Revenge of the Angry Birds. Accommodation Assignment. Chosen Student: Elaine

Transcription

1 Revenge of the Angry Birds Accommodation Assignment Chosen Student: Elaine Tracy Harrison 12/5/2013

2 Title: Revenge of the Angry Birds Date: 12/5/2013 Grade Level: 9-10 Course: Algebra I Time Allotted: 40 minutes Number of students: 17 students I. Goal(s): After studying this lesson, students should be able to recognize situations modeling quadratic equations and create quadratic equations in vertex form based off of these situations. II. Objective(s): 1. Students will be able to analyze models of quadratic applications. 2. Students will be able to create their own equation for modeling quadratic situations. III. Materials and Resources The students will need the warm-up hand out, the Act 2 hand out, calculators, and index cards for exit slip responses. o Accommodations for Elaine worksheets at Flecsh-Kincaid from level 5 to level 5.2, alternative to exit slip, and computer time. The teacher will need a computer with GeoGebra installed and a projector with sound capabilities. I. Motivation (about 12 minutes) 1. The schedule for the day will be listed on the board along with the objectives for the lesson. i. Schedule: 12/5/2013 Warm-Up: Review of quadratic equations in vertex form Revenge of the Angry Birds: Act 1: Introduction, video, questions Act 2: Mission 1 and solution sharing Extension for fast workers: Mission 2 or Independent Question Act 3: Solution to Mission 1 Closure: Exit Slip ii. Objectives 1. Students will be able to analyze models of quadratic applications. 2. Students will be able to create their own equation for modeling quadratic situations. 2. The students will be given a brief three question warm-up assignment to review the properties of the variables of the quadratic equation in vertex form. i. Accommodations for Elaine: Elaine will be partnered with someone from her neighborhood or someone she is comfortable with in the classroom, and they will work on the warm-up together with the partner acting as the recorder as they work on warm-up questions at the adjusted reading level of 5.

3 ii. Problem1 1. The Vertex Form of a quadratic equation is: y = a(x - h) 2 + k Describe the effect each variable has on the graph: a h k iii. Solution: a is the scaling factor. It affects the parabola by making it wider or narrower (flatted or stretched). h is the shift of the parabola along the x-axis. It affects the parabola by moving it to the left (negative values of h) and to the right (positive values of h). k is the shift of the parabola along the y-axis. It affects the parabola by moving it down (negative values of k) and up (positive values of k). iv. Problem 2 2. Find the Vertex and Equation for the following graphs. Graph A Graph B

4 Vertex of Graph A = (, ) Vertex of Graph B = (, ) Equation of Graph A Equation of Graph B v. Solution: Vertex of Graph A = (0,0 ) Vertex of Graph B = ( 2, 3 ) Equation of Graph A Equation of Graph B vi. Problem 3 3. Explain the relationship between graphs A and B. vii. Solution: Graph B is Graph A reflected across the x-axis then shifted right 2 places and up 3 places. viii. If students are struggling with these concepts, then teacher will use the premade desmos worksheet to assist in understanding through visuals. Transition: Pens down, mouths closed, eyes and ears up towards the front of the room. We re going to go over the warm-up real quick, and then, we re going to move on to the fun part of the lesson. 3. The class will go over the warm-up solutions together using equity sticks to choose students at random to respond (Elaine s name will be omitted from the equity sticks, and before coming together as a class, she will be asked if she would like to share her answers for the warm-up in order to help her feel more prepared and more comfortable sharing with the class). i. Elaine will be allowed to choose the first equity stick in order to help her feel more comfortable being involved in class activities even if the involvement is less interactive at first. Transition: Alright! Now that we ve reviewed what we learned yesterday, we re going to move on to today s activity, but remember what we went over because you re probably going to see it again very soon. II. Lesson Procedure (about 22 minutes) 4. The teacher will introduce the 3 Act activity, Revenge of the Angry Birds, and then play the 15 second video for Act 1 (the video and the instructions will be repeated twice). The video will show an Angry Bird Jedi Knight being launched at the shelter for the pigs who stole their eggs, but it will stop shortly after the Angry Bird Jedi Knight s path s vertex. 5. The teacher will then prompt the students do a Think-Pair-Share Activity. The prompt is that students will take the next 30 seconds to write down a question about the video on the back of their warm-up sheet. Once those 30 seconds are over, they will pair up with the student at the table next to them and share/compare their question for the next 30 to 60 seconds. After sharing with each other, the class will come together to share some of their questions. The teacher will use equity sticks to choose 5 students at random for response, and after each question, the teacher will pose the question, Did anyone have that same question or a similar question?

