Matching Equations and Graphs

Ashley Timmons 9th grade Algebra

Common Core Standards:

Lesson Summary: During this lesson students will be factoring 100 equations, with a partner, into their equivalent forms and they will be identifying what type of equations they are working with (the difference of two perfect squares, trinomials, or ones with greatest common factors). They will then be identifying what kind of graph the equations would make by using their calculators to graph them (parabola or a line). Then they will take the problems and answers and create a game with them using [Link]. The games created using the equations and the identities of the equations will help the kids not only recognize the equations faster but also have fun while doing so. Estimated Duration: This lesson will take about 150 minutes to complete. It will be split up into three days; each day will be 50 minutes long. Commentary: I plan on getting the students excited and engaged by letting them know that they will be creating a computer game at the end of the lesson that they will get to play with a friend. During the entire lesson the students will get to work with a partner of their choice. Letting them choose their own partners will either allow them to be more productive and get the work done faster and with a better attitude or it will distract them and slow them down, depending on the students. The choosing part can be modified depending on the students in the class. I think that having them take what theyre learning and putting it in a game will allow them to associate what they are doing with a happy and fun attitude. Students generally dont like math so anything that can improve their attitude about it will help. Having partners while creating the games will benefit them greatly because that way if anything about the program is confusing, having more than one mind will help. They can help each other and also help other groups get the hang of what they are doing. Each student will have their own computer when it comes time to create the games so that everyone can create their own unique one but they will still be able to work with their partners. I remember a lot of my classmates having issues with factoring polynomials so I think it will help students to have some fun with them.

Instructional Procedures: Day 1: First 10 minutes: I will explain that they will be split into pairs to work on a worksheet consisting of 100 problems. I will show them an example of each type of problem and show them what their graphs look like. Remaining 40 minutes: Students will split into their pairs and work through the problems. I will walk around and answer any questions they may have and make sure that they are all working on what they are supposed to be doing. Day 2: First 10 minutes: I will introduce the class to the website they will be using and show them an example of what a finished game will look like. 20 minutes: Students will finish the worksheets and I will handout an answer key when they are done. I will check their input for the graphs on one of each of the kinds of problems to make sure they input them properly and know what kind of graph was produced. Last 20 minutes: Students will begin working on the computers (laptops), creating the games. They will be required to include 60 of the problems from the worksheet and they can make questions consisting of 2 equations, an equation and a graph name, or an equation and the type of equation. I will answer any questions they have about creating the game and I will make sure they are staying on task. Day 3: First 5 minutes: I will recap what the students should be doing. At this point every student should be working on their games. 20 minutes: Students will be working on their games and putting the finishing touches. I will be answering any questions they may have along the way and make sure they are staying on task. 25 minutes: Students will trade games and play the ones their partner or another group made. I will go around and make sure the games are working properly, answer questions and make sure they are staying on task.

Pre-Assessment: I will give my students a pop quiz consisting of 10 questions varying in the different equations that are involved in the lesson. Some questions will have two parts to them where they will either have to tell me what type of equation it is or what kind of graph it creates when inputted into the calculator. If the students do well on it then that means they will probably end up with more time to play the games they create because they will get done with the worksheet faster but if they do poorly on it then I will need to allow more class time to work on the problems and less time to play the games or I will have to extend the lesson over 4 class periods instead of 3.

Scoring Guidelines: Each question on the quiz will be worth 2 points and if they get at least 14 points then I know they will do well with this lesson. For those who dont do very well on the quiz I will give a bit more attention to while the class is working on the worksheet. As the students work on the lesson, I will observe who is completing the problems rather quickly and who is struggling. Post-Assessment: After the lesson is over I will give the students a test consisting of 20 questions. Some questions will be a picture of a graph and they will have to tell me what type of graph it is and what equation produces that graph, some questions will be equations and they will have to write an equivalent equations (factoring problems) by using GCF, the difference of two perfect squares or un-foiling the trinomials and they will have to write what method they used, and then at least three questions will be them producing their own examples of each type of equation. Scoring Guidelines: The test will be out of 100 points and there will be partial credit and no double penalty. There will be 4 graph problems, 3 problems where they have to create their own equations and 13 factoring problems. Each question will be worth 5 points.

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: To add a bit of a challenge for those kids who are accelerated I could offer bonus points for every 10 extra questions they add into the game. So they could get up to 20 bonus points by adding in 40 extra questions. Another option would be them creating a game completely out of problems they create. It would only have to consist of 20 questions instead of 40 and this would be a bonus challenge assignment. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: If there are a number of kids in the class who dont do well on the pre-assessment then instead of letting the kids pick their partners, I would assign them according to ability (I wouldnt tell them thats how I did it though). I would pair up the people who have the concept down pat with kids who are struggling so that they can help each other out, sort of like a peer tutoring opportunity. Also I would offer to help before and after school.

Extension [Link] This link is to Khan academy. Khan academy has instructional videos and additional practice problems and lessons that the students can use to get a better understanding of the topics being discussed in class. It will

allow them to go at their own pace and cover whatever topics they feel they need additional practice in.

Homework Options and Home Connections Homework would be an additional worksheet to get more practice with the problems. The students will be required to use excel to graph the equations to show that they understand what the graphs look like and how to create them.

Interdisciplinary Connections Art- When looking at the graphs of the equations we can discuss what the shapes remind us of out in the world or if any of the designs remind them of specific art work. History- I can give them the background information of who discovered the equations and methods we are using and any other personal achievements those people may have made to attribute to world history.

Materials and Resources:

For teachers

Teachers will need a projector and screen to demonstrate how the website works, and the worksheets for the students

For students

The students will need a graphing calculator, pen/pencil, and a laptop.

Key Vocabulary Quadratic equation: An equation in the form of ax + bx + c where a, b ,and c are greater than or less than zero but not equal to. Polynomial: a polynomial is an expression consisting of variables and coefficients, which involves only the operations of addition, subtraction, multiplication, and non-negative integer exponents. Linear equation: the equation of a line. Y= x+a The difference of two perfect squares: a-b subtracted FOIL: First out, in last the method used to factor when two perfect squares are being

Factoring: decomposing an object into the product of factors which when multiplied together will give the original GCF: Greatest commons factor Parabola: a curve produced by a quadratic equation. Any point on the curve is an equal distance from a fixed point (the focus) and a fixed straight line (the directrix) Line: A geometrical object that is straight, infinitely long and infinitely thin. It is produced by a linear equation Trinomial: a polynomial with three terms Additional Notes