Reflection: What Goes Up, Day 1 of 3 - Section 4: Checking In


Generally, this first day was a useful formative assessment.  I have a pretty good idea of my students understanding of quadratic functions now; I only wish it were deeper!

I took a quick poll of the class to find out how comfortable they were with quadratic equations.  On a scale of 1 – 5, with 5 being “perfectly comfortable”, I found most students gave themselves a 3 or a 4.  From their performance on the Weekly Workout and on this problem, I would have given them a 1 or a 2.  So I took about 15 minutes to deliver a straightforward lecture on the three main forms of a quadratic equation, the graph of a quadratic equation, and how to solve a quadratic equation.  I hope that it was time well spent. (see the whiteboard)

As this transition to the Common Core continues, I expect that I'll have to do this sort of thing from time to time.  Ordinarily, I try to give my students the chance to come to a deep, conceptual understanding of things before giving them formulas or straightforward how-to's, but this is different.  Here we're dealing with things the students have studied before but have either failed to remember or failed to synthesize.  A lecture that lays out the how and the why in a format that's useful for taking notes seems more appropriate.

  Filling Gaps
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What Goes Up, Day 1 of 3

Unit 1: Modeling with Algebra
Lesson 7 of 15

Objective: SWBAT model projectile motion using polynomial functions. SWBAT answer questions about velocity and acceleration using quadratic function models.

Big Idea: Projectile motion provides context for average rates of change in the context of velocity and acceleration. What goes up...

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27 teachers like this lesson
Math, modeling, Graphing (Algebra), Algebra, Quadratic Equations, master teacher project, rates of change, Projectile Motion
  45 minutes
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