Parabolas in the Real World
Ginger Sheets
Algebra II
Lesson 10.2 – McDougal Littell Algebra 2
State Competency
• Pass 2.6
• Identify, graph, and write equations
of the conic sections.
Objectives
• The students will be able to:
–Identify parabolas in the real world
–Identify the focus and directrix
–Graph the parabola
–Write the equations of given
parabolas
Materials and Resources
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Internet - Googled Parabolas
Printer
McDougal Littell Algebra 2 Book – Pg 595 - 600
Graph Paper
Smart Board to teach lesson from Power Point
INSTRUCTION
Introduction
• Previously we studied how to graph parabolas
from standard form, vertex form, and intercept
form.
• I found out how much information they already
knew from the pretest on quadratics.
• This lesson took what they had previously
learned about quadratics and introduced focus,
directrix, and y2.
• Using an innovative way to use parabolas with
things they see all the time in the Real World.
Instructional Process
• Took the pretest to check prior knowledge
• Taught lesson 10-2, which I broke into two sections –
auditory learning
• Section 1 – Did problems 16-29, 30-52 evens
• Section 2 – Did problems 54-77 all
• Then they went to the computer lab and found five
examples of parabolas in the real world – tactile
learning
• I chose one example from each student and copied it
onto a graph, where they were required to find the
equation of their parabola, identify the focus and
directrix, and write what they thought about parabolas
in the real world. – visual learning
Closure
• The final activity checked their understanding
of graphing, identifying focus and directrix,
and writing the equations of a parabola.
• This activity enabled me to identify who “got
it” and who didn’t.
• Also we learned if x is squared the graph
points up or down and if y is squared the
graph points left or right.
Assessment
• I assessed their knowledge by grading their
problem sets and their project.
• Then formally assessed them by giving and
grading the post test.
Modifications/Accomodations
• For the students with IEP’s I shortened the
lessons by 50% and gave them extra time to
finish their projects.
• I modify grading by not giving them less than a
50 if attempted assignment.
Reflection
• I felt that the students really enjoyed the project
and it helped them to realize how many parabolas
there are in the real world.
• I would like to find better graphs to do the
projects on, and some more in depth questions.
• They did not do as well on the post test as I
thought they would. After seeing the post test
scores I am going to reteach most often missed
questions, and check for understanding.