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Chris,Robin asked us to post the lesson plan on curriculum wiki, will you do it or should I do it and are you coming a bit early tomorrow to practice a little bit? Samina, I posted the lesson plan along with all the attachments. We are all done except for going over the presentation. I should be at school at least by 10 if not earlier. Thanks!

Lesson Summary


 * **Subject / Course:** MCF3M – Functions & Applications || **TC Name:** Chris Nelan & Samina Salman ||
 * **Grade Level:** Grade 11 || **Date:** November 15, 2010 ||
 * **Topic:** Quadratic Functions – Maximum & Minimum || **Time of Class:** ||
 * **AT Name:** Mr. Robin Kay || **Room # / Location:** 311 ||
 * **1. Instructional Expectations and Opportunities** ||  ||
 * **a)** **Expectations**: (//list. 1-3 specific expectations from the Ontario curriculum} Be realistic about how much you can accomplish in one lesson.// ||  ||
 * 1.1 ** pose problems involving quadratic relations arising from real-world applications and represented by tables of values and graphs, and solve these and other such problems
 * 1.5 ** determine, through investigation, and describe the connection between the factors used in solving a quadratic equation and the //x//-intercepts of the graph of the corresponding quadratic relation
 * 1.7 ** relate the real roots of a quadratic equation to the //x//-intercepts of the corresponding graph, and connect the number of real roots to the value of the discriminant
 * 2.8 ** express the equation of a quadratic function in the vertex form //f//(//x//) = // a // (//x – h//) + // k //, given the standard form //f//(//x//) = // ax // + // bx // + // c // , by completing the square
 * 2.10 ** describe the information (e.g., maximum, intercepts) that can be obtained by inspecting the standard form //f//(//x//) = // ax // + // bx // + // c //, the vertex form //f//(//x//) = // a // (//x – h//) + // k // , and the factored form //f//(//x//) = // a // (//x – r//)(//x – s//) of a quadratic function

- Students will demonstrate their understanding of quadratic equations - Students will communicate their understanding of interpretation of quadratic equations through vertex forms, graphs, and maximum and minimum points.
 * **b)** **Goal(s) for the lesson:** //(What do you want the students to have learned by the end of the lesson? How will you know they have learned?)// ||  ||


 * 3. Learning Environment:** //**D**escribe the setup for your classroom. Will they work alone or in groups? Will it be the same for the whole lesson? If students are moving about how will you make sure it goes smoothly? Y**ou may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes.**//

Students will do their minds on activities at their individual desks. They will be able to partake in the lesson with the teacher at the front of the room. During the activity, students will move around the room and work in groups. The desks will be set up in groupings of 6. For the consolidation, they will work in pairs back in their assigned seating.

2. Maximum & Minimum Value of a Quadratic Function 3. Activity 4. Consolidation ||
 * 4. The Overview (Agenda) for your lesson:** //(In this area, write the agenda (outline) for your lesson. This is what you will write on the board for your students)//
 * 1. Minds On (Hook)

- Small Whiteboards - Markers - Printouts of Terms on Construction Paper - Calculators - Clickers - Digital Projector (Use Smartboard if available) - Laptop with Clicker Software - Clicker Presentation - Lesson Handout Sheets (30 copies) ||
 * 5. Resources and Materials for your class** //(what must you bring to the class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be using a textbook, list it here. If you used websites or other resources to prepare this lesson, list those here)//
 * - Smartboard with Graph File (Substitute Blackboard if not Smartboard available)


 * 6. Content, Teaching Strategies, for Lesson** **(**//In this portion of the lesson plan, you will organize the content for your lesson, and teaching strategies for your lesson. Include: an **Introduction** or Minds-on, **Instruction**, **Application** and **Consolidation.** Include approximate times for each portion and enough detail that another teacher could teach your lesson)//

//"If you have to design a dome baseball stadium, what factors would affect your design of the height of the roof?"// //"If you design a roller coaster near an airport, what factors would affect your design of the height of the first hill?"// //"How would you model the examples to explain why those heights are used?"//
 * **//Time//** || **//Teaching or//**
 * //Assessment Strategy//** || **//Detailed Description//** ||
 * || //Introduction// || //- Bell Work - Real World Questions//

//- Use Clicker PowerPoint Presentation “Minds On for Maximum and Minimum Values”.// //- Display each slide that includes a picture or function with a question.// //- Read the question to the students and have them vote (click) on the answers.// //- Have a student explain what their rational was for choosing the answer provided.// || //- Have students explain (teach) their peers about how they performed each step.// //Anticipated Questions// //- Put up graph on SmartBoard or Chalkboard.// //- Put up chart on Chalkboard (see attached example)// //- Have students follow instructions on the activity sheet.// //- Explain to students how activity will be done.//
 * || //Instruction// || //- Go through example on Lesson Sheet provided and have students assist through each part of the problem on the board.//
 * Identify the coefficients for each term?
 * What kind of predictions can we make about the garph by examining the cofficients?
 * What is the benefit of representing quadratic equation in a vertex form?
 * Can all the quadratic equations be represented in vertex form? ||
 * || //Application// || //- Quadratic Music Mulling Activity//


 * - Students will each have a term either of x2, x or a number.
 * - They will move around the room during the music portion, and find partners when it stops.
 * - They will perform the required activity based on the handout.
 * - Once they have written their data down on the chart and graph on the boards.
 * - Start music and continue.

//- Give each student a term to use for the activity.// //- Start music and allow students some time to mull around the room.// //- Stop music and have students group together with 1 of each type of term per group// || //- Allow time for students to ask questions to each other and to the teacher about the problem before the end of the period.// //- Consolidation problem attached.// ||
 * || //Consolidation// || //- Give students a real life problem to work on in pairs (and complete for homework).//