Reflection: Continuous Assessment The Parabola (Day 1 of 2) - Section 5: Closure


The first comments made when comparing the equations were that the circle has an r while the parabola has a p.  Others stated that the x and y are not on the same side for a parabola. 

These comments tell me the students are at the basic level of understanding and I will need to questions the students to raise them to a deeper level of understanding.  I ask questions like what does the r represent? the p represent? Are these parameters similar.

Some students state that both equations have (h,k) or an x and a y. Another common comment is that they have terms that are squared.

Again the students are not ready or willing to delve deeper into the equations.  I try to question for more thought by asking "Do the parameters h and k represent the same key feature in the equations?" "Do the equations have the same number of terms squared?"

By seeing the level of understanding I will be able to address issues with the general form of the equations in the next lesson.

  Comparing standard equations
  Continuous Assessment: Comparing standard equations
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The Parabola (Day 1 of 2)

Unit 5: Conics
Lesson 3 of 13

Objective: SWBAT use different key features of a parabola to solve problems.

Big Idea: Why does the equation of a parabola have only one variable squared?

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2 teachers like this lesson
Math, quadratic equations (Precalculus), distance formula, conic sections, parabola, paper folding, patty paper constructions, Conics
  40 minutes
parabola  psf
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