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Lesson Standards/Objective(s): What mathematical skill(s) and understanding(s) will be developed? Which Mathematical Practices do you expect students to engage in during the lesson?
F.IF.7a Students will graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. They will graph linear and quadratic functions and show intercepts, maxima, and minima.
SMP: 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.
Lesson Launch Notes: Exactly how will you use the first five minutes of the lesson?
Ask students if they have ever played Angry Birds.
Each student should have a computer and give them about 5 minutes to play the game (make sure chrome is downloaded on computers prior).
HYPERLINK "http://chrome.angrybirds.com" http://chrome.angrybirds.com
Have students close computers and watch the Youtube video connecting Angry Birds to parabolas.
HYPERLINK "http://www.youtube.com/watch?v=bsYLPlXl7VQ" http://www.youtube.com/watch?v=bsYLPlXl7VQ
Lesson Closure Notes: Exactly what summary activity, questions, and discussion will close the lesson and connect big ideas? List the questions. Provide a foreshadowing of tomorrow.
In pairs, have students describe two ways they can find the vertex of a parabola. Have pairs then share out with the class. This can be a foreshadowing of vertex form of a quadratic. Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations, problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic connections to appropriate mathematical practices.
Distribute copies of the article Frustrated with Math? Try Angry Birds! by Tim Chartier from HYPERLINK "http://www.huffingtonpost.com/timchartier/frustratedwithmathtry_b_1581042.html" http://www.huffingtonpost.com/timchartier/frustratedwithmathtry_b_1581042.html. Have students read independently and then debrief about article.
Assign students into groups of 23. Distribute a copy of Angry Bird resource sheet for groups to complete. (Students should graph quadratics on calculators and sketch on their paper.)
Discuss answers with students and lead a discussion with a series of questions.
What is similar between linear and quadratic graphs? What is different?
What relationship does the maximum/vertex have in relation to the time it takes the bird to hit the ground? What happens to the direction of the bird at this point?
Do any equations in your resource sheet have a minimum? Does this make sense?
Where in the equation indicates which way the parabola opens?
Would it make sense to graph below the yaxis or to the left of the yaxis? Why or why not?
When the bird hits the ground, what will also be the value of y? Do you think thats the case for all quadratics? What will be the value of x?
As an extension, have students go to the website HYPERLINK "http://www.geogebratube.org/student/m2713" http://www.geogebratube.org/student/m2713. Students need to move sliders so that the parabola will match the path of the birds. Have students record the equation, vertex, and where the bird will land. Have them also record any connections they see with the equation in vertex form and any points they just listed. Equation: y = 0.09(x 10.15) + 11.6, vertex: (10.15, 11.6), will land at 21.5.
Evidence of Success: What, exactly, do I expect students to be able to do by the end of the lesson, and how will I measure student success? That is, deliberate consideration of what performances will convince you (and any outside observer) that your students have developed a deepened and conceptual understanding.
Students are able to accurately graph the quadratic and able to identify the maximum and zero of the graph. Through observations of student produced graphs and answers to questions on their handouts and in class discussion, it should be clear students have grasped the concept.
Notes and Nuances: Vocabulary, connections, anticipated misconceptions (and how they will be addressed), etc.
Students may struggle sketching the graph accurately on their paper. Before students work in groups, check for understanding and if needed review steps to graph accurately on calculator and transfer to paper graph.
Vocabulary: Vertex, Maximum/Minimum, axis of symmetry, zeros/roots
Resources: What materials or resources are essential for students to successfully complete the lesson tasks or activities?
Computers
Calculators
Copies of the article
Angry Birds Resource sheet
Homework: Exactly what followup homework tasks, problems, and/or exercises will be assigned upon the completion of the lesson?
Pick one of the two following descriptions and sketch the path of the parabola that the bird makes.
The maximum height has the ordered pair (4, 6)
The bird lands 12 units away. Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson standards/objectives and evidence of success, will you use to reflect on the effectiveness of this lesson?
Are students able to accurately sketch the graph of a parabola?
Are students able to able to identify parts of a quadratic function such as maximum/minimum and zero?
Have students gained enough understanding to be able to move onto vertex form of quadratics?
Lesson Title: Angry Birds Course: Common Core Algebra I Unit 4
Date: _____________ Teacher(s): ____________________ Start/end times: _________________________
HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student achievement. Portsmouth, NH: Heinemann.
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