Learning+Polynomials+using+Wiggio

Integrated Algebra Grade Level: High School

Unit: The Coordinate Plane Lesson 2: Quadratic Functions (Online Cooperative Learning)

Lesson Rationale: Students will learn how to solve quadratics in the following representations: verbally, algebraically, graphically, and numerically. Students will continue to work in their cooperative groups. Each group’s learning goal is to solve one quadratic using the four methods of representation, which will prepare them for their group’s presentation. Students will be encouraged to communicate with their group member outside of the classroom using their established Wiggio online learning community.


 * ** 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.CM.7 ** Read and listen for logical understanding of mathematical thinking shared by other students


 * A.R.5 ** Investigate relationships between different representations and their impact solving a given problem ||
 * ** ISTE NET-S: ** || Communication and Collaboration

Creativity and innovation

Critical thinking, problem solving, and decision making ||


 * ** Action: ** ||
 * ** Prior to Class ** ||  ** Resource(s) **  ||
 * Ask students to break up in their groups and select a quadratic equation from their notes or an equation that was approved. || Internet Reflective Log ||
 * Assess students understanding of using Wiggio, which is an online cooperative learning tool. || Present tutorial video about Wiggio and how it is used to help students communicate effectively outside of the classroom with their group. ||


 * ** During Class: ** ||
 * ** Time ** ||  ** Instructional Tasks **  ||  ** Materials/Resources **  ||
 * 5 mins || Students will now establish a learning community for their group on Wiggio. || Computer Lab ||
 * 10-15 mins || Each group will now begin to brainstorm/discuss their problem solving strategies required to solve their quadratic equation verbally, algebraically, graphically, and numerically. Students are also expected to distinguish each member’s responsibilities on their group’s Wiggio.

Share your plans on your group’s Wiggio. || Computer Lab Graphing Calculator ||
 * 15 mins || Phase 1- Students will solve their quadratic equation algebraically. In phase 1, students will apply the various factoring methods for solving quadratics, such as GCF, DOPS, and “undoing” double distribution.

Upload your attachments/notes to your learning community on Wiggio. || Internet Wiggio Graphing Calculator ||
 * 15 mins || Phase 2- Students solve their quadratic equation numerically using variables and mathematically symbols. In phase 2, students will use a T-chart that represents their solutions.

Upload your attachments/notes to your learning community on Wiggio. || Internet Wiggio Graphing Calculator ||
 * 20 mins || Phase 3- Students solve their equation graphically. Students will be encouraged to make connections with their discoveries in phase 2 with also the use of their graphing calculators. Each group will model and express their quadratic equation through pictures (jpeg, gif, etc.), diagrams, and graphs. Students are required to draw inference from their images that correspond to their equation.

Upload your attachments/notes to your learning community on Wiggio. || Internet Wiggio Graph Paper Graphing Calculator ||
 * 15 mins || Phase 4- Students solve their quadratic equations verbally. Each group will be expected to articulate their understanding about solving their quadratic equation in words.

Upload your attachments/notes to your learning community on Wiggio. || Internet Wiggio Graphing Calculator ||


 * ** Monitor: ** ||
 * Ongoing Assessment(s) || Check for understanding on solving quadratics in the various methods as students’ progress through each phase of the lesson.

Students’ Wigglio online learning community will measure the amount of participation of each group member. ||
 * Extensions || Share what you have learned on your group’s Wiggio. Describe your favorite approach for solving quadratics and explain why.

Have students respond to the following questions: “How would you like to present your quadratic equation to the class?” ||
 * Back-Up Plan || 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 as each group progresses through each of the phases. Students will also be assessed informally through observation and their participation on their Wiggio online learning community. Students are also required to upload their attachments and discuss their plans outside of the classroom, which will be accessible to the instructor. ||

I think it is excellent that you are incorporating more technology in your Math class and that students are learning to work collaboratively with your content. In education, we seem to emphasize so much individual competition that we forget how essential collaborative skills are in the real world. I was also happy to see that you incorporated a reflective log in your less as well. One of the Math teachers that I work with has made a concerted effort to incorporate more writing into his class. For example, he has the students write a "Math Autobiography" at the beginning of the year which combines narrative writing skills with student expression and explanation of various math concepts.

Katy