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Name: Stacey Hoffe Subject Area: Math Grade: 11 Date: December 14, 2016


60 Minutes


Relations and Functions

SCO RF2: Demonstrate an understanding of the characteristics of quadratic functions,
including: vertex, intercepts, domain and range, axis of symmetry. [CN, PS, T, V]


Students will be introduced to Quadratic Functions and Equations.


Audio/Visual Equipment
Slideshow :
Small Balls or Bean Bags (1 for every 2 students)
Video 1:
Video 2:
Video 3:
Handouts: (Annex A, Annex B, Annex C)
Smart Board
Foundations of Mathematics 11 Textbook (For reference only)


Gather enough bean bags and balls for entire class

Have desks arranged in groups of 4 to 5 students each
Print one handout per student. Staple Annex A, B, and C together as one booklet.


Hook (15 Minutes)

Review instructions for hook activity with class using the slideshow to emphasise key
Have students select a partner and bring entire class to a spacious hallway that is not
near other classes.
Provide each pair with a ball or bean bag and ask them to spend approximately 1-2
minutes tossing the ball back and forth and observing what is happening with the ball.
Collect balls and bean bags and return to class.
Conduct Think, Pair, Share activity. Inform students that flickering lights will mark the
end of the phase and the beginning of the next. Have Think, Pair, Share instructions
posted for students to review.
THINK: Ask students to individually reflect on what they observed. Ask them to
draw a model of what they observed.
PAIR: Students should discuss with their group what they observed. And the
models they created.
SHARE: Share ideas and observations with the entire class.

Body (38 Minutes)

PHASE 1: Unit Terminology and Real Life Examples

Provide each student with the handout booklet.
Inform students that the hook activity they just participated in is an example of a
quadratic equation.
Introduce key terminology referencing slideshow and Annex A Handout.
Work through Annex A.
Discuss what a function is. Explain that what you plug into the function can turn out to
be something completely different. Use Video 3 to assist with explanation. Video is a
clip from WIlly Wonka movie where a variety of food are tossed into a machine (aka
function), and the outcome (a piece of gum) was completely different and unexpected.
Ask students if they can think of any other real life examples of quadratic equations.
Show Video 1 (video of water fountain). Pause video so students can see parabola
shape formed by water.
Show Video 2 (video of childrens splash pad). Ask students to describe what they
see. Discuss how the video is showing a real life quadratic equation.

PHASE 2: Word Problem

Introduce Example 1 on Annex B. Post digital copy of handout on the SmartBoard so
students can follow along. Discuss link between word problem and Video 2.
Work through Annex B together as a class. Ask students to copy down answers on
their own handout.
Have students fill out the table of values on their own.
If time permits, complete handout and begin Annex C handout. Otherwise, assign
completion of table of values for homework.

Conclusion (10 Minutes)

Review key concepts with class through an informal quiz. Present questions on
slideshow and have students apply knowledge from this lesson to answer.
Allow students to work in their groups to answer the questions. Provide 45 seconds to
answer each question.
Review answers as a class.


Formative assessments will occur during hook activity and by various questions
throughout the lesson.
More concrete assessment of this topic will occur in future classes once students are
assigned work to apply their knowledge.


Review instructions for activity and have them posted for students to review.
Include multiple examples that appeal to various types of learners
Have students work in groups to encourage teamwork and sharing of knowledge and
Provide students with a handout which will supplement the information covered via
slideshow and lecture. This will benefit students as they will be able to spend more
time listening and following along instead of feeling pressured to write down key terms
and information. All students will have comprehensive notes to use a future resource.


In order for this lesson to be effective the teacher will need to provide clear and
concise directions, particularly with regard to timelines for each phase and how to
transition to and from hook activity.
Since this is the first class in a new chapter that has particularly challenging theories
and terminology to grasp, it is possible that students may not get through all the
material planned for Phase 2. The conclusion will cover material covered at the
beginning of the class so it would be important to make time for the review at the end
of the class. Phase 2 should be continued into the following math class so that
students have time to work through the word problem at an appropriate pace.
Have photos printed of fountains and splash pads to distribute to class in case video
does not work.
Print slideshow in case there are any issues with technology.
Annex A
Annex B
Annex C