Conic Sections
General/Contact Information:
Group Members:
Grade Level:
Name: Dina Pierson
Email: dina.pierson@cpsb.org
School: Bell City High School
Name: Patty Hamilton
Email: patty.hamilton@cpsb.org
School: Westlake High School
Name: Aaron Andrepont
Email: aaron.andrepont@cpsb.org
School: Sulphur High School
Name: Robert Waller
Email: robert.waller@cpsb.org
School: Sam Houston High School
10 - 12
Learning Center Information:
Comprehensive
Curriculum Unit /
Page Numbers:
Textbook Title/
Page Numbers
Glencoe Algebra II
pp. 410 - 468
Main Topic:
All Centers
Center One
Center Two
Member Name and School
Subject Addressed
Activity Duration
Dina Pierson BCHS
Classifying Conic Sections
2- 50 minute class periods
Patty Hamilton WHS
Graphing Hyperbolas
2- 50 minute class periods
Center
Summaries
The student will create a brochure on each of
the 4 conic sections.
The student will create a flyer on graphing a
hyperbola.
Center Three
Center Four
Aaron Andrepont SHS
Graphing Parabolas
1- 50 minute class period
(list technology product)
Robert Waller SHHS
Classifying Conic Sections – Real World
Applications
1 -50 minute period
GLE(s)
Addressed:
The student will create a photostory
recognizing conics in everyday life.
The student will create a video showing the
relationship between a parabola’s equation and
its graph.
GLE (s) Center 1:
GLE (s) Center 2:
10. Model and solve problems involving
quadratic, polynomial, exponential,
logarithmic, step function, rational, and
absolute value equations using
technology.
6. Analyze functions based on zeros,
asymptotes, and local and global
characteristics of the function
15. Identify conic sections, including the
degenerate conics, and describe the
relationship of the plane and doublenapped cone that forms each conic
24. Model a given set of real-life data with
a non-linear function
GLE (s) Center 3:
GLE (s) Center 4:
10. Model and solve problems involving
quadratic, polynomial, exponential,
logarithmic, step function, rational, and
absolute value equations using
technology.
9. In problem-solving investigations
students demonstrate an understanding of
concepts and processes that allow them to
analyze, represent, and describe
relationships among variable quantities and
to apply algebraic methods to real-world
situations.
Learning Center Materials: (These will be attached by hyper linking files to this page)
Task Card, Handouts, Rubrics, Checklists, Templates, etc.
Center 1- Brochure
Center 2 - Flyer
(Attachments)
1. Task Card
2. Rubric
3. Worksheet
(Attachments)
1. Task Card
2. Checklist
3. Quicktip Sheet
Center 3 – Photo Story
Center 4 - Video
(Attachments)
1. Task Card
2. Rubric
3. Quicktip Sheet
(Attachments)
1. Task Card
2. Rubric
3. Worksheet
Student’s Technology Tools for Task Completion:
What hardware/software will students use to create a final technology-based product?
Please list: (i.e. Probe, Handheld, Microsoft Publisher, Excel, Moviemaker, Photo Story, InspireData, etc.)
Center 1 - Brochure
Center 2 - Flyer
(Technology Tools)
(Technology Tools)
Microsoft Office, Snipping Tool
Microsoft Office, Excel
Center 3 - Photostory
Center 4 - Video
(Technology Tools)
(Technology Tools)
Microsoft Office, Snipping Tool, Photostory,
headset
Flipcam, Windows Live Movie Maker, and
headset