Algebra and the Common Core Quadratics in the Era of CCSS-M Faylesha Porter Regeta Slaughter Nicole Yakes

Welcome! Who Are We? Place a sticky dot on the histogram indicating the number of years you have been teaching 8 th grade algebra. NumberNumber

Get It Together Puzzle Find the Function #3 Work together in groups of 4-6 using clues to solve the puzzle. Read your clue to the group, but do not show it to anyone. Make sure that all clues have been satisfied in your solution.

A Similar Problem in CME Page 719 #15 A quadratic function has zeros -1 and 7. It passes through point (3, 8). What is the vertex of the graph?

Quadratics: Successes to Challenges In your small group, share one success or challenge you have had teaching quadratics

Taking a Quadratic Deep Dive Analyze functions using different representations F-IF. 7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

ACT Sample Quadratic Item Which of the following is a factor of the polynomial 2x 2 – 3x – 5? A.x – 1 B.2x – 3 C.2x – 5 D.2x + 5 E.3x + 5 What do students need to know to complete this task?

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Key Features of Quadratics What makes the graphs different? What are some key features of the graphs

Different Quadratic Forms For each form, without performing any algebraic manipulations, write the coordinates of a key feature of each of their graphs. Standard FormFactored FormCompleted Square Form y = x 2 – 10x + 24y = (x – 4) (x – 6)y = (x - 5) 2 - 1

Match the Dominos. Explain your thinking as you go. Match all the dominos before you fill out any missing information. Tape your matching dominos onto chart paper. Use the information on the graphs to fill in the missing equations.

Take turns at matching pairs of dominos that you think belong together. Each time you do this, explain your thinking clearly and carefully to your partner. It is important that you both understand the matches. If you don't agree or understand, ask your partner to explain their reasoning. You are both responsible for each other’s learning. On some cards an equation or part of an equation is missing. Don’t worry as you can carry out this task without this information.

Implementing the Deep Dive Whole group discussion: What would your students need to know to be successful in this activity? What would be challenging for them? What are some misconceptions they may have? What professional development or resources do you need to help you take the quadratic “deep dive”?

Where Do I find High Quality Tasks for Quadratics? High Quality Curricular materials Your text book – enrichment problems, etc. CPS – Knowledge Center CMSI Recommended Curriculum NCTM – Illuminations, Monthly Publications MARS Tasks MARS Formative Assessment Lessons [FAL] Inside Mathematics Illustrative Mathematics Project Released items from PARCC and Smarter Balanced websites

Finally…. “Wait for the good stuff” -Phil Daro

Reflection: Gots and Needs Individually, reflect on your learning in this session. What did you learn? What were some key ideas? On separate post-its, write: at least one thing you got today at least one thing you still need Post them as you leave.

Thank You!! Faylesha Porter Department of Mathematics and Science Regeta Slaughter University of Illinois at Chicago Nicole Yakes Hale Elementary