Scribd
Upload
64 views1 page

Lesson Plan Sup 2

Uploaded by

api-257911767
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
64 views1 page

Lesson Plan Sup 2

Uploaded by

api-257911767
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

LONG FORM LESSON PLAN TEMPLATE

Name: Michael McKinley Date: July 18, 2013


Content Area(s): Math Grade(s): HS
Learning Goal(s)
(Content Standard)
HS.F-IF 7: Graph functions expressed symbolically and show key features of the
graph, by hand in simple cases and using technology for more complicated
cases.
HS.F-IF 7.a: Graph linear and quadratic functions and show intercepts, maxima,
and minima.

Instructional
Objectives
Students can visually determine the number of solutions a quadratic
equation has (i.e., counting the number of times it crosses the x axis)
Given a quadratic equation, students can calculate the determinant to
determine the number of solutions
Assessment
(Criteria/Look Fors)
Can students visually identify the solutions to a parabola?
Can students draw a parabola with 0, 1, and 2 (real and distinct) solutions?
Can students successfully use the determinant of a quadratic to determine the
number of solutions?
Materials Discriminant practice worksheet
Smartboard
Time
(Total & Specific)
~1 hour
Instruction
Procedures
Introduction
Demonstration
Participation
Practice
Talk about linear systems of equations. Ask how many solutions there can be
(review). (10 minutes)

Briefly recap what a parabola is (both visually and algebraically). Discuss what
we mean when we talk about solutions. (10 minutes)

Ask how many (real and distinct; but even mentioning that is probably beyond
the scope of this lesson) solutions a parabola can have. Use the Smartboard
and have students drag the parabola up and down. They may need help for the
case where there is 1 (real and distinct) solution. (15 minutes). Ask students to
draw a parabola with 0, 1, and 2 solutions.

Shift to talking about how we can determine how many solutions there are
without actually finding them. Do a couple of example problems (from the
worksheet), give the students time to practice on their own. (20 minutes)

In the last 5 minutes, give them time to work on an exit slip
Questions How can we mathematically determine the number of solutions?
What do we mean when we say solving a polynomial?
How many solutions can a quadratic equation have?
Academic Language
Focus
Determinant, quadratic, parabola, zero (w/r/t polynomials)
Closure Exit slip

You might also like