ErikaPetersonMath

= **Lesson Topic and Description:** Quadratic Formula Applications =

= **__Focus on Concepts__** =

- ability to reason through word problems and situations to apply the quadratic formula

 * have students develop the quadratic formula (complete the square)

**__More Advanced Reading and Vocabulary__**
=- students must learn the term discriminant.=

**__Exploration of Areas of Choice__**
== **-students can write a problem using the quadratic formula based on their interests (ex: an athlete could write a problem about finding the maximum height or the time it takes a basketball or football takes to hit the ground after it is tossed or kicked.)** ==


 * Unit Name and Lesson Plan Title: Quadratic Function Applications**

(include appropriate citations and copyright permissions if not original work)
 * Author: Grade and Subject: Erika Peterson Grade 7**

(brief description including objective, type of lesson, use of grouping, etc.)
 * Annotation: Students will first work basic quadratic formula problems. They will have strong knowledge on finding a, b, and c and plugging in to the formula to solve for x. In this activity students will solve application problems to find maximum height and total time it takes for an object to hit the ground.**

**Student Learning Outcomes or Objectives: Students will be able to apply the quadratic formula to real life problems.** (as a result of this lesson, what will the students will be able to KUD? must include how outcomes relate to overall unit objectives, standards, and Big Ideas/ concepts)

(likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**


 * Total Duration: 2 days, 44 min/day**


 * Materials and Equipment Needed: pencil, calculator**

**Lesson and Learning Activities:**
 * **Steps including time for each:** (logical progression, clear teaching instructions with good detail; how students are working; type of learning)
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** (for students who have already mastered material or who can work at a higher level than other high ability students )

**Assessment:** (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc