## Reflection: What Goes Up, Day 3 of 3 - Section 3: One Final Problem

Again, I've attached some photos of student work for your enjoyment!

The enactment of this section was somewhat frustrating because I had expected that the solutions would be easier and more efficient and that the "posters" would be of better quality.  Unfortunately, many students are still having a great deal of trouble identifying the vertex and roots of the parabola.  Some are satisfied to simply estimate these values by tracing the graph on a calculator, others simply accept their greatest data point as the vertex regardless of the asymmetry of their data.

In the end, several groups did not have time to finish their posters and it was the verbal element that received the least attention.  This is unfortunate because it is in the verbal statement of the solution that students really have to pay careful attention to the precision of their language and thinking.

Student Solutions

# What Goes Up, Day 3 of 3

Unit 1: Modeling with Algebra
Lesson 9 of 15

## Big Idea: Modeling projectile motion provides an opportunity to make use of the structure of a quadratic equation.

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Standards:
Subject(s):
Math, modeling, Graphing (Algebra), Algebra, Quadratic Equations, Algebra 2, master teacher project, Projectile Motion
45 minutes

### Jacob Nazeck

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