SWBAT graph parabolas from both vertex form and standard form.

A silent board game helps students recall how to complete the square then students critique the work of others in the AB partner activity.

15 minutes

To start class today and help students warm up, we are going to do a Silent Board Game. The directions for a Silent Board Game are on page 2 of the Flipchart. The problem is Page 3.

I predict that the game will take about 10-15 minutes. I think it is valuable to have students persevere through the task. In a silent board game, the teacher isn’t supposed to step in and help at all, other than erasing incorrect work and leaving correct work. Today, I may need to step in to help students factor out the 25 from the y and y squared terms. In a case like this, I normally let three students come up and do it incorrectly and then I will step in to help.

I may also give some feedback as I erase. Things like, “we can’t do ____ because _____.” I actively support students who take the risk to struggle in front of the class. I believe many other students probably wanted to make the same move. It is important to see it on the board. However, time management is important. When I start to feel time is being wasted, I step in and give a hint to help the problem solving process keep moving.

5 minutes

To help students recall all of things that they know about parabolas, I ask students to text in one fact they know about parabolas. I encourage them to identify facts that they can use to solve problems with parabolas. I allow students to take out their Parabolas Summary sheet from yesterday and text in some facts from it if they are unable to work from memory.

After a few minutes, I will do a word seed on the Flipchart (p.4). I will dump all the responses and quickly review them as a class. I will make sure to highlight the different forms for the equation of a parabola and how we can use them.

25 minutes

5 minutes

If there is time, I want students to complete a Cliff Notes, Jr. summarizing their knowledge of the different forms of quadratic equations and when we should use each form. I encourage students to make something that would be helpful on a test. Who knows? I may even let them use it on the test.

I am not sure if I will be able to accomplish this today. Ultimately, I would rather have students spend more time debriefing their critique of each other’s work.

Assign Homework 4 - Conic Sections for homework tonight.