MIAA360: Lesson Study

Team Members: Courtney Boettger, Lana Best, Anjanette McCormack, Diana Chavez

Teaching Dates: May 6, 2014 and May 23

Concept for this lesson: Discovering Quadratic equations and their characteristics Introductory Lesson

Grade Span: Algebra 1

Students are beginning chapter 9 on Quadratics. See attached outline of the unit at the end of this document
**When I retaught the lesson, I taught it to a class that was a little bit lower leveled so the teacher wanted me to modify for linear
equations since they were not at quadratic equations yet. Anything in yellow is for second time taught. Many of the questions work for
both linear and quadratic functions.

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21
st
Century
Engage

Time:
10 minutes


Materials:

Project hand
drawn graph
Notice/
Wonder page
Whiteboard







Introduction of myself. Give plan for the lesson.

1. Draw a basic sketch of y = x^2
2. Pass out Notice/Wonder page
3. Ask students to talk at their table and
discuss what they notice and wonder
4. After a few minutes, plant a few questions
that would prompt more learning for
example:
Do you think we can move this graph?
Does it always face the same way?

5. Pass markers around to groups and have
them write up one thing from their
notice/wonder chart
6. Review the notice and wonder chart to
create some questions to ponder and add
to wonder chart.


Students talk in groups about what they
notice or wonder about my graph.

Expected student responses:
Its a U
Parabola
Hits zero
Why are we doing this?
Why isnt it a straight line?
Its a line
Its a graph
It has an X-axis
It has a Y-axis

CCCSSM:
Analyze functions
using different
representations.
7. Graph functions
expressed
symbolically and
show key features
of the graph, by
hand in simple
cases and using
technology for
more complicated
cases.
MP:
1. Make sense of
problem and persevere
in solving them
5. Use appropriate
tools strategically
2. Reason abstractly
and quantitative




Evaluate
Consider Decision
Points Assessments

If students recognize the graph as a function and have developed questions about its
characters, move on to explore aspect of lesson




Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21
st
Century
Explore:

Time:
5 minutes (Phase 1)
5 minutes (Phase 2)
15 minutes (Phase 3)
5 minutes (Phase 4)

Materials:

Graphing calculator,
worksheets, pencil




Phase 1:

Before beginning briefly go over the buttons the
graphing calculator. Go over student rolls of who
will use calculator, who will sketch graph, and who
will record. Explain that these roles will rotate
during the lesson.

1. Have students enter the equations in the
graphing calculator in column A, one by
one.
2. Have them answer the questions and form a
conclusion about what happens when we
increase the coefficient.
3. Walk around and monitor students

When most of the class has finished column A, go to
Explain for Phase 1.

** Works for reteach
Phase 1:


1. Students figure out who is in
charge of each responsibility
2. Students graph each equation in
column A.
3. Students discuss what happens as
the coefficient changes.
4. Expected student responses: It
gets narrow, it gets skinny, it gets
smaller etc..
It
5. Students form a sentence to
explain what happens when the
coefficient jumps from 2 to 4 to 5.

** Works for reteach
CCCSSM:
Analyze
functions using
different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
cases.
MP:
1. Make sense of
problem and
persevere in
solving them
5. Use appropriate
tools strategically
2. Reason
abstractly and
quantitative
























Phase 2:

Have students rotate jobs

1. Have students enter the equations in the
graphing calculator in column B, one by
one. Then the same with column C.
2. Have them answer the questions and form a
conclusion about what happens when we
make the coefficient a decimal.
3. Walk around and monitor students

When most of the class has finished column B and
C, go to Explain for Phase 2.

** Works for reteach
Phase 2:

1. Students figure out who is in
charge of each responsibility
2. Students graph each equation in
column B.
3. Students discuss what happens as
the coefficient changes as a
decimal.
4. Expected student responses: It
gets wider, it gets fat, it gets
bigger etc..
Graph gets steeper/less steep
5. Students form a sentence to
explain what happens when the
coefficient is a decimal
6. Repeat same process for graphs
C.







Phase 3:

Students rotate jobs for the remaining questions.
They continue on the graph quadratics with new y
intercepts where they will see that adding or
subtracting from y=x^2 make the graph move along
the y axis.

**Changes y intercept

After that they look at squared binominals to see that
this cause the parabola to move along the x-axis.


