## Reflection: Debate Transformations on Quadratic Functions Day 1 of 2 - Section 2: Area Models for Transformations of Quadratic Functions

By this time, my students have gotten comfortable creating and evaluating Models for a situation.  I am pleased with the number of models provided in this section as well as the resulting conversation.  So often, students will be reluctant the first time or two a challenging activity like this is done.  Eventually, it becomes familiar and their performance increases.

The class was pretty evenly divided between x^4 and 2x^2 in varied forms.  I conversation got pretty enthusiastic for a while.  As it wound down and the class reached the conclusion that 2x^2 is the correct model, I was careful to thank the students who participated in the discussion and remind them that making mistakes is how we grow in our mathematical knowledge.  I have worked hard to create an atmosphere of safety but it needs to be maintained on a regular basis.

Debate: Going from One to Two

# Transformations on Quadratic Functions Day 1 of 2

Unit 5: Radical Functions and Equations
Lesson 2 of 8

## Big Idea: Use the area model of a quadratic function to explain why transformations work.

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Standards:
Subject(s):
Math, quadratic functions, Algebra, Function Operations and Inverses, Algebra 2, master teacher project, transformations on quadratic functions
50 minutes

### Amelia Jamison

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