5 6. Once the class has share some questions, they will be informed that they will have the opportunity to find solutions to some of these questions if they get through their activity. Then, the teacher will prompt the students with the question, What is the quadratic equation of the Angry Bird Jedi Knight? After giving the students the opportunity to think about this question, the teacher will ask if they think the Angry Bird Jedi Knight will hit the pig s shelter and record student response on the board to compare with the actual result given in Act The teacher will then disburse the Act 2 hand-out and tell students that they have about 7-10 minutes to work on Mission 1 before they come together as a class to share and compare some of their equations on GeoGebra. Once again, equity sticks will be used to randomly choose students to respond. i. Accommodations for Elaine: Elaine will be partnered with someone from her neighborhood or someone she is comfortable with in the classroom. ii. Mission 1: Discover the quadratic equation for the path of the Angry Bird Jedi Knight. iii. Example solution: 1. Find the vertex of the path. Vertex: (h,k) = (5.7, 8.3) 2. Locate two points along the path: Point 1: (2,4) Point 2: (11,0) 3. Estimate a value for a (Round to the nearest hundredth, e.g = 4.02): 4. Your estimated quadratic equation: iv. See extension activity for students who finish these questions earlier than the rest of the class. Transition: Pens down, mouths closed, eyes and ears up to the front of the classroom. We re going to go over Mission 1 now, and some of you will have the opportunity to share your solutions. 8. The teacher will share their example solution using the premade, GeoGebra Act 2 that has the vertex formula with sliders to adjust and place over the path of the Angry Bird Jedi Knight then, using equity sticks, the teacher will chose 2-3 students to share their equation, which they will put up on the GeoGebra with their solution for comparison.

6 Transition: Now that we ve shared some of our solutions, we re going to show Act 3, which shows the rest of the Angry Bird Jedi Knight s path. 9. The students will then watch a 38 second video that shows the entire path of the Angry Bird Jedi Knight, the damage, and the score for the play. Then the class will compare their solution and original answers, and for those who guessed correctly, they will receive a round of applause from the entire class. Transition: Now, we re going to take these last few minutes to sum up what we learned today by looking at another problem and seeing if we can transfer over the knowledge we gained from today s lesson. III. Closure (about 5 minutes) 10. The teacher will hand out note cards for exit slips and post a word problem on the board. i. Accommodation for Elaine: Instead of an exit slip Elaine will be given the question in the form of a homework problem since she does not participate in class assignments. The reading level of the assignment is adjusted to 4.9, and she will turn it in the following morning since she works hard and studies at home. ii. Problem: Ms. Rogala goes snorkeling. She swims 2 feet into deep water before bravely diving down 10 feet. However, she realized that 10 feet was really deep and rushed back up for air. She ended up 6 feet away from where she dived down into deep water. Create a quadratic equation to reflect her adventure. iii. Solution:

7 Equation: IV. Extension (should take an additional 5 to 10 minutes) 1. Students who complete Act 2 quickly will have the chance to choose between going back and finding solutions to the list of questions asked after watching the Act 1 video or trying Mission 2. i. Since the questions will vary for option 1, the results for these questions will also vary depending, but students should be encouraged to work on questions that focus on using quadratic applications. ii. Mission 2: Find a new quadratic equation that will result in hitting the top tower. iii. Solutions for Mission 2 will vary depending on the chosen values for a, h, and k, but one possible solution is. V. Assessment Assessment in this lesson is takes 4 different forms: 1. At the beginning of class, the students will receive a three question, review warmup hand-out. They will have an opportunity to work on these questions for 3-5 minutes, and then, the class will come together to share their responses to get a formative assessment of current student understanding of the content. 2. During class, the students will work on an Act 2 hand-out sheet, which they will turn in at the end of class for participation credit and formative feedback. 3. At the end of class, the students will turn in an exit slip that gives them a new situation related to quadratic equations in vertex form to assess their ability to transfer what they have learned to a different context. i. Accommodation for Elaine: Elaine will be given the exit slip as a homework question since she prefers to work at home. In addition, Elaine will be given the information for the next day s lecture, so she will have the

