Ask for student demonstration of previous knowledge. #Wifi explorer quadratic model how toShow students how to enter equations.Īsk students what the solution would be given 40 meters and 100 meters of fencing.Įxperiment: How High? Review how the motion sensor (CBR) works. Review entering data into lists on the graphing calculator. Have students complete the table.Īsk students to make predictions about what the graphs of Length v. Investigation Questions: Make a table of widths, lengths and areas. What should be the dimensions if you want to have the largest possible area? Investigation: You have 24 meters of fencing. Discuss problems #3 (opening downward), #4 (cubic), #5 & #6 (how to expand), and #9 & #10 (2 ways to find the axis of symmetry) Remind students that I will be assessing their work as I observe and when I collect the Recorder’s paper from each group.įacilitate small group discussion as students complete worksheet.Īsk students go back to seats. Review group guidelines before allowing students to work collaboratively in groups of four. Encourage students to look for patterns as they are using technology to complete it. Introduction to the new form called “factored” form. Review two forms of the quadratic equation that students have already learned.ĭiscuss how changing the constants transforms the graph. National Educational Technology Standards (NETS) Performance Indicators Not all of the following activities/standards will appear in the video clips used.) Procedures: (Note: This is a unit plan that may cover several days to several weeks. Students see the importance of factoring and they have a real appreciation for understanding the real world meaning of x-intercepts. Although the data collected is linear, a parabola is used to model the time the jumper leaves the ground until the feet return to the ground. The experiment requires students to jump in front of the motion sensor while it measures the distance to the wall behind the jumper. The following calculator concepts are taught during the first activity: graphing factored equations, tracing, setting windows, calculating roots, maximum and minimum points (vertex), entering data into lists, and entering equations into lists.ĭuring the second activity, students use a motion detector (Calculator-Based Ranger called a CBR) to find out how high each can jump. Student understanding of the factored form of an equation is extended when students are asked to apply what they have learned to solve a real world problem involving maximum area. After students list the x-intercepts, they will discover connections between the equation in factored form and its graph. Next, they will enter the general form of the equation into a Texas Instrument TI-83 Graphing Calculator and sketch the resulting graph. Students will be required to factor a simple polynomial expression. During the first activity, students will be placed in collaborative groups in which they will be asked to evaluate polynomials using both a paper/pencil and a graphing calculator approach. The focus of this learning unit is on understanding the importance of factoring. The district curriculum requires students’ understanding of functions. The investigation and the data collection experiment in this unit give students the opportunity to model quadratic data and discover real-world meanings for the x-intercepts and the vertex of a parabola. Students are able to “see” what a factored polynomial looks like and are better able to understand conceptually the mathematics behind the symbol manipulation. As students develop awareness of the patterns in the graph of quadratic functions, the formerly difficult algebraic abstraction of factoring is easier to understand. Students sketch graphs, list x-intercepts, and then convert functions written in the general quadratic form to an equivalent factored form by utilizing graphing technology. The goal of the unit is to have students use technology (Texas Instrument Graphing Calculator -TI-83 and a Calculator-Based Ranger- CBR) to discover connections between a quadratic equation in factored form and its graph.
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