Name: Christina Chen Grade/Subject: Algebra 1 Date: 9/1/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

6) Quadratic functions and equations. The student applies the mathematical process standards when using properties of quadratic
functions to write and represent in multiple ways, with and without technology, quadratic equations. The student is expected to:
(A) determine the domain and range of quadratic functions and represent the domain and range using inequalities;
(B) write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form
(f(x) = a (x - h)2 + k), and rewrite the equation from vertex form to standard form (f(x) = ax2 + bx + c); and
(C) write quadratic functions when given real solutions and graphs of their related equations.
2. Deconstructing/Unpacking the TEKS: (C2)
Write equations:
- Using information from a graph or 2 described points: vertex and additional point
- Write in vertex form f(x) = a (x-h)^2 + k
- Write in standard form f(x) = ax^2 + bx + c
Students should be able to describe the relationship between a graphical representation and vertex form

3. SMART Given the vertex and another point of a quadratic equation, the student will be able to write the
Objective(s): (C3) corresponding equation in vertex form.

Essential Question: What are some qualities of a quadratic equation when graphed?

4. Central Focus The purpose of this lesson is for students to visualize the connection between a quadratic
(C4) equation and its graph. The student will identify notable parts and qualities of a graphed
How will this lesson link parabola and use them to write the corresponding equation in vertex form. This lesson will build
with other lessons in the towards a student’s ability to solve quadratic equations, and understand and interpret data that is
unit? given in a graph.
Learning Targets I can write a quadratic formula using only a graph for information.
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Identify, apply, write, derive
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Vertex, quadratic equation, point, variable, substitution

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform. Discussions, performed actions

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Graphs, formulas, charts

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Work through the problem with the class once, narrating and writing each step. Go through a
The resources, second problem. This time, have students say key phrases using vocabulary.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Use both written text and speech.
understand, use, and
practice the concepts and
language they need to 2. Repetitive exposure to words.
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Cornell notes that include context for using these vocabulary words
strategy.
-Talk: Use grouping and encourage students to use the vocabulary words

Syntax - (GO TO Page)

1. Word wall with accompanying pictures added on the day that new vocabulary gets introduced

2. Freyer model sheet

Making Content Comprehensible (R9)

Emphasize academic vocabulary development. While laymen’s terms are useful for making
connections and comprehension, students should also be using the correct vocabulary. Make
sure students are using the terms listed above in section 5. Ask again for the specific vocabulary
if students answer questions or discuss using alternate terms like dot, top/bottom, X squared
formula, etc.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Oral report: walk around and ask students to “talk through what they’ve worked
Assessment(s) must be on” or ask questions if they need help.
aligned to the TEKS,
and objectives.

Summative: Investigative project: Students find real world data and model it with a quadratic
equation.

Assessment of your language demands:

Formative: Exit ticket asking students to describe the vertex form of a quadratic equation

Summative: Students label a graph with important vocab words on a test

8. Hook (C7) Hook activity (make connections to prior learning)
Present a very short story on a slide relating to the current unit (a basketball throw in this case as
the arc of the ball can be measured using a quadratic formula), and have students try to draw a
corresponding picture or graph.

Closure (C7) Closure Activity: (make connections to prior learning)

Exit pass where students write (in detail) one thing they learned that day and/or something they
had trouble with.

Student Assets (C7)

Personal assets: Specific background information students bring like personal experience,
family background, and interests
Cultural assets: Cultural backgrounds and practices students bring like traditions, languages,
and worldviews
Community assets: Common experiences and backgrounds students bring from their
community like resources and local landmarks
9. Body of Lesson/
Teaching Strategies and I DO – I give a brief explanation on what the vertex form of a quadratic formula is, and what
Learning Task(s) each variable in it represents. I will relate it to point-slope form that they encountered when they
(C9) learned about linear equations. I then use the coordinates for the vertex and another point to fill
in the corresponding variables of vertex form. I then solve for the final variable, a. Lastly, I
Be sure to include: check my answer by typing my equation into a graphing calculator or in Desmos to see if my
How will students learn solution matches the points given at the start.
and use academic
language?
WE DO – I pull up a second problem, this time with a graph instead of coordinates for the
vertex and additional point. I will give small prompts, and the students will volunteer to answer,
Three higher order giving the steps towards finding the equation in vertex form using the proper terms and
thinking questions. vocabulary. If students are stuck, I may give a more direct prompt, or refer to the example I did
before. I will also correct and redirect any errors students make immediately. Students will
check their answers when finished.
Marzano Strategy

