## 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

# What Goes Up, Day 1 of 3

Unit 1: Modeling with Algebra
Lesson 7 of 15

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

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

### Jacob Nazeck

##### Similar Lessons

###### Slope & Rate of Change
Algebra I » Linear & Absolute Value Functions
Big Idea: Students will interpret the rate of change in the context of a problem, and use it to make predications about a situation that shows linear growth.
Favorites(20)
Resources(14)
Washington, DC
Environment: Urban

###### A Friendly Competition
Algebra I » Multiple Representations: Situations, Tables, Graphs, and Equations
Big Idea: Who saves more during the school year? Students graph real world situations, interpret graphs, and write equations to describe graphs.
Favorites(4)
Resources(14)
Boston, MA
Environment: Urban