SMART Board Lesson Plan 1. Display the below function graph on the SMART Board. Ask students to predict what the

shape of the graph will look like if we change the coefficient of the x2 • Private think time, talk with a partner, share with class

2. Display the below function graphs. Ask students to discuss what happens to the graph when the coefficient of the x2 term increases. Were their predictions correct?

• Private think time, talk with a partner, share with class

3. Ask students to predict how the shape of the graph will change when we add a linear term to the function.

• Private think time, talk with a partner, share with class 4. Display the below function graphs. Ask students to discuss what happens to the graph

when we add a linear term to the function. Were their predictions correct? • Private think time, talk with a partner, share with class

5. Ask students to predict how the shape of the graph will change when we add a constant

term to the function. • Private think time, talk with a partner, share with the class

6. Display the below function graphs. Ask students to discuss what happens to the graph

when we add a constant term to the function. Were their predictions correct? • Private think time, talk with a partner, share with the class

7. Ask students to predict how the shape of the graph will change when we add a linear term and a constant term to the function.

• Private think time, talk with a partner, share with the class 8. Display the below function graphs. Ask students to discuss what happens to the graph

when we add a linear term and constant term to the function. Were their predictions correct?

Advice & Modifications An extension I would suggest that teachers make to this lesson would be to explore negative leading coefficients and fractional leading coefficients. I would also recommend that teachers discuss the roots of the quadratic and vertex of the parabola in a supplementary lesson. I would also make connections between this activity and solving quadratics via factoring and the quadratic formula. I would suggest that teachers allow their students to interact with the SMART Board as necessary and appropriate throughout the lesson. For teachers who don’t have access to a SMART Board, the objectives of this lesson could be achieved through the use of a graphing calculator, like the TI-84 or TI-nspire, by projecting the window on an overhead projector or using companion teacher software. It would allow for less student interaction but could achieve the same goals.