Department: Mathematics
Course: Algebra 1
Travis High School
Daily Lesson Planning Template
Date: 4/03 and 4/04
CRM 9
Unit Title: Quadratics
Created By: Trevon and Andrew
TEKS/SEs/ELPS:
A.9D: analyze graphs of quadratic functions and draw conclusions. RC5
Student Learning Objective:
SWBAT interpret quadratic graphs in the context of real world situations
SWBAT create real world situations that relate appropriately to graphs.
Approx.
Time
15 mins.
10
minutes
Instructional Strategy
(see strategies listed on
next page)
Warm-up
Activity/Advice for Instruction
Questions
EOC Warmup
Circle/highlight key
words. Why is A not
an answer? B? C? D?
Simulation
Teacher will load this website:
http://phet.colorado.edu/sims/projec
tile-motion/projectilemotion_en.html
What do you notice
about the path of the
object? (Quadratic)
(Include Teacher and Student Actions)
Teacher will “fire” some projectiles or
have a student do so at the front of
the room. Ask the questions in the
next column to pre-teach some of the
relationships between the graph and
the path of a projectile object.
What does the xintercept (or yintercept) of the
quadratic represent?
(When object hits the
ground)
What does the
maximum of the
quadratic represent?
(Maximum height of
Resource(s)/
Technology
Used
Pbworks
Bloom’s/Costa
Level
Grouping
2
individual
Projectile
Motion –
PhET
Simulation
2
Whole Class
the object)
30
minutes
Cooperative Learning
Students will work on different parts
of the activity (evenly distribute
Martin, Pamela, and Nathan).
Students can work with others that
have the same person. If students
finish early they can help other
groups or do a analyze a different
person’s graph.
Students will be responsible for
presenting their information to the
class.
20 mins
Writing
Students will receive a quadratic
equation with a negative “a” and
positive “c” value.
First they will have to sketch the
graph. Then they will have to write a
real world situation to match the
graph (REMIND THEM TO FOCUS ON
QUADRANT 1).
If students finish early, have them
switch equations.
What height was
their ball thrown
from?
How long did it take
their ball to hit the
ground?
CW_The Way
the Ball
Bounces
Worksheets
3
Groups
CW_Real
World
Situations
3
Groups
Exit Slip
2
Individual
At what time(s) was
the person’s ball at
___ height?
How long was the
ball above _____
height?
Which part of the
graph do you need to
focus on? (Quadrant
1)
What does the xintercept represent?
What does the vertex
represent?
What does the yintercept represent?
How long was your
object in the air?
15 mins.
Exit Slip Quiz
Students will complete the “Evaluate”
questions.
Homework
HW_Real World Quads
HW_Real
World Quads
Instructional Strategies:
Card Sort
Choral Response
Cooperative Learning
Cornell Notes
Exit Slips
Four Corners
Gallery Walk
Groups
Independent Problem Solving
Independent Projects
Interactive Manipulatives
Journals
Lab Studio
Learning Logs or Walks
Line Ups
Philosophical Sticks/Random
Pictionary
Quick Writes
Role Play
Scavenger Hunt
Skits
Socratic Seminar
Stations
Think Alouds
Think-Pair-Share
Warm up
White Board Check-ins
Other
Travis High School
Daily Lesson Planning Template
Modifications/ Accommodations:
Teacher feedback/reflection on lesson plan
Remember 4 Questions:
Non Negotiables
1) What do we want students to learn? What should
each student know and be able to do after each unit?
2) How will we consistently know if the students have
learned the standard?
3) What will we do if the students are not proficient in
the standards? What process is in place to provide
additional time and support for students who are
experiencing difficulty?
4) What will we do if they already mastered the
standard?
* Incorporate reading and writing strategies in each
lesson plan
* Objectives need to be posted and able to be read by
students and staff
* Limit direct teach
* Varied instructional strategies
* Higher level questions
* Bell-to-bell instruction