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Carla Bissell
Mathematics

Unit created on 6/9/1999 EST.

Fundamental Understandings (help)

Introductory Unit at beginning algebra level, 1. To recognize the quadratic function rule and have a sense of the appearance of the graph. The developed sense would include the basic parabola shape and a connection between parameter values and graph location and shape. 2. To identify data that might be quadratic, especially as it is distinguished from linear data. 3. To sense what real world situations might be modelled by quadratic function rules, how the parameters of the function rule relate to the situation and how limiting domain may be appropriate.

Technology ISTE Standards (info)

Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.

Information Literacy Standards (info)

Standard 1 Accesses information efficiently and effectively, as described by the following indicators: 1.recognizes the need for information: 2.recognizes that accurate and comprehensive information is the basis for intelligent decision making; Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: 1.shares knowledge and information with others; 2.respects others' ideas and backgrounds and acknowledges their contributions;

Relevance (help)

The study of quadratic behavior is fundamental to the academic mathematics sequence. Student understanding is frequently hampered by a curriculum that concentrates on small associated skills without connections to the behavior of the function. The function concept is central to most of the secondary pre-calculus curriculum and the language and characteristics should be developed at every level.

Assessment (help)

Informal checks on understanding through observation and oral probes during class discussion, individual or small group presentations, student explorations. Students provide evidence that they can look at mixed function family rules, tables and graphs and situations (including but not limited to linear and quadratic) and distinguish linear and quadratic functions. Students provide evidence that they can match quadratic function rules with their graphs - based on an understanding of the effect of the parameters on the graph. (Evidence could be a traditional matching pencil-paper test or could be a well organized oral or written presentation describing the characteristics that would distinguish the quadratic function from other families AND how the parameters effect the graph.) Students would identify a parabola-like shape (water-fountain flow, hanging rope, basketball toss, archatechural feature) and take measurements that would allow them to place the parabola on a coordinate system and identify at least three ordered pairs. These ordered pairs will be entered into a curve-fitting tool and the function rule derived. Students can then present a report that includes a description of the data collection, a pencil sketch on graph paper, and a print-out (if possible) of the graph of their fitted function. Students should analyze how well their fitted function models the physical object they measured and what domain is meaningful.

Components (help)

URLs (help)

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Workforce Competencies (info) (help)

Information Manager Effective communicator Numeric Problem Solver Creative and Critical Thinkers Ethical and Responsible Workers Cooperative Workers
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