This lesson plan is for a Pre-Calculus 11 class focusing on quadratic relationships. Students will explore quadratic functions and equations through transformations using graphic organizers, mapping equations, and collaborating on Desmos. They will reflect on their learning in math journals and discuss their understanding with peers. The goal is for students to understand quadratic relationships and how they appear in real life. Formative assessment will occur through observing group work and providing feedback on math journal entries.
This lesson plan is for a Pre-Calculus 11 class focusing on quadratic relationships. Students will explore quadratic functions and equations through transformations using graphic organizers, mapping equations, and collaborating on Desmos. They will reflect on their learning in math journals and discuss their understanding with peers. The goal is for students to understand quadratic relationships and how they appear in real life. Formative assessment will occur through observing group work and providing feedback on math journal entries.
Original Title
lesson plan framework mathematics secondary pre calc 11
This lesson plan is for a Pre-Calculus 11 class focusing on quadratic relationships. Students will explore quadratic functions and equations through transformations using graphic organizers, mapping equations, and collaborating on Desmos. They will reflect on their learning in math journals and discuss their understanding with peers. The goal is for students to understand quadratic relationships and how they appear in real life. Formative assessment will occur through observing group work and providing feedback on math journal entries.
This lesson plan is for a Pre-Calculus 11 class focusing on quadratic relationships. Students will explore quadratic functions and equations through transformations using graphic organizers, mapping equations, and collaborating on Desmos. They will reflect on their learning in math journals and discuss their understanding with peers. The goal is for students to understand quadratic relationships and how they appear in real life. Formative assessment will occur through observing group work and providing feedback on math journal entries.
Big Idea(s): Quadratic relationships are prevalent in the world around us.
Curricular Competencies: ● Explain and justify mathematical ideas and decisions in many ways ● Think creatively and with curiosity and wonder when exploring problems ● Reflect on mathematical thinking ● Connect mathematical concepts with each other, with other areas, and with personal interests
Content: ● Quadratic functions and equations - Transformations ● linear and quadratic inequalities
Constructivist Elements Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of students. Students use graphic organizer with learning objectives so students are dialed into the learning. Teacher shows images of linear equations to review from Pre-Calculus 10 while explaining the relationships and then shows images of parabolic equations and asks where they might see this motion represented in real life? Equations are introduced for a basic y=x2 image and students are asked to map out the values to see how the line is formed in an activation activity.
Provocation: Used to help students develop their own meanings of concepts.
Using Desmos, students will be incorporating technology to build their understanding of parabolas to create images and extend their learning. This user friendly website is fantastic to building the bridge into the heavy concepts of graphing. Progress on this can be monitored by the teacher log in to ensure students are locked into the site. Students can collaborate at first to build simpler images.
Metacognition: How will students reflect question and think about their own thinking? Students will record in a math journal about the activities done each day and what they took away from each. In this lesson, the journal will focus on how equations are graphed out and the changes that occur with certain transformations.
Concepts: Plan for students to explore concepts in a variety of ways.
● Graphic organizer to sort out the learning objectives for the day ● Map out the equations and their corresponding values on pieces of poster paper together or on whiteboards
Created by Kevin Low, Jen McAllister & Steve Scott.
● Explore concepts collaboratively through laptops using Desmos ● Create images individually using equations ● Individual data correlation into graphs and exploring function patterns ● Math Journals to conclude and summarize learning
Goals: How will you ensure that students understand what they are learning and why they are learning it? Students will have a graphic organizer detailing the learning objectives for the day. The students will explain in their math journals at the end of the day how they were able to achieve these and why they were successful. As the journals are part of the grade and teachers will be reading them throughout the term, teachers can be warned of missed targets by students.
Collaboration, Cooperation and Dialogue: Build in social aspects.
● Students will work together in the activation stage of the lesson with post paper or on white boards to map out equations ● Students will collaborate in creating images on the lap top through a trial and error process learn how changes numbers on parabolas affect the lines ● Math journals will be shared with a partner at the end of the lesson to explore how each student summarized their learning as each does so uniquely
Materials: Can the lesson include a hands-on element?
White boards, posterpaper, laptops, and worksheets
Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where learners will be going next. The students will have ideas of where the learning goes next as the learning objectives in the graphic organizer show this information. The students will write about how they think they achieved each day’s learning objectives in their journals in order to reflect deeply. Furthermore students will have a period of time to discuss their learnings with another student in the time allotted and to jot down information from their partner if it was valuable.
Lesson Outline: Be as detailed or open-ended/flexible as you like.
Opening: Graphic Organizers ● Students start the day by reviewing the learning objectives as they will have to use these in the synthesis phase of the lesson
Activation: Build on prior knowledge
● Teacher introduces images of linear equations from Pre-Calculus 10 and asks students to map out the values of X and Y.
Created by Kevin Low, Jen McAllister & Steve Scott.
● Teacher then introduces equations for parabolic equations and asks students to map out the values of X and Y on poster paper or the whiteboard in pairs
Student Activities/Explorations: Presenting concept in a variety of ways
● After activation, students are ready to explore using DESMOS with a partner to produce simple images with parabolas. Ex, y=x2 -5<x<5 to create a line for a certain segment ● After sometime or exploring students are given blank graph paper to see how they would "sketch" something out first (showing work) and how they might break down the images into smaller pieces rather than tackle the whole problem ● Students will then go back onto the Desmos activity and creatively create their own images using parabolas, limits, and transformations
Close: Synthesis ● To finish off the lesson students will write in their kept math journals and bring out their graphic organizers with the learning objectives. Students will describe how they believe they achieved the objectives through which means to encourage reflection. ● Finally students will share with each other about their thinking in regards to the days learning and jot down any unique ideas from their partners to keep in the journal.
Assessment Notes: ● Formative assessment will occur throughout as the teacher rotates around during the activation activity and monitors the computer activities from a master account and can speak to each student at given times. As the experience is collaborative and ideas are shared throughout the teacher can give feedback instantly. ● Further formative feedback is given through the journals each day or week as it is read through.
Created by Kevin Low, Jen McAllister & Steve Scott.
