Objective:

Subject: M9-NA-Ia-1

Grade Level: Grade 9

Learning across curriculum:

1. Science - Investigating the trajectory of a projectile

2. Social Studies - Analyzing population growth patterns

3. Physical Education - Calculating the parabolic path of a basketball shot

Review Motivation:

1. Show a video of a basketball player making an impressive shot and ask students
to discuss how they think the ball's path can be represented mathematically.

2. Present a real-life scenario where a farmer needs to determine the shape of a field
to maximize crop growth.

3. Display a graph showing the population growth of a city over time and ask
students to identify any patterns.

Activity 1: Exploring Quadratic Relationships

Materials: Graph paper, rulers, markers

Instructions:

1. Divide students into pairs.

2. Provide each pair with graph paper and rulers.

3. Instruct students to create a graph representing a quadratic relationship of their

choice.
4. Encourage students to label the axes and plot at least 5 points on their graph.

5. After completing the graph, have students share their findings with the class.

Rubric:

Criteria:

- Accuracy of graph representation (10 points)

- Labeling of axes and points (5 points)

- Presentation and explanation of findings (10 points)

Assessment questions:

1. How does changing the coefficient of the quadratic term affect the shape of the
graph?

2. Can you identify any real-life situations that can be represented by a quadratic
relationship?

Activity 2: Quadratic Equations in Context

Materials: Worksheets with word problems, calculators

Instructions:

1. Distribute worksheets containing word problems involving quadratic relationships.

2. Instruct students to solve the problems individually, using calculators if necessary.

3. After completing the problems, have students discuss their solutions in small
groups.

4. Facilitate a class discussion to share different approaches and solutions.

Rubric:
Criteria:

- Correctness of solutions (10 points)

- Explanation of problem-solving process (10 points)

- Participation in group discussion (5 points)

Assessment questions:

1. How did you approach solving the word problems? Explain your thought process.

2. Can you think of any other real-life situations that can be modeled by quadratic
equations?

Activity 3: Quadratic Relationships in Technology

Materials: Computers or tablets with graphing software

Instructions:

1. Allow students to use computers or tablets with graphing software.

2. Instruct them to explore the graphing capabilities and create graphs representing
quadratic relationships.

3. Encourage students to experiment with different coefficients and observe the

changes in the graphs.

4. Facilitate a class discussion to share their observations and insights.

Rubric:

Criteria:

- Creativity and variety of graphs created (10 points)

- Analysis of the relationship between coefficients and graph shape (10 points)

- Active participation in class discussion (5 points)

Assessment questions:

1. What patterns did you observe when changing the coefficients in the quadratic
equations?

2. How can graphing software be useful in analyzing and understanding quadratic

relationships?

Analysis:

After completing each activity, students should have a better understanding of

quadratic relationships and their representations. They should be able to identify
quadratic patterns in various contexts and explain the significance of coefficients in
quadratic equations.

Abstraction:

Students will abstract the concept of quadratic relationships by recognizing the

common characteristics of