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Original Title: Modeling Quadratics Presentation

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Presentation

Modeling Quadratics

Starr Levy

EDU607

Introduction

of algebraic concepts and skills that

pertain to quadratic functions. They will

use a store brought water balloon

launcher to make a connection between

the water balloons parabolic path and use

mathematics to help their group be

successful with their project. This activity

helps students develop and implement a

plan of action, determine what

information is needed to help them make

the best decisions and find solutions, and

make connections between quadratic

equations and a water balloon launchers

trajectory.

Modeling Quadratics

Course: Algebra I

Standard(s):

F.IF.C7:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases

and using technology for more complicated cases.*

A-REI.B.4 : Solve quadratic equations in one variable

F-IF.C.9 :Compare properties of two functions each represented in a different way (algebraically, graphically,

numerically in tables, or by verbal descriptions).

Objectives

The student will solve quadratic equations in two variables, including b) justifying steps used in

simplifying expressions and solving equations, using field properties and axioms of equality that

are valid for the set of real numbers and its subsets; c) solving quadratic equations algebraically

and graphically; f) solving real-world problems involving equations. Graphing calculators will be

used both as a primary tool in solving problems and to verify algebraic solutions.

The student will investigate and describe the relationships among solutions of an equation, zeros

of a function, x-intercepts of a graph, and factors of a polynomial expression.

The student will investigate and analyze functions algebraically and graphically. Key concepts

include a) domain and range, including limited and discontinuous domains and ranges; b) zeros; c)

x- and y-intercepts.

Student Template

Rubric

# Element Point Self- Teache 5 Student correctly

identified the path that the

Value Assess r water balloon takes while

in the air.

ment Assess

6 Student explained their

ment mathematical reasoning

behind their model

1 Student

selection

contributed at least

three suggestions in

the initial planning 7 Student correctly created

a quadratic equation that

discussions with models the situation

his/her partner

(indicated by

initials). 8 Student can show why

their equation works and

2 Student developed

correctly substitutes values

a plan for coming

in for the variables.

up with solutions for

the task.

9 Student identifies the

initial height of the water

3 Student

balloon and describes

documented any

how it was found.

research done and

the information

gathered to 1 Student correctly

address this real- estimates the time it

0 would take for the ball to

world problem.

hit the ground if no

receiver catches the ball

4 Student recorded by using the equation

measurement

findings while

Rubric (Cont.)

1 Student correctly

estimates the time it

1 Given the speed at

which the student is

1 would take for the

5 releasing the ballon, the

receiver to catch the student accurately

determines the most

ball by taking the

ideal time for the

catching height into

balloon to be released

consideration along

with the equation

1 Student gives at least 2

additional objects that

1 Student graphs an 6 would also follow the

accurate model football’s parabolic

2 representing the b trajectory.

trajectory in the air.

1 Student answers all of

the questions and

1 Student uses

mathematics to

7 provides reasoning for

3 determine when the

each answer

ball reaches its

maximum height 1 Student actively

participates in a 2-3

8 minute class

1 Student determines

the maximum height

presentation

and explains how this the higher-order

value was found

9 questions posed to him

or her by the teacher

and the classmates after

the presentation

Rubric (Cont.)

2 Student’s work and presentation is

well- organized

0

for their ideas, formulas, and work

2 shown from activity.

Software to type presentation key

3 ideas / information (Bonus Points!)

44

Tot

al

Assessment Critique Summary

Key 1: Assessment serves a clear and Key 2: Assessment reflects valued Key 3: Design. (Does the selection of the method

appropriate purpose. (Did the author specify achievement targets. (Has the developer make sense given the goals and purposes? Is

users and uses, and are these appropriate?) clearly specified the achievement targets to be sampling appropriate to get a good estimate of

Ra Description and Support reflected in the assessment? Do these student learning? Is there anything in the assessment

tin represent important learning outcomes? that might lead to misleading results?)

g Ra Description and Support Rat Description and Support

tin ing

Within the assessment, scholars are given g

the opportunity to give themselves a self- Scholars are required to use their prior

score based on the work provided in the The outcome of the project requires that knowledge and own collected data to help

5 assessment. Based on the rubrics scholars know that quadratics are all support them with their final product. I don’t

requirements, scholars will be able to around them. The assessment itself, allows anticipate any misleading results because all

compare their final product with the scholars to see that quadratics are 5 the directions aren’t overly complex and they

stiupulations from the rubric. applicable in the real world. The are given the opportunity to demonstrate the

5 assessment aligns with the provided accuracy of their own data.

standards and provides scholars the

opportunity to demonstrate mastery

through practice and prior knowledge.

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