Phase 3:

1. Students figure out who is in
charge of each responsibility
2. Students graph each equation in
question 2 and 3.
3. Students discuss what happens as
the y-intercept changes.
4. Expected student responses: It
moves, goes up, goes down..
5. Students repeat for binominals
6. Expected student responses:
7. It moves left, moves right, moves
on X axis.
8. Students form a sentence to
explain what happens in each
situation

Phase 4:
Students explore after Explain conversation to check
answers. See Explain
Phase 4:
Students explore after Explain
conversation to check answers.



Evaluate
Consider Decision
Points Assessments
If students are not grasping concept, ask a few more examples so they can see what is happening
to the graph. This applies to all Phases.



Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21
st
Century
Explain:

Time:
5 minutes (Phase 1)
5 minutes (Phase 2)
5 minutes (Phase 3)
5 minutes (Phase 4)

Materials:
Graphing calculator,
worksheets, pencil,
ELMO










Phase 1:

After students have explored graphing section A,
guide a conversation about what happens when we
add a coefficient to the function y = x^2

Questions to ask:
What observations did you make about the
graphs?
How do you interpret the coefficients of
these graphs and how do they change how
the graph looks?
What do you think are some of the reasons
for the graph to change?
What are some predictions for the equations
in set B and C?
Use same questions for second time

Phase 1:

Students participate in classroom
discussion. Recorder adds new discoveries
to sheet.

** Same for reteach
CCCSSM:
Analyze
functions using
different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
cases.
MP:
1. Make sense of
problem and
persevere in
solving them
5. Use appropriate
tools strategically
2. Reason
abstractly and
quantitative






Phase 2:

After students have explored graphing section B and
C, guide a conversation about what happens when
we add a coefficient to the function y = x^2 when
they are decimals and when they are negative
Phase 2:

Students participate in classroom
discussion. Recorder adds new discoveries
to sheet.













Questions to ask:
What observations did you make about the
graphs?
How do you interpret the coefficients of
these graphs and how do they change how
the graph looks?
What do you think are some of the reasons
for the graph to change?
Can you make a statement about adding a
decimal as the coefficient?
Can you make a statement for adding a
negative coefficient?
Can you make a prediction for the next set
of graphs?
** Same for reteach



Phase 3

After students have explored graphing question 2
and 3, guide a conversation about what happens
when we have binomials and when we add or
subtract for the y-intercept

Questions to ask:
What observations did you make about the
graphs?
How do you interpret the y intercept of these
graphs and how do they change how the
graph looks?
What do you think are some of the reasons
for the graph to change?
Can you make a statement about adding or
subtracting?
Can you make a statement for binominal
functions?
Can you make a prediction for the next set of
graphs?

** Same for reteach but no binominal questions
Phase 3:

Students participate in classroom
discussion. Recorder adds new discoveries
to sheet.

Phase 4:

Lead a discussion about prediction what will happen
to the graphs in question 4

Questions to ask:
Looking at the graphs, what predictions do
you have about their movement?
How can you support this with the previous
tasks?
Phase 4:

Students participate in classroom
discussion. Recorder adds new discoveries
to sheet

What conclusions can you make?
** Same for reteach


Evaluate
Consider Decision
Points Assessments
If students are still not grasping concept of adding coefficient and/or changing the y intercept of
graph in quadratic equations, I would go back and review characteristics of linear equations.

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
21
st
Century
Extend:

Time:
2 minutes per phase

Materials:
ELMO
Paper, pencil









After I taught my first lesson, I was frustrated that
the students understood the concept but did not have
anything concrete to take away. I then decided to
add an extend part for the next time I taught it:

While students are working with the different
phases, have students fill in a chart grid where they
draw the graphs, describe the movement in their own
words, then as a class, we will define what is
happening. Students will keep this in their notebooks
so they have something concrete to refer back to.

Finally, give a ticket out the door that has a function
on it. Students are to sketch what it would look like
and describe why the graph would look that way.





Students fill in chart. Following along
with ELMO. They will participate in
classroom discussion and ask questions
when needed. Students will be able to use
this chart for homework.


Student fills out informal assessment
CCCSSM:
Analyze
functions using
different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
cases.
MP:
1. Make sense of








problem and
persevere in
solving them
5. Use appropriate
tools strategically
2. Reason
abstractly and
quantitative


Evaluate
Consider Decisions
Point Assessments
If students are not understanding concept after the exit ticket is graded, I will take the group that did not understand it
and have a re-teach lesson the next day in class. Those who understood the concept will move on to practice their
understanding.