Reflection: High Expectations Analyzing Polynomial Functions - Section 1: Introduction


I have High Expectations for all of my students.  I expected my students to be able to write the equations of the visuals that I provided in the Introduction of the Quadratic Functions. My students had more difficulty than I thought since the Quadratic Functions I posted did not have numbers on each axis.  Depending on the level of the students this lesson may require more scaffolding at the beginning than I originally thought.  

This lesson can be made easier by starting with one Quadratic Function to analyze with given numbers.  However, I like that this lesson is more rigorous and makes the students think from a more abstract visual.  

Time did become an issue in this lesson for the students.  I had to rush the Exit Slip, even though the students still gained insight into parts of the objective.  I liked the Exit Slip, students were responding of what was wrong with the graphs as I posted student responses.  Students were providing reasons for the changes needed as well.

It may be beneficial to reduce the number of graphs and equations used in the Introduction and the Partner Activity.  This lesson can still be very rigorous for Algebra I students with high level questioning, Perseverance from the teacher and the students, and less problems to focus on.  

  More Difficult for Students than Expected
  High Expectations: More Difficult for Students than Expected
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Analyzing Polynomial Functions

Unit 8: Quadratic Functions
Lesson 10 of 10

Objective: SWBAT identify the degree of a Polynomial, the sign of the leading coefficient, the intercepts, the multiplicity of the zeros, and the end behavior to determine the shape of the graph.

Big Idea: To be able to sketch an approximate graph of a Polynomial function from key characteristics without a calculator.

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