Problem-Based+Polynomial+Lesson

**My Content Area Unit Plan**

Integrated Algebra

Grade Level: High School

Unit: The Coordinate Plane Lesson: Quadratic Functions

Lesson Rationale: This lesson is geared to activate students’ prior knowledge of quadratics and provides them with the opportunity to scaffold information about quadratics using the internet and discover real world applications of parabolas. This lesson will prepare students for the next step, which is to be to solve quadratics in the following ways: verbally, symbolically, graphically, and numerically.


 * ** Goals: ** ||
 * ** Content Standards: ** || ** A.CM.3 ** Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form


 * A.CN.6 ** Recognize and apply mathematics to situations in the outside world ||
 * ** ISTE NET-S: ** || Communication and Collaboration

Research and Information Literacy ||


 * ** Action: ** ||
 * ** Prior to Class ** || ** Resource(s) ** ||
 * Assess their prior knowledge of using a search engine on the internet to locate, evaluate, and synthesize information. || Internet Self-Assessment Handout ||
 * Reserve computer lab (room 101). || HS Teacher Computer Lab Sign-Out Sheet ||
 * Assign students their cooperative learning groups. ||  ||

“What is a quadratic equation?” “What does a quadratic look like?” “What determine its’ shape?” “What is the definition of a parabola?” “What is the general form of quadratic equations?” What are properties of a parabola?” “What formulas are linked to parabolas?” “Where do quadratics appear in the real world?” || Internet Reflective Log Graphing Calculator || [|www.yahoo.com] [|www.google.com] [|www.bing.com]
 * ** During Class: ** ||
 * ** Time ** || ** Instructional Tasks ** || ** Materials/Resources ** ||
 * || Ask students the following questions:
 * || Using a Search Engine to locate real-world applications of quadratics.

Be sure to record your findings and complete your Internet Reflective Log. || Internet Graphing Calculator ||
 * || Summarize your cooperative group’s findings. You are required to include at least 3 different applications of quadratics, and be creative.

Note: You will include/share your findings in your final Quadratic Project/Presentation. || Internet Reflective Log ||


 * ** Monitor: ** ||
 * Ongoing Assessment(s) || Check for understanding of scaffolding information on the internet.

Discuss/Share students’ findings to the class for peer reflection. || “What does the “a,” “b,” and “c” stand for in the form ax2 + bx + c? “What are the various methods of solving quadratics?” ||
 * Extensions || Have students respond to the following questions:
 * Back-Up Plan || Provide print outs of necessary information to complete task before hand if computer labs are unavailable or deliver direct instruction about quadratics.

Allow more class time as needed. ||


 * ** Evaluation: ** ||
 * Assessment of student learning should be consistent and ongoing throughout the duration of their Quadratic Equation project. Instructor will act as a facilitator by guiding student learning and asking students questions to monitor their understanding about quadratics. Students will also be assessed informally by observation and conversations amongst each cooperative learning group. Students are also asked to complete an Internet Reflective Log to monitor their goal(s) thier progress in the Quadratic Equation project. ||