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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   Other:    
Presentation        
Critical Thinking        

...

      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 Practice Presentations
  Journal/Learning Log   Notes
  Preliminary Plans/Outlines/Prototypes   Checklists  
  Rough Drafts Concept Maps  
  Online Tests/Exams   Other:  
 

Summative Assessments:

(End of Project)

 

Written Product(s), with rubric:

 

Other Product(s) or Performance(s), with rubric:
  Oral Presentation, with rubric   Peer Evaluation
  Multiple Choice/Short Answer Test   Self-Evaluation
  Essay Test   Other:  
      

Debriefing

Methods

(Individual, Group, and/or Whole Class) Journal/Learning Log   Focus Group  
Whole-Class discussion Fishbowl Discussion
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          
           
           
           

 

 

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.

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