follow instructions carefully- Do not horseplay- Launch ping pong balls from the catapult only- Catapults should be used carefullyResources, Materials, Handouts, and Equipment List: ITEM(list handouts bytitle)Quantity(How many do youneed?)Source(Who isresponsible?List who this is for(teacher, student,group)Catapult 10-12 UNT Materials RoomStudentPing pong balls 10-12 UNT Materials RoomStudentBig Graph Paper 15 UNT Materials RoomStudentAdvanced Preparations: - Assign students to groups of 3-4- Make sure catapults are in working condition- Determine appropriate space for activityPowerPoint: Catapults and Quadratics. It will include the agenda, objectives, a link to a video, the instructions to the activity, discussion points if needed to keep us on task, and a wrap-up slide. 5E Lesson PlanObjective Statement: Today we will be exploring trajectory and collecting data. By the end ofthe lesson, we will be able to communicate the patterns we have discovered and identify the key attributes of quadratic functions.ENGAGEMENT Time (Including pre-test): __5__ MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudents ResponsesWhat the Students Will DoPlay a short videohttps://www.youtube.com/watch?v=76xTdNvYZ0g“What do you see in the video?”“What do you notice?”Students will watch videoStudents will answer the questionsbased on their opinionsTransition Statement We don’t have a slip and slide, but we do have these catapults and ping pong balls. Let’s see what happens!EXPLORATION Time: _15__ MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudent ResponsesWhat the Students Will DoDivide the class into groups of3-4. Assign a role each student (Launcher, catcher, camera person, and recorder).Roles will cycle so every student does every role.Demonstrate how the catapults work and what precautions to use. “How are your graphs in relation to other graphs you have drawn?” Same? Different?Students will launch ping pongballs and collect data asinstructed.Students will return materialsStudents will take turns listingobservationsTransition Statement “Let’s share out what we have observed about the launching of these ping pong balls.”EXPLANATION Time: __15__MinutesWhat the Teacher Will Do Probing/Eliciting Questions andStudent ResponsesWhat the Students Will DoCall on the original recorder in each group and have them read of an observation they’vemade.Have other groups add on to their list as needed.Make sure that the x-intercepts, maximum, vertex, axis of symmetry, domain, and range are identified.What is one observation about your graph?Where is the origin in this situation?What is the height of the ping pong ball represent?What is the bounce of the ping pong ball represent?What is the horizontal distance? Least? Greatest?What is the vertical distance? Least? Greatest?Students will share their observations and compare them with classmates.Transition Statement Now let’s take what we’ve learned and apply it to the video we watched earlier.ELABORATION Time: __15__ MinutesWhat the Teacher Will Do Probing/Eliciting


View Full Document

UNT TNTX 1300 - Lesson Plan One (Revised)

Download Lesson Plan One (Revised)
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Lesson Plan One (Revised) and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Lesson Plan One (Revised) 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?