TTLCOL_5C

__Goal__ - Students will feel comfortable working with quadratic equations and graphing parabolas
 * **The 5cs** || **Your Lesson Information** ||
 * Compare || How the graph of a parabola is similar to the graph of a line, and how the equations of linear and quadratics are the same. ||
 * Contrast || While those graphs and equations have things in common, what are some of the key differences that stand out? ||
 * Conceptualize || When part of the equation changes, how does that affect the graph of that same equation? ||
 * Comprehend || Use the equation to graph the parabolas, and conversely, find the equation of a quadratic given just its parabola. ||
 * Combine || What are some things that this graph resembles? That is to say, where, outside of the classroom, have you seen a graph of a parabola? ||

__Objectives__ - Students will be able to discern between linear and quadratic equations - Students will compare/contrast lines and parabolas - Students will be able to graph quadratics - Students will represent real-world examples with graphs and equations

__Indicators__ CYMAGE.3.1.02 Model points, lines, and planes

__Procedures__ - Have 2 equations (linear and quadratic) on the board have students brainstorm the traits that are common and different with them - As a class, discuss these traits and group them appropriately - Using Grapher program, change slope, y-intercept, as well as coefficients of x 2 and x and have students document what was changed in the equation and how that change affected the graph. Students will then test conjectures using Grapher program on laptops. - Students practice graphing quadratics by hand and checking their work using Grapher - As a class, discuss where parabolas are found outside of the classroom (examples: St. Louis Arch, path of bouncing ball, water shooting out of hose, catapult flight path) - Students create a scenario combining real-world object with parabolas, and use equation to describe the object.

__Extension__ - If time allows, have students discuss how real-world object can change, and how those changes are reflected in the equations (example: holding hose at different angle)

__Assessment of Student Learning__ - During class I will be constantly circulating among the group and talking with each of them, gathering feedback on an individual and group level.

__Closure__ - Students must write down equation of a parabola (already on the board) and briefly sketch a parabola given an equation (already on the board)

__Homework__ - Assigned problems for practice

Because the pacing and material may be difficult for some students to grasp as quickly as others, I have a worksheet that accompanies the discussion. This way they can fill in blanks on something already organized to help them sort the new information. Moreover, the checking of answers and graphs on the computers using the Grapher program is also aided with a step-by-step guide to help students who have trouble keeping track of directions, regardless of the reason. Throughout parts of the lesson, I will be walking throughout the class to check student understanding, which will also give me an opportunity to help individual students as trouble arises.
 * Accommodations for special populations**