Well, my students and I have been in quadratic functions for quite a while now! Especially since our EOC testing fell in the middle of it all.

I also feel like I did much better job this year with letting them explore/figure out the intricacies

*before*we formalized in their notebooks. So, for example on the "factoring" pages, we spent a day just using algebra tiles to understand what was truly happening and the relationships between the numbers. Then we formalized.
All that to say, quadratic functions took a long time! But my students really seem to have a good understanding.

So... here are my notebook pages.

Man, as I'm uploading, most are blurry. So sorry!! Silly phone camera :(

Our Learning Goals/SBG page.

I plan to implement SBG more next year and these pages are allowing me to dabble in the idea without fully committing yet.

Investigating a quadratic function for the first time...

Focus and Directrix pages from Sarah. The kids LOVED seeing their parabolas take shape in the wax paper. I know that focus and directrix aren't technically in my algebra 1 standards, but I just couldn't resist!

The same properties of quadratic functions pages that I did last year. Still worked well and still a hit!

Angry birds and vertex form.

Standard Form and a summary page from here. I tweaked it a little to fit my needs.

Here's a better picture of the summary page.

Original idea and post HERE.

Then the discriminant and quadratic formula.

The students and I derived the quadratic formula (yep, that ones officially in my standards) but I haven't taped it into my notebook yet. The big orange box is where it will be taped soon.

The factoring and completing the square pages took multiple days and I wanted to give students plenty of time to explore with algebra tiles. I gave lots and lots of problems that students built and answered with the tiles before we ever formalized and talked about procedure.

I really liked doing it this way because students

**the factoring method. We were un-doing the distributing and pulling everything back apart. There was so magic wand waving - just some great mathematical understanding happening.***understood*
Also with completing the square. We built lots and lots of squares, filling the missing corner and then looking at side lengths and x-values before every going through just the process.

Well, these are most of the pages! A lot happened in class between all those pages, so sorry I can't bring you in for that! Hope something helps!

Thanks for sharing this! Here are two things I love:

ReplyDelete1. The way you define "a" is SO much more intuitive than "stretch" or "shrink" which is what my resources use. I've explained it in a similar way, but haven't defined it and written it down that way. I'm definitely stealing this next year!

2. The arrows you drew on the vertex/standard/factored form chart make a lot of sense. Again, we did a similar chart, but those arrows would help a lot!

Glad you liked it! :) I have students that say "rise over one" similar to the slope "rise over run" phrase! Ha! Love 8th graders!

DeleteI am going to be starting INBs this year so I'm doing a lot of research and reading. I loved everything on here so far and it was such a surprise to happen upon the quadratic foldable I made. I'm really glad that you were able to use it and incorporate it into your INB! Thanks for all of the awesome resources and ideas :)

ReplyDeleteIs it wrong that quadratics still make me shudder? lol

ReplyDeleteJenny

Miss Jenny's Classroom

All of this is great-is there a way to get the files?

ReplyDeleteAll of this is great-is there a way to get the files?

ReplyDelete