Investigating Graphs of Quadratic Functions | Spring 2013
Artifact Description
This artifact is a worksheet from an activity created by my cooperating teacher for students in Pre-Calculus that I adopted and modified during student teaching at Rantoul Township High School for Honors Algebra I. I used this worksheet for a discovery lesson utilizing graphing calculators after introducing students to quadratic functions and graphing parabolas. The purpose of the activity was for students to recognize patterns when graphing quadratic functions. The worksheet comprises of different methods of inquiry, guiding students through making observations and generalizations.
Satisfying the Standard (2I, 2K, 2L)
For this standard, I took into consideration that the original activity/worksheet created by my cooperating teacher was geared towards pre-calculus students. Since I was planning a lesson for a freshman Honors Algebra I course, I evaluated the teaching resources and materials for appropriateness as related to curricular content. As a result, I shortened the worksheet to focus on quadratic functions, since the original activity incorporated other functions in addition to quadratics in which we had not yet covered in algebra. In addition, I added questions for students that allowed them to demonstrate whether or not they recognized the patterns including: "Write a quadratic function that would have a wide parabola," "Write a quadratic function that would have a narrow parabola." Through the guided questions on the worksheet that asks students to record any patterns or behaviors of the graphs that they noticed while using graphing calculators, this artifact engages students in the processes of critical thinking and inquiry rather than merely giving away the patterns and behaviors. Furthermore, as students use the graphing calculators, I utilized technology to support instruction and enhance student learning. Students used the graphing calculators to explore mathematical patterns based on when numbers were multiplied, divided, added to, or subtracted from x^2.
Professional Development
This standard is something that I will always take into consideration when teaching. I by no means have perfected this standard, but am continually working towards finding ways to create meaningful learning experiences for my students. I believe that as a teacher, one must be a continual learner and also have a solid understanding of the content that he or she is teaching. One of my biggest goals in teaching is to not only be able to explain concepts well based on my content knowledge, but to also provide students opportunities in making such connections on their own. Therefore as a teacher, I need to utilize methods of inquiry that will help guide students toward understanding the mathematical content. And through inquiry-based and problem-based instruction, I believe I can create such meaningful learning experiences.
This artifact is a worksheet from an activity created by my cooperating teacher for students in Pre-Calculus that I adopted and modified during student teaching at Rantoul Township High School for Honors Algebra I. I used this worksheet for a discovery lesson utilizing graphing calculators after introducing students to quadratic functions and graphing parabolas. The purpose of the activity was for students to recognize patterns when graphing quadratic functions. The worksheet comprises of different methods of inquiry, guiding students through making observations and generalizations.
Satisfying the Standard (2I, 2K, 2L)
For this standard, I took into consideration that the original activity/worksheet created by my cooperating teacher was geared towards pre-calculus students. Since I was planning a lesson for a freshman Honors Algebra I course, I evaluated the teaching resources and materials for appropriateness as related to curricular content. As a result, I shortened the worksheet to focus on quadratic functions, since the original activity incorporated other functions in addition to quadratics in which we had not yet covered in algebra. In addition, I added questions for students that allowed them to demonstrate whether or not they recognized the patterns including: "Write a quadratic function that would have a wide parabola," "Write a quadratic function that would have a narrow parabola." Through the guided questions on the worksheet that asks students to record any patterns or behaviors of the graphs that they noticed while using graphing calculators, this artifact engages students in the processes of critical thinking and inquiry rather than merely giving away the patterns and behaviors. Furthermore, as students use the graphing calculators, I utilized technology to support instruction and enhance student learning. Students used the graphing calculators to explore mathematical patterns based on when numbers were multiplied, divided, added to, or subtracted from x^2.
Professional Development
This standard is something that I will always take into consideration when teaching. I by no means have perfected this standard, but am continually working towards finding ways to create meaningful learning experiences for my students. I believe that as a teacher, one must be a continual learner and also have a solid understanding of the content that he or she is teaching. One of my biggest goals in teaching is to not only be able to explain concepts well based on my content knowledge, but to also provide students opportunities in making such connections on their own. Therefore as a teacher, I need to utilize methods of inquiry that will help guide students toward understanding the mathematical content. And through inquiry-based and problem-based instruction, I believe I can create such meaningful learning experiences.
Go back to Standard Two