8 VI. chance to look at the material ahead of time and feel more impowered in the classroom due to previous knowledge. 4. Throughout the entire lesson, the students will participate in group discussion, and they will receive formative feedback based on their responses. i. Since Elaine does not like participating in group discussion, an alternative method for her will involve her communicating with her partner ahead of time when she does not want to share her approach with the class, so her partner can help us understand their united view. In addition, the teacher would arrange with Elaine ahead of time whether she feels like contributing to the discussion. Any little contributions to the discussion should be rewarded through praise when appropriate. Standards Mathematical Practice o CCSS.Math.Practice.MP4 Model with mathematics. Explanation: In this lesson, students will work with a situation involving quadratic applications. They will have to use their knowledge to model the possible route of an angry bird flying towards the pigs habitat. o CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. Explanation: Students will have to work with partners to work towards possible solutions for the path of the angry birds. They will have to reason out their strategies and critique their partner s decision-making process. o CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. Explanation: Students will have to make sense of the scenario and brainstorm possible solutions. They will have to reason through different solutions until finding one that makes sense in the context. Functions o CCSS.Math.Content.HSF-IF.C.7a Graph linear and quadratic functions and show intercepts, maxima, and minima. Explanation: During Act 2, students will have to complete a rough graph of the quadratic function of the path of the Angry Bird Jedi Knight, mark out 2 points (x-intercepts are recommended), and the vertex, which is the maxima or minima depending on the shape of the graph. o CCSS.Math.Content.HSF-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Explanation: The students will be given several different opportunities to work with graphs that relate to height and distance at two different quantities, and they will have to explain their interpretation of these graphs based off of the key features of the relationships.

9 Warm-Up 12/5/2013 Nombre: 1. The Vertex Form of a quadratic equation is: y=a (x-h)2+k Describe the effect each variable has on the graph: a h k 2. Find the Vertex and Equation for the following graphs. Graph A Graph B Vertex of Graph A = (, ) Vertex of Graph B = (, ) Equation of Graph A Equation of Graph B 3. Explain the relationship between graphs A and B.

10 Revenge of the Angry Birds Jedi Knight 1: Jedi Knight 2: Mission 1: Discover the quadratic equation for the path of the Angry Bird Jedi Knight. 1. Find the vertex of the path. Vertex: (h,k) = (, ) 2. Locate two points along the path: Point 1: (, ) Point 2: (, ) 3. Estimate a value for a (Round to the nearest hundredth, e.g = 4.02): a = 4. Your estimated quadratic equation: Mission 2: Find a new quadratic equation that will result in hitting the top tower.

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12 Homework Assignment 12/5/2013 Explorer: Elaine Question: Ms. Rogala goes snorkeling. She swims 2 feet into deep water. Then she bravely dived down 10 feet. However, she realized that 10 feet was really deep and rushed back up for air. She came up for air 6 feet away from her original diving point. Create a quadratic equation to reflect her adventure. Vertex Form y = a(x - h) 2 + k 1. Vertex: ( h, k ) = (, ) 2. Another point: (, ) 3. Find a. Use the space below as scratch paper. a = 4. Equation:

13 Reflection There were many changes and accommodations made throughout the lesson to assist in making Elaine feel more comfortable in her learning environment. Some of the changes were adjusting the reading level of the assignments, placing her with a partner who she is comfortable around and probably knows her from her neighborhood, having her partner be the recorder of the work within the group to ease the discomfort with writing and make it less of a factor in the mathematics, giving Elaine previous information about the topic being covered in class, and giving her an alternative closing assignment. The reading levels were adjusted to account for Elaine s 5 th grade reading level, and none of those assignments are higher than a 5.2. As for the other changes, they were made to make Elaine feel more comfortable in the learning environment through avoiding exposure to bullying, not forcing her to participate when she feels uncomfortable, removing the writing frustrations in order to focus on the mathematics, and empower her to feel like she can take risks because she is comfortable with the environment and the materials. The main thing that was not changed about the lesson was the presentation of material. The reasoning for this is that the information in the lesson is more visual because it uses websites and videos, and it is less verbal, which is better for Elaine s processing. In addition, Elaine s C average means that she does not need much additional scaffolding when it comes to content, so most of the material was left at the same overall level of comprehension.