ALGEBRA I (Grade 9)
March 29, 2017: Desmos Quadratic Project
Objective: Create a poster showing me you understand how to apply what we’ve learned about quadratics to the world around you.
Find an image from real-life displaying a parabolic shape. For example: parabola architecture, time lapse water fountain, parabola sand, parabola motion (better yet: parabolic motion), parabola tree, parabola real life, parabola satellite, time lapse projectile, time lapse motor cross, parabola telephone lines (these are actually catenary curves but-unless you’re in grad school for engineering-it’s close enough), etc.
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Development of Skills:
The purpose of this project is to utilize your knowledge of quadratic functions. Students will be able to
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identify the vertex, roots, axis of symmetry, and y-intercept on their graph
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write your function in Vertex Form
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convert your equation into Standard From
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use Standard Form to verify the vertex on the graph.
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use Quadratic Formula to verify the roots found on the graph.
Your design will be graded based on organization, readability, and neatness. Bonus points will be given for making it display worthy.
Documentation of the Process:
November 20, 2016: Designing a House with Linear Functions
Objective: Demonstrating knowledge of different forms to write linear functions.
Development of Skills:
The purpose of this project is to utilize your knowledge of linear equations and design your dream house. In your design, you are required to include a minimum of five different lines with the following characteristics:
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at least one equation in Slope-Intercept Form
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at least one equation in Point-Slope Form
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at least one equation in Standard Form
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at least one equation with a zero slope
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at least one equation with an undefined slope
Your design will be graded based on creativity (originality and colorfulness), and accurateness of linear equations.
Lastly, you will write a reflection to explain your creative process, critique your design and linear equations, and mention any final thoughts on your design.
Documentation of the Process:
February 11, 2106: Factoring Special Products
Objective: Factor perfect-square trinomials. Factor the difference of two squares.
Development of Skills: Class begins with a warm-up problems to get them focused on Algebra and refresh their memmory of skills needed for this next section. I then lectured on the new material with a mixture of problems completed as a class and completed individually or with their partner. After the lecture, the students used "Factoring Flip Cards" to practice problems from this lesson as well as previous lessons from this chapter. Each group got one pre-cut sheet of cards. One side has the factored trinomial. The other side has an unfactored trinomial. They are not flash cards. The two versions on one card do not match up. They are made so that the cards form a loop of question, answer, new question, answer, new question, etc.
Documentation of the Process:
Reflection on Lesson: During the lecture, I realized that the students would have benefit from factoring without the rules and using patterns to develop these rules of perfect-square trinomials and the difference of two squares. I could also utulize a "Think, Pair, Share" approach. I generally let the student work on problems but don't specify if they should work individually or with their neighbor. The students enjoyed the flip cards. They worked with their partner and it gave them an opportunity to work at their own pace. The students could explain to each other their work while I circulated to answer questions.
March 3-4, 2016: Angry Birds Quadratic Equation
