TPACK LESSON PLAN

Name: April Jay C. Bacala

Subject/Course: Mathematics: Algebra II
Topic: Quadratic Equation
Lesson title: Application of Quadratics- Coin Fountain Project
Level: High School

Common Core or State Standard & Learning Objective:

 Analyze functions using different representations

i. Graph functions expressed symbolically and show key features of the graph. (CCSS:F
IF.7)
ii. Graph quadratic functions and show intercepts, maxima, and minima. (CCSS: F-IF.7a)
iv. Graph polynomial functions, identifying zeros. (CCSS: F-IF.7c)
vi. Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties. (CCSS: F-IF.8)
1. Use factoring and completing the square to show zeros, extreme values, and
symmetry of the graph. (CCSS:F-IF.8a)

Target Audience
Knowing Learner
My class has varied of multiple intelligences. This variation is perfect for a group project that
they will be doing in this lesson.
Pedagogies
How are technology, content, and pedagogical knowledge working together in this lesson?

This lesson is designed as a synthesis of information from the chapter (and parts of a previous
chapter). The students will be applying their knowledge in a group project. They’ll share ideas
and plans with each other. They’ll need to apply quadratic equations and interpret the results
and
mathematical properties in terms of a real-life object (a coin fountain). The project also requires
the group create a fountain mathematically and create a visual representation to show the
class.

Technology Being Used by Students

 Graphing Calculator
 Computers
-Research Coin fountains with emphasis on ones with water arcs
-create a visual
-Organize project
Technology Being Used by Teacher
 SMARTboard
-Outline the project
-Outline grading rubric
 Graphing Calculator
-remind students of procedural steps
 Coin Fountain Project (https://mathprojects.com)
-altered to fit my class and objectives

Lesson Strategy and Required Materials

Introduce the project (including the grading rubric)
-Explain the process
-Explain where points will be assigned
Group the students by four
-Assign each person a fountain part
-Decide what type of visual to create for the final presentation
-Research coin fountains (identify important parts/aspects)
Individual Work
-Mathematically solve their assigned quadratic equations
-Label and identify quadratic parts
Group Work
-Compare methods for solving the quadratic equations
-Fix mistakes/errors
-Create final fountain mathematically
-Create final fountain visually
-Present the completed representation
Materials:
-Coin Fountain Project and Rubric
-Computer Lab time
-Poster board/other craft supplies

Feedback Strategy
Peer feedback (group)
-Group decision for best strategy
-Group help to check for mistakes/errors
Teacher feedback
-Walking from group to group answering questions and checking progress
-Daily check of progress – what should be completed already and what should be
accomplished
that day during class.
-Grading rubric
Peer feedback (class)
-Questions from presentation

Assessments
Grading rubric

Modification/Enrichments
-More explanation for how to put the final coin fountain together mathematically.
-Adjust the fountain specifics for certain fountain parts to simply some of the calculations.
-Plan for a weekend to give the students slightly more time without affecting the class schedule.
References
Colorado Department of Education. (2010). Mathematic academic standards. Retrieved from
www.cde.state.co.us/comath/statestandards

Shore, C. (2014). Coin fountain project. Retrieved from

https://mathprojects.com/?s=coin+fountain+project