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Lesson Plan

Student Teacher: Mike Pearson

School: Kapaa High School

Course Title: Algebra I Grade Level: 9h

Unit Title: Factoring and Finding the Zeros of Quadratics

Lesson Title: Finding the vertex of a quadratic equation, determining if it is a

minima or maxima.

Unit Objectives

The student will be able to:

1. Multiply binomials using the Box method

2. Finding the axis of symmetry of a quadratic function.
3. Finding the vertex of a quadratic.
4. Determining if the vertex is a maxima or a minima
5. Factoring a quadratic equation with the X-Box method
6. Finding the zeros of a quadratic function.
7. Use a graphing calculator to find the zeros of a quadratic function.

Lesson Objective

The student will be able to find the vertex of a quadratic function and determine if
it is a maxima or minima.


NCTM: Algebra:
1) analyze functions of one variable by investigating rates of change, intercepts,
zeros, asymptotes, and local and global behavior
2) understand and compare the properties of classes of functions, including
exponential, polynomial, rational, logarithmic, and periodic functions.

MA.AI.9.3 Determine the zeros of a linear or quadratic function algebraically and
Sample performance Assessment : The student: Shows/explains how to
use an algebraic method (or graph, or graphing calculator) to find
the zeros of a function
1. Self-directed learner.
2. Complex Thinking.
3. Effective communicator


Prepared quadratic functions for investigation on sheets for the Elmo
Whiteboards for students

Introduction to the problem


Find the axis of symmetry of

y = 2x2 + 4x – 6, y = -3x2 -7x + 4, y = 5x2 – 20x + 3

Project the problems on the board and have students attempt to solve the problems.
As students work on the problems, walk about the room to see how they are doing.
Have volunteers come forward to solve the Bellwork problems. Add explanations
to make their work more understandable, if necessary.

Give students another problem to do: y = -3x2 -12x + 2

Have them write the answer on their white boards and show it to me on command.
Remind students that the formula is a simple one: axis of symmetry is x = -b/2a


Students have previously learned how to find the axis of symmetry for a quadratic
of standard form (y = ax2 + bx +c). They have also learned that the graph of the
equation opens upward if a is positive and downward if negative.

Show the graph of y = 2x2 + 4x – 1

Explain what the vertex is, and how it always lies on the axis of symmetry, and
that it is the y value of the vertex is the result of plugging the x-value of the axis of
symmetry into the function. Emphasize that the vertex is a point, with the x-value
being the axis of symmetry and the y value as the result. The vertex is always on
the axis of symmetry. Calculate the y-value of the vertex for the class, label the
point on the graph. Comment that a vertex on an open-upward quadratic function is
the lowest value of the function, the minima.

Repeat for y = -3x2 +12x – 4

Comment that the vertex on an open-downward quadratic function is the highest

value of the function – the maxima.

Make a rule, the vertex is a maxima for a < 0 (negative) and a minima for a > 0

Work 2 more problems on the Elmo to calculate the axis of symmetry and the
vertex and indicate if it is a maxima or a minima.


I will give them the following 4 problems to do, one at a time, as quickly as they
can, with their answers circled on their white boards:
Find the axis of symmetry, the vertex, and indicate if it is a maxima or minima.

y = -x2 + 4x -2
y = 12x2 + 24x – 8
y = -4x2 – 8x + 12
y = x2 + 6x - 4
I will explain it on the ELMO when they are finished.


Assign the first 12 problems on Worksheet 9.4A for classwork. Give assistance as


Assign the remaining problems for homework.


Summarize the lesson and explain that the vertex is always on the axis of
symmetry, it is a point with both and x and y value, and that it is either a maxima
or minima, depending upon the sign of 'a'. Have them clean up the room before
leaving, and thank them for their cooperation. Say “Have a good day” as they left
with the bell.


The lesson was a challenge for the students, as it took some of them a while to
recognize that the vertex was nothing more than (or less than) the point on the
quadratic function at the axis of symmetry, calculated by plugging in the x-value of
the AOS. They had an easy time with the maxima/minima, and with the actual
calculating of the y-value. About 75% of the students seemed to have gotten the
lesson when we went through the bellwork the next day. I spent some more time
on this the next day and returned to it as review several times through the unit.