Algebra Lesson Plan

Quadratic Functions Unit

Up, Down, Left, Right - Function Families
1

Grades: 9-12

1
Adapted from http://www.learner.org/workshops/algebra/workshop4/lessonplan1b.html
Objectives
Describe how changing the values of a, h, and k in the equation
y = a (x - h)
2
+ k affects the graphical shape of the parabola and its position
on the coordinate grid.
Graph Parabolas.
Materials
For each group of four students, you will need to prepare a station that contains:
1. A sheet of flip-chart paper (a chalkboard or dry-erase board will also work)
2. At least four copies of the worksheet indicating the quadratic functions to be
investigated
3. Quadratic Function Grading Chart
Students will need the following:
1. Notebook or journal
2. Pens/pencils
3. Graphing calculators
Algebra Lesson Plan

Quadratic Functions Unit
Procedures Learning Activity:
1. Discuss with students why it is necessary to consider the shapes of various
parabolas. Reference the throwing of the ball into the basket, and point out
that moving closer to the basket or further away would require the ball to trace
a different parabola in order to make it into the basket.
2. Inform students that they will be investigating how parabolas can be
transformed. Say: "The best way to see how parabolas move is to look at the
vertex form of the quadratic equation." On a piece of flip-chart paper or on the
overhead projector, write the vertex form:
y = a (x - h)
2
+ k
Tell students that the parent function, y = x
2
, can be modified to create other
functions by adding or subtracting values from x
2
, or by multiplying x
2
by a
coefficient, or both. Explain that in the vertex form, x and y are variables, but
a, h, and k are constants and can be positive or negative numbers.
3. Explain to students that they will be dividing into groups of four and moving
through four different "stations" set up around the classroom. (Each station
should have a folder containing a copy of the Quadratic Function Grading
Chart, a sheet of flip-chart paper, and at least four copies of the worksheet.) At
each station, the groups will be investigating a function with different values
for a, h, and k. The functions for the different stations should be as follows:
Station 1: y = ax
2

Station 2: y = x
2

Station 3: y = x
2
+ k
Station 4: y = (x - h)
2

4. Tell each team they will be graphing the function given at their first station.
Remind students how to graph a function by plotting points. Explain that they
will need to identify the following elements:
vertex
x-intercepts
axis of symmetry.
5. Before they begin, show students a copy of the Quadratic Function Station
Grading Chart. Explain to students that, as they move from station to station,
they will grade the work of the previous groups. Explain that they may award
up to 25 points in each of four categories: neatness, knowledge, explanation,
and completion.
6. Send each group to one of the stations set up around the room. There should
be one station for each group of four students.
7. When they arrive at their first station, students should draw a large coordinate
plane on the sheet of flip-chart paper. They should plot points on the graphs
based on the functions at that station, and they should graph the parabolas
using the pipe cleaners. (Students can graph with markers instead of pipe
cleaners, but pipe cleaners make it easier for them to adjust their graphs if
they make mistakes.) Allow the groups 12 minutes to complete the activity and
worksheet at their first station. Circulate as the groups work, observe their
Algebra Lesson Plan

Quadratic Functions Unit

investigations, and ask clarifying questions as necessary. During this time,
note what students understand, what difficulties they have, and what may
require clarification later. After 12 minutes, have students rotate to their next
station.
8. At their second station, have students spend four to five minutes grading the
previous group's work. Remind students to give a grade for neatness,
knowledge, explanation, and completion.
9. Have students rotate to the next station. Again, have them spend four to five
minutes grading the original group's work. Note that at this point, the group
will be providing a second evaluation for the group that originally did the work;
the work will already have an evaluation from a previous group.
10. Finally, have students rotate one last time and spend four to five minutes
grading the work at a fourth station. When students complete this rotation,
each group's work will have been graded by three other groups. At the
completion of this rotation, each group, after having prepared the work at one
station, should have been exposed to the work at three other stations.
Consequently, each group should have been exposed to all four different
function types.
11. Reconvene the class at the front of the room. One member from each group
should sit around the table for a table talk. (Note: Make sure this is a different
student than the one who sat at the table talk at the beginning of the class).
12. Tell the class that they will now discuss how to prepare a presentation on this
topic.
13. Review the effects of a, h, and k on the graph of the function. At this point, ask
students to be specific in their responses.
14. Ask: "What are some of the things that you think would be very important for
us to put in our presentation?" Through a brief discussion, elicit the important
points from students, including the effects of a, h, and k, and how to graph a
parabola in vertex form using the information about a, h, and k.
15. With the class, create a list of categories that states the elements an
exceptional presentation should contain.
16. After listing the criteria, have students determine how many points each of the
criteria should be worth. Discuss with the class how important each element is.
17. Allow 20 minutes for each group to prepare a presentation. If you wish,
students may use the presentation directions as a guide.