1 Do Now/ Check for Understanding
Put this link on the board and have the students put int he code to get into the Kahoot!
When all students are in, start the game.
Go to the website and log in to the Kahoot! with the code. Answer the questions on the screen as quickly as you can. you will get points based on getting the right answer in the quickest amount of time.
2 Mini Lesson
1) After each Kahoot! question, look at the results of what students got right and wrong. Go over the mistakes students made and the corrrect ways to solve the problem.
if you got the question wrong, copy down the correct way to solve the problem in your Google Slides presentation.
3 Work Time
1) If you came in 20-30 place, watch the videos at the link and answer the questions as you go! Make sure you scroll through the menu on the left side of the screen to see the different videos! https://www.khanacademy.org/math/algebra2/polynomial_and_rational/quad_f...
2)If you came in 10-19 place, create a "How to" POWtoon explaining the steps for 3 of the 5 types of factoring. Make sure you show an example. Somone who does not know how to factor should learn how to simply by looking at your presentation! Add pictures, videos, websites...
3)If you came in 1- 9 place, using WeVideo, create your own Screencast showing how to factor a specific problem that you create! Make sure you show tep by step how to factor and explain each step along the way,.
1) Watch the videos at the link on the board. Make sure you scroll through the left side of the screen to watch all of the videos and answer all of the questions.
2) Pick 3 of the 5 types of factoring and create a how to POWtoon for each. Make sure you add pictures, videos, websites... (Trinomial, difference of perfect squares, GCF, Quadratic Formula and complete the square)
3) Using WeVideo create your own "Khan Academy Style" video showing how to solve a specific problem that you create. Explain how you know what type of factoring to use and step by step how to solve it!
4 Question and Discussion
Share the link to whatever you created and post it in Google Classroom. If you watched the Khan Academy videos, type one Gloe, something you understand really well after watching the videos and one grow, something you still need help with. After sharing, comment on each other's work!
1) Share the link to your creation and post it in Google Classroom
2) If you watched the Khan Academy videos, type a glow and grow for something you know really well after watching the video and somethign you still do not understand.
3) Comment on each other's work! Write Glows and Grows for each! For example "Excellent job...Next time..."
5 Exit Slip
Show link to Padlet and tell the students to write any questions they still have after this lesson. Tell the students we will go voer their questions as the Do Now for tomorrows lesson!
In the Padlet, type any questions that you still have about factoring quadratic equations after today's lesson.
Key Standards Supported
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
Graph linear and quadratic functions and show intercepts, maxima, and minima.
Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.