Créer une présentation
Télécharger la présentation

Télécharger la présentation
## Parabolas in the Real World

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

**Parabolas in the Real World**Ginger Sheets Algebra II Lesson 10.2 – McDougal Littell Algebra 2**State Competency**• Pass 2.6 • Identify, graph, and write equations of the conic sections.**Objectives**• The students will be able to: • Identify parabolas in the real world • Identify the focus and directrix • Graph the parabola • Write the equations of given parabolas**Materials and Resources**• Internet - Googled Parabolas • Printer • McDougal Littell Algebra 2 Book – Pg 595 - 600 • Graph Paper • Smart Board to teach lesson from Power Point**Introduction**• Previously we studied how to graph parabolas from standard form, vertex form, and intercept form. • I found out how much information they already knew from the pretest on quadratics. • This lesson took what they had previously learned about quadratics and introduced focus, directrix, and y2. • Using an innovative way to use parabolas with things they see all the time in the Real World.**Instructional Process**• Took the pretest to check prior knowledge • Taught lesson 10-2, which I broke into two sections – auditory learning • Section 1 – Did problems 16-29, 30-52 evens • Section 2 – Did problems 54-77 all • Then they went to the computer lab and found five examples of parabolas in the real world – tactile learning • I chose one example from each student and copied it onto a graph, where they were required to find the equation of their parabola, identify the focus and directrix, and write what they thought about parabolas in the real world. – visual learning**Closure**• The final activity checked their understanding of graphing, identifying focus and directrix, and writing the equations of a parabola. • This activity enabled me to identify who “got it” and who didn’t. • Also we learned if x is squared the graph points up or down and if y is squared the graph points left or right.**Assessment**• I assessed their knowledge by grading their problem sets and their project. • Then formally assessed them by giving and grading the post test.**Modifications/Accomodations**• For the students with IEP’s I shortened the lessons by 50% and gave them extra time to finish their projects. • I modify grading by not giving them less than a 50 if attempted assignment.**Reflection**• I felt that the students really enjoyed the project and it helped them to realize how many parabolas there are in the real world. • I would like to find better graphs to do the projects on, and some more in depth questions. • They did not do as well on the post test as I thought they would. After seeing the post test scores I am going to reteach most often missed questions, and check for understanding.