-
If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
-
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
|
MJDettloff Project Based Lesson
Teacher Name: Marcia Dettloff
Overview Part 1
Name of Project:
|
As the Ball Rolls: A Quadratic Investigation
Adapted from "Mathematics Teacher",August 09, pgs 62-68
|
Duration: 7Days |
Subject/Course:
|
Mathematics |
Grade Level:
Algebra 1
8th Grade
9th Grade
|
Other subject areas to be included, if any:
|
Science
Projectile, force, gravity
|
|
|
Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
|
Quadratic Components
Analysis of a curved line, parabola and its components.
|
Driving Questions |
Do you know what real a time parabola is and how to analyze one? |
Content and Skills Standards to be addressed: |
HSCE
A3.3.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information.
A3.3.4 Relate the number of real solutions of a quadratic equation to the graph of the associated quadratic function.
A3.3.3 Convert quadratic functions from standard to vertex form by completing the square.
A3.3.5 Express quadratic functions in vertex form to identify their maxima or minima and in factored form to identify their zeros.
GLCE’s
A.FO.08.08 Factor simple quadratic expressions with integer coefficients, e.g., x^2 + 6x + 9, x^2 + 2x - 3, and x^2- 4; solve simple quadratic equations, e.g., x^2
= 16 or x^2= 5 (by taking square roots); x^2- x - 6 = 0, x^2 - 2x = 15 (by factoring); verify solutions by evaluations. \
A.RP.08.01 Identify and represent linear functions, quadratic functions, and other simple functions including inversely proportional relationships (y = k/x); cubics (y = ax3); roots (y = √x); and exponentials (y = ax, a > 0); using tables, graphs, and equations.
A.RP.08.05 Relate quadratic functions in factored form and vertex form to their graphs, and vice versa; in particular, note that solutions of a quadratic equation are the x-intercepts of the corresponding quadratic function.
A.RP.08.06 Graph factorable quadratic functions, finding where the graph intersects the x-axis and the coordinates of the vertex; use words "parabola" and "roots"; include functions in vertex form and those with leading coefficient -1,
e.g. y = x^2- 36, y = (x - 2)^2- 9; y = -x^2; y = - (x - 3)^2.
A.FO.08.09 Solve applied problems involving simple quadratic equations.
|
...
|
|
T+A |
E |
|
T+A |
E |
21st Century Skills
to be expliscitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:
|
Collaboration |
|
X |
Other: |
|
|
Presentation |
X |
|
|
|
|
Critical Thinking |
X |
|
|
|
|
...
|
Presentation Audience: |
Culminating Products and Performances |
Group: Rubric for daily tasks |
Class: |
8th Grade |
School: |
Sault Area Middle School |
Community: |
Sault Ste. Marie |
Individual: Individual daily progress and accountablity, per rubric. |
Experts: |
|
Web: |
|
Other: |
|
Part 2: Design
"Grabber" to launch inquiry & generate interest: |
Turn to the person next to you, pretend to throw/catch an imaginary ball. |
|
|
|
|
Assessments: |
Formative Assessments:
(Checkpoints during Project)
|
Quizzes/Tests |
X |
Practice Presentations |
X |
|
Journal/Learning Log |
|
Notes |
X |
|
Preliminary Plans/Outlines/Prototypes |
|
Checklists |
|
|
Rough Drafts |
X |
Concept Maps |
|
|
Online Tests/Exams |
|
Other: |
|
|
Summative Assessments:
(End of Project)
|
Written Product(s), with rubric:
|
X |
Other Product(s) or Performance(s), with rubric: |
X |
|
Oral Presentation, with rubric |
|
Peer Evaluation |
X |
|
Multiple Choice/Short Answer Test |
|
Self-Evaluation |
X |
|
Essay Test |
|
Other: |
|
|
Debriefing
Methods
|
(Individual, Group, and/or Whole Class) |
Journal/Learning Log |
|
Focus Group |
|
Whole-Class discussion |
X |
Fishbowl Discussion |
X |
Survey |
|
Other: |
|
...
Resources Needed |
On-site people, facilities: |
|
Equipment: |
Graphing Calculator, paper, pencil, computers-internet access, textbook on computers |
Materials: |
Poster graph paper, tennis balls, pail/water, markers, |
Community resoruces: |
|
Project Teaching and Learning Guide
Project: Quadratic Functions |
Course/Semester: Algebra 1/ 2nd Semester |
Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
|
Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
|
Graphing calculators |
-> |
y=
List, data entry
|
Cartesian Plane |
-> |
Review of coordinate plane |
Quadratic Equation |
-> |
Online applet, worksheet |
|
-> |
|
|
-> |
|
|
-> |
|
|
-> |
|
|
-> |
|
|
-> |
|
|
-> |
|
Project Calendar (Project should be 1 or more weeks)
Project Start Date:
Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
One |
Introduction
Discussion
Groups
|
Tennis Ball Activity on poster paper
Groups given the parameters of their parabola to discuss game plan for tomorrow
|
Follow Rubric for the parameters of their tennis ball parabola |
Teams rough presentation to another team/peer evaluations |
Prepare Create Final Project
Powerpoint, Video Production, Camtasia Production
|
Two |
Group work Final Presentation |
Group Work on Final Project |
Presentations |
|
|
Three |
|
|
|
|
|
Four |
|
|
|
|
|
Five |
|
|
|
|
|
Six |
|
|
|
|
|
Seven |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
MJDettloff Project Based Lesson
|
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
|
|
|
|
|
Comments (1)
Jocelyn Farkas said
at 10:13 pm on Sep 14, 2009
Wow! This is really detailed. I think you mixed up the phrasing of your critical question. It is well written all the same though. I look forward to hearing about this project and reading your reflections. I like your use of technology, especially Camtasia. Technology is such an important part of our classroom and with Math, it can be hard to incorporate.
You don't have permission to comment on this page.