AUTHORS NAME: Laura Wetmore DATE: December 8

th
and 9
th


SINGLE SUBJECT LESSON TEMPLATE

1. TITLE OF LESSON: Wax Paper Poster for Hyperbolas

2. CURRICULUM AREA & GRADE LEVEL: Algebra II; Chapter 10: Quadratic Relations and Conic Sections; 2 Weeks, Day 5

Grade: 9-12

3. DATE OF LESSON/TIME NEEDED: December 8
th
& 9
th
; 120 minutes

4. RESOURCES:

Markers
Paper
Straightedge


5. CA CONTENT STANDARD(S):
Hyperbolas
A-CED.2, G-GPE.1, G-GPE.2, G-GPE.3
MP1, MP2, MP4, MP5, MP6, MP7

6. CA ELD STANDARD(S):

Collaboration.1. Exchanging information/ideas
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade!
appropriate academic topics by following turn!taking rules, asking and answering relevant, on!topic questions,
affirming others, providing additional, relevant information, and paraphrasing key ideas.
Interpretive.5.Listening Actively
Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by
asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.

7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

Students get a chance to really think about how to write equations. The project makes the students determine where to place the conic
on a coordinate plane. As the students complete this project they are demonstrating many mathematical practices (MP1, MP2, MP4,
MP5, MP6, and MP7).
8. ESSENTIAL QUESTIONS:
How are hyperbolas applicable to the real world?
How can knowing how to calculate hyperbolas help you in the real world?
How does knowing about the quadratic equation help you in solving hyperbolas?
How can I put a conic on a coordinate plane so that an equation can be found?

9. OBJECTIVE(S) OR LEARNING GOAL(S):
Cognitive - Through a poster, students can place wax paper designs on a graph to determine the equation for the hyperbola
represented by the design.

10. ASSESSMENT(S):

Formative Assessment Students self-assess with rubric.


11. INSTRUCTIONAL STRATEGIES: What the teacher does 12. STUDENT ACTIVITIES: What the students do
1. Anticipatory Set

At the start of class, teacher hands out the project information,
instructions and rubric for the students to read with their north-
south partner. The teacher asks students to make note of any
directions that are confusing and require clarification. The teacher
reviews the directions with the class.
(10 minutes)
2. State Objective

The teacher states the objective and shows it on the board.
1. Anticipatory Set

Students listen to the teacher and read the project handout and
discuss it with their north-south partner. Students participate and
listen to the class discussion and instructions on the project.
Students ask questions if needed.

(10 minutes)

2. State Objective

Students read the objective on the board and listen to the teacher
say it.
Through a poster, students can place wax paper designs on a
graph to determine the equation for the hyperbola represented by
the design.

(2 minutes)


3. Input - Modeling

The teacher shows the students several examples of posters to
provide students with a visual of what the end product might look
like.

(5 minutes)

4. Check for Understanding

The teacher tells the students what they can and cannot ask. The
teacher tells the students they have a limited number of
questions a group can ask. I will answer questions about the
scoring guide and organizational ideas. Questions about how to
find key features or how to write an equation are limited to 3.
Students may use their reference sheet, their textbooks or any
other resource such as the Internet. Any research you do is fine
since they will have to transfer the information they find to a graph
they have produced. Interpreting the known facts to the design is
an activity that is done many times by engineers, architects and
other professionals. This information will be on the board as the
teacher explains the expectations and rules.

The teacher asks if there are any questions.

(5 minutes)

5. Guided Practice

The teacher explains that each person has to be an active
member of the group and everyone should be working on finding
equations for the hyperbola. If the teacher notices a group
expecting one person to do all the graphs and equations, the
teacher will ask each person in the group how they have divided
the project up. If only one student is doing all the math, the
teacher will ask the group if they think this person will be accurate
and timely in getting all the work done. The teacher may also tell
a group that they will grade the students individually when one
student is doing everything. Making each student accountable to
others in the group and to me helps with students that refuse to
work.
The teacher reads out the groups of 4 that have been
previously picked. The teacher instructs the students to begin
on their poster and that they will work on this until the last ten
minutes of class. The teacher walks throughout the room
during the period for questions and assistance.

As students finish their posters, the groups hang them up in
the classroom. Students like to share their work with others in
the building. When everyone is finished, each group gives a
brief presentation about what they did.

Differentiation: Groups are organized heterogeneously by
the teacher.

(85 minutes)

6. Independent Practice

The teacher brings the classes attention up front. The teacher
instructs the students to get out the assessment rubric from the

(2 minutes)


3. Input - Modeling

Students look at examples of posters and what the end product
might look like.

(5 minutes)

4. Check for Understanding

The students listen to the teacher say what and how many
questions they can ask. The students read the rules on the board.
The students ask questions for clarification.

(5 minutes)

5. Guided Practice

The students listen to the teacher explain the expectations of each
group member. The students listen to their groups being called
out and organize into their groups. The students begin to work on
their posters with their groups. Students hang up their posters and
give a brief presentation of their poster.

(85 minutes)

6. Independent Practice

The students listen to the teacher. The students get out the
assessment rubric from the beginning of class. The students self-
assess their group and turn it in with their poster.

(10 minutes)

7. Closure

The students listen to the teacher explain what they learned and
demonstrated today with their posters on hyperbolas.

(3 minutes)
beginning of class. The teacher informs the students that they be
grading themselves on their poster and that that is their exit task.
They are to turn in their self-assessment at the end of class with
their poster.

(10 minutes)

7. Closure

The teacher explains that today, through a poster, the students
were able to design graphs to determine the equation of
hyperbolas.


(3 minutes)