Students will use the zero product property to complete the Do-Now in 5 minutes. Students may need to be probed to refer to their notes from our last class, as this topic was recently taught. Next, I will pick one student to come up to the front of the room to lead through the Do-Now review.
A student volunteer will then read our objective, "SWBAT graph quadratic functions on a coordinate plane."
Before we begin I will pass graded exit cards back to students, and I we will quickly review their responses.
During our last class we sketched quadratics using the zero product property and solving for its roots. Today we will fine-tune this process by calculating the additional points that will be on each graph.
I will then display this graphing calculator on the board. I will grab these four functions one at a time, make observations about the y-intercept of each function ONLY: y= x2 + 5x + 4; y= x2 + 7x + 6; y= x2 + 3x - 54; y= x2 + 1. I will then continue to push student's thinking with more probing questions:
Students will work individually or in pairs to practice graphing quadratics using this Kuta Software handout. Students can graph each function directly on the paper, but some may choose to use the quadratic graph paper to help organize their thinking.
After students have completed the handout, I will print out the last page of the activity in order to check their own answers at a seat with a neighbor. After reviewing the answer key students should explain any errors that they may have made using a sentence next to each graph.
While the class is completing this activity, I will use this time to pull a small group of students to review factoring and the zero product property.
To close today's lesson I will first ask students to summarize the process used when graphing a quadratic function. Students will verbalize the steps that they take for the whole class to hear.
I will then ask the class to and turn and talk with a neighbor to discuss whether or not a quadratic function will always have at least one root and/or a y intercept. Pairs will be asked to justify their response to the group with a sketch or table on the board. Students will then complete an Exit Card.