1. Parabolas in the Real World Ginger Sheets Algebra II Lesson 10.2 – McDougal Littell Algebra 2

2. State Competency Pass 2.6 Identify, graph, and write equations of the conic sections.

3. 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

4. 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

5. INSTRUCTION

6. 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 y 2. Using an innovative way to use parabolas with things they see all the time in the Real World.

7. 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

8. 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.

9. Assessment I assessed their knowledge by grading their problem sets and their project. Then formally assessed them by giving and grading the post test.

10. 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.

11. 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.