1. SWBAT… investigate transformations of quadratic functions. 5/17/10 Agenda 1. WU (10 min) 2. Graphing calculator activity (30 min) 3. Exit slip (5 min) WARM-UP 1. Take out hw#2 (I will collect it while you are investigating on the TI-83!) 2. Take out take home quiz (graphing a quadratic) 3. Read agenda – any questions? HW#4: Transformations of Quadratic Functions

2. 1. Silently, find the student that graphed the same quadratic as you. 2. Once you find that student, sit next to them and compare your answers and graph (there should be one group of three students. Rafael will have two groups.) 3. Silently, you will have 5 minutes to make any changes before turning in your quiz. 4. If I hear you make noises, you will lose 1 point. 5. This will also be your partner for the graphing calculator investigation activity (details forthcoming…)

3. Graphing Calculator Activity 1. Each group will be given a TI-83 2. You will be answering the questions on your worksheet that deal with the transformations of quadratics 3. On the top of hw#4, there are examples of the three types of transformations 1. Translations 2. Dilations (stretched vertically = narrower, compressed vertically = wider) 3. Reflections 4. Investigation worksheet will be turned it before the end of the period

4. SWBAT… investigate transformations of quadratic functions. 5/20/10 Agenda 1. Review graphing quadratics examples (20 min) 2. Review graphing calculator activity (10 min) 3. Review hw#4: transformations (10 min) 4. Exit slip (5 min) WARM-UP 1. Find the roots of y = 2x 2 + 5x – 12 Study for quiz: Review your notes/hw#1-3

5. SWBAT… identify transformations of quadratic functions. 5/21/10 Agenda 1. WU (10 min) 2. Review graphing calculator activity (10 min) 3. Review hw#4: transformations (10 min) 4. Quiz (20 min) WARM-UP Allison graphs the functions y = x 2 – 3 and y = 4x 2 and on the same set of coordinate axes. State two ways the graphs are different. Explain the reason for each difference.

6. Sample Correct Response The graph of y = 4x 2 will be narrower than the graph of y = x 2 – 3 because the coefficient of 4x 2 is larger. The graph of y = x 2 – 3 is lower because the –3 shifts the graph down 3 units. Scoring Guidelines 2: The response provides two ways the graphs are different, along with an adequate explanation of each difference. 1: The response provides evidence of understanding. For example, the response may:  Include only one correct way the graphs are different, with an adequate explanation.  Include two ways the graphs are different, with little or no explanation. 0: Response is incorrect or irrelevant. For example, the response may:  Include only incorrect ways the graphs are different, with no explanation.  Restate the information provided in the item.  Give irrelevant information.