YOU DO – Students will solve a few problems in groups where initial information is given in
the form of coordinates, a graph, or a table. I will walk around and ask them to verbalize the
step they are on, reminding them and asking them to repeat (and write down) key vocabulary
and terminology if they have forgotten. I will also help groups that are stuck. If multiple groups
are stuck on the same concept, I may ask for everyone’s attention and reteach it for the entire
class. Students will check their answers when finished.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Make sure there’s clear pictures and
labels relating to any key vocabulary.

o Gifted / advanced learners: Include an optional challenge question or two that

incorporates more steps involving previous units or looks ahead to later units.

Technology: -(GO TO page)

Desmos or a graphing calculator to check answers and to further explore the relationship
between each variable in a quadratic formula’s vertex form, and the graphical output.
 Marzano Strategy - (GO TO page)
Students are to take Cornell notes when introduced to a new topic.

Higher Order Thinking Questions (GO TO page)

1. What are some reasons to use vertex form over the other form we’ve been learning (standard
form)?
2. Does it matter what additional point we choose?
3. The arc of a thrown ball is in the shape of a parabola. Can you use what we learned today to
write an equation for a thrown ball? How would you measure your points?

Grouping / Partnering Technique: (Hattie)

Grouping second language learners to make sure they can participate in discussions. Advanced
learners will be grouped so that the entire group works at a similar pace.

Potential misconceptions and your plan to address it:

The vertex and the additional point are both in an (x,y) format. Students may be confused on
which corresponds to the (h,k) variables and the (x, f(x)) ones, and why, as well as where these
letters even came from? I will give some explanations during the “I do” segment of the lesson,
and watch out for students who mix things up during group work.

10. Resources and Printout for students with question set. Graphing calculators or a device that can access the
materials needed (C9) internet to check answers.

(E7) (How might you differentiate materials and resources for learners with various needs?)
Voice amplification system or communication board for students who need assistive technology
to facilitate better communication during group work.

Screen reader or talking calculator for students who struggle with reading or are visually
impaired.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom The daily procedure for handing out worksheets is for students to pick them up when they enter
Management Strategies the room. Anything students should pick up will be on a table near the door.
(CBM5)
What procedures will you “Clap once (twice, three time) if you hear my voice” to bring students’ attention back to the
employ to manage front of the room.
transitions, behavior,
passing out materials, “Show me with your fingers how many minutes” for students to give an estimate how long they
engagement, etc.?
need to complete their current activity. This allows for a time notice and also allows smoother
Add 3 procedures transitions.
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Increased level of support – I will go over to their group more often during group work
strategies and planned
supports, will you employ to 2. Extended time – Students are given more time to complete all the practice problems
meet the needs of each
student that has identified
3. Vocabulary flashcards with pictures
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Quantity – Students are only expected to complete a reduced number of practice problems

2. Input – problems will have more forms of given information (ex: both a graph and a table
rather than only one or the other for a single problem)

3. Alternate goal – Student will be able to pick which quadratic equation from a list (written in
standard or quadratic form) corresponds to a given graph with the help of a graphing calculator.
(E11)

Strategies for ELLs (strategies that support language acquisition)

1. Give directions both orally and in writing

2. Label items in the classroom

3. Arrange students so they can interact with someone who speaks their language if possible

4. Use graphic organizers

5. Be patient if the student is struggling to find the right words