Jessica Smith

Algebra 1-5th Hour

3/19/2017

Lesson Plan-Review of Vertex Form and Standard Form

State Standard: Michigan Math Common Core

CCSS.MATH.CONTENT.HSF.IF.B.4 Interpret functions that arise in applications in terms of the
context.

Prior Knowledge: Students have already learned how to write a quadratic equation in Vertex
form and Standard form. They have learned how to graph them, how to solve them and what the
different parts of the equation tell them about the graph.

Student Driving Question: What similarities do we see in Vertex form and Standard form? What
do they tell us about our graph?

Objectives:
1. Students will be able to identify the similarities between Vertex Form and Standard
Form.
2. Students will be able to convert and equation in Standard form to Intercept form

Challenges: Students may have difficulty recalling Standard form from earlier in the unit. It is
the first time students will be comparing these forms side by side so they may not initially
recognize the same variables represent the same graphing trends regardless of the equation they
are in. Students have learned these form separately and have not had enough time to considered
the relationship between these two forms yet. For some students, if they dont know the answer
off the top of their head, then they assume they cannot answer the questions I ask.

Schedule (Late Start Day)

1. Review of Vertex and Standard Form (4 minutes)
a. Allow students a bit of time to flip back in Student Journal and refresh themselves
on standard and vertex form.
b. Specifically look at Ch. 8.3 and 8.4 in Student Journal
2. Project Vertex v. Standard Form Comparison (Prepared before class)
a. Use Educreation App and draw a table that organizes information about Vertex
form and Standard Form
i. Make a row for each of the following parts of the table: Name of the
Quadratic Form, Equation, What does this form tell us?
3. Vertex and Standard Form Equation (13 minutes)
i. (1 minutes) Ask students for one of the forms we use to write quadratic
equations
ii. (2 minutes) Ask students for the equation of the form
iii. Identify the different parts of the equations
1. Vertex form: (5 minutes)
a. a-Vertical stretch/shrink, reflection
 b. h-horizontal shift
c. k-vertical shift
d. Vertex: (h,k)
e. Axis of symmetry: x=h
2. Standard form: (5 minutes)
a. a-Vertical stretch/shrink, reflection
b. b-axis of symmetry
c. c vertical shift
d. Axis of symmetry: x=-b/2a
4. Introduce Intercept Form (17 minutes)
a. Factor a Standard Equation
i. (3 minutes) On the white board, have students factor the equation y=x2-
4x-12 and work with their group members on remembering how to do so.
ii. (5 minutes) Remind students of the method we used when factoring
equations: Box Method. Allow them more time to begin working on it.
iii. (2 minutes) Factor the Equation on the board using the box method.
b. (2 minutes) Solving for X
i. So in the past when we solved these equations what would we do?
ii. Have students walk through the class on how to solve.
c. Graphing Solutions (5 minutes)
i. Relate the function zeros to the parts of a graph
1. Stress to class: So we just solved for x when y is zero. If I want to
plot this on the graph, how would I know what the coordinates are?
2. Once graphed the x-intercepts: What is another name we call these
coordinates?
5. Relating X-intercepts to Intercept Form (5 minutes)
a. Question: What is the relationship between Intercept form and what we graphed?
b. Ask a student to describe HOW we can look at the Intercept Form and identify the
x-intercept values
6. Notes (3 minutes)
a. Have students begin taking notes on what we just did in class. Have notes already
constructed so students can identify the steps and know how to organize their
notes.
b. Write down notes until class is complete. Will pick up tomorrow wherever we left
off today.