Revenge of the Angry Birds Accommodation Assignment Chosen Student: Elaine Tracy Harrison 12/5/2013

Title: Revenge of the Angry Birds

Date: 12/5/2013

Grade Level: 9-10

Course: Algebra I

Time Allotted: 40 minutes

Number of students: 17 students

I. Goal(s):

After studying this lesson, students should be able to recognize situations modeling

quadratic equations and create quadratic equations in vertex form based off of these

situations.

II. Objective(s):

1. Students will be able to analyze models of quadratic applications.

2. Students will be able to create their own equation for modeling quadratic

situations.

III. Materials and Resources

The students will need the warm-up hand out, the Act 2 hand out, calculators, and

index cards for exit slip responses.

o Accommodations for Elaine worksheets at Flecsh-Kincaid from level 5 to

level 5.2, alternative to exit slip, and computer time.

The teacher will need a computer with GeoGebra installed and a projector with

sound capabilities.

I. Motivation (about 12 minutes)

1. The schedule for the day will be listed on the board along with the objectives for

the lesson.

i. Schedule: 12/5/2013

Warm-Up:

Review of quadratic equations in vertex form

Revenge of the Angry Birds:

Act 1: Introduction, video, questions

Act 2: Mission 1 and solution sharing

—Extension for fast workers: Mission 2 or Independent Question

Act 3: Solution to Mission 1

Closure: Exit Slip

ii. Objectives

1. Students will be able to analyze models of quadratic applications.

2. Students will be able to create their own equation for modeling

quadratic situations.

2. The students will be given a brief three question warm-up assignment to review

the properties of the variables of the quadratic equation in vertex form.

i. Accommodations for Elaine: Elaine will be partnered with someone from

her neighborhood or someone she is comfortable with in the classroom,

and they will work on the warm-up together with the partner acting as the

recorder as they work on warm-up questions at the adjusted reading level

of 5.

ii. Problem1

1. The Vertex Form of a quadratic equation is:

y = a(x - h)2 + k

Describe the effect each variable has on the graph:

a

h

k

iii. Solution:

a is the scaling factor. It affects the parabola by making it wider or

narrower (flatted or stretched).

h is the shift of the parabola along the x-axis. It affects the parabola

by moving it to the left (negative values of h) and to the right

(positive values of h).

k is the shift of the parabola along the y-axis. It affects the parabola

by moving it down (negative values of k) and up (positive values of

k).

iv. Problem 2

2. Find the Vertex and Equation for the following graphs.

Graph A Graph B

Vertex of Graph A = ( , ) Vertex of Graph B = ( , )

Equation of Graph A ______________ Equation of Graph B___________________

v. Solution:

Vertex of Graph A = (0 ,0 )

Vertex of Graph B = ( 2, 3 )

Equation of Graph A

Equation of Graph B

vi. Problem 3

3. Explain the relationship between graphs A and B.

vii. Solution:

Graph B is Graph A reflected across the x-axis then shifted right 2

places and up 3 places.

viii. If students are struggling with these concepts, then teacher will use the

premade desmos worksheet to assist in understanding through visuals.

https://www.desmos.com/calculator/2iut3aigyz

Transition: “Pens down, mouths closed, eyes and ears up towards the front of the room. We’re

going to go over the warm-up real quick, and then, we’re going to move on to the fun part of the

lesson.”

3. The class will go over the warm-up solutions together using equity sticks to

choose students at random to respond (Elaine’s name will be omitted from the

equity sticks, and before coming together as a class, she will be asked if she

would like to share her answers for the warm-up in order to help her feel more

prepared and more comfortable sharing with the class).

i. Elaine will be allowed to choose the first equity stick in order to help her

feel more comfortable being involved in class activities even if the

involvement is less interactive at first.

Transition: “Alright! Now that we’ve reviewed what we learned yesterday, we’re going to move

on to today’s activity, but remember what we went over because you’re probably going to see it

again very soon.”

II. Lesson Procedure (about 22 minutes)

4. The teacher will introduce the 3 Act activity, Revenge of the Angry Birds, and

then play the 15 second video for Act 1 (the video and the instructions will be

repeated twice). The video will show an Angry Bird Jedi Knight being launched

at the shelter for the pigs who stole their eggs, but it will stop shortly after the

Angry Bird Jedi Knight’s path’s vertex.

5. The teacher will then prompt the students do a Think-Pair-Share Activity. The

prompt is that students will take the next 30 seconds to write down a question

about the video on the back of their warm-up sheet. Once those 30 seconds are

over, they will pair up with the student at the table next to them and

share/compare their question for the next 30 to 60 seconds. After sharing with

each other, the class will come together to share some of their questions. The

teacher will use equity sticks to choose 5 students at random for response, and

after each question, the teacher will pose the question, “Did anyone have that

same question or a similar question?”

6. Once the class has share some questions, they will be informed that they will have

the opportunity to find solutions to some of these questions if they get through

their activity. Then, the teacher will prompt the students with the question, “What

is the quadratic equation of the Angry Bird Jedi Knight?” After giving the

students the opportunity to think about this question, the teacher will ask if they

think the Angry Bird Jedi Knight will hit the pig’s shelter and record student

response on the board to compare with the actual result given in Act 3.

7. The teacher will then disburse the Act 2 hand-out and tell students that they have

about 7-10 minutes to work on Mission 1 before they come together as a class to

share and compare some of their equations on GeoGebra. Once again, equity

sticks will be used to randomly choose students to respond.

i. Accommodations for Elaine: Elaine will be partnered with someone from

her neighborhood or someone she is comfortable with in the classroom.

ii. Mission 1: Discover the quadratic equation for the path of the Angry Bird

Jedi Knight.

iii. Example solution:

1. Find the vertex of the path.

Vertex: (h,k) = (5.7 , 8.3)

2. Locate two points along the path:

Point 1: (2,4) Point 2: (11,0)

3. Estimate a value for a (Round to the nearest hundredth, e.g. 4.0243 = 4.02):

4. Your estimated quadratic equation:

iv. See extension activity for students who finish these questions earlier than

the rest of the class.

Transition: “Pens down, mouths closed, eyes and ears up to the front of the classroom. We’re

going to go over Mission 1 now, and some of you will have the opportunity to share your

solutions.”

8. The teacher will share their example solution using the premade, GeoGebra Act 2

that has the vertex formula with sliders to adjust and place over the path of the

Angry Bird Jedi Knight then, using equity sticks, the teacher will chose 2-3

students to share their equation, which they will put up on the GeoGebra with

their solution for comparison.

Transition: “Now that we’ve shared some of our solutions, we’re going to show Act 3, which

shows the rest of the Angry Bird Jedi Knight’s path.”

9. The students will then watch a 38 second video that shows the entire path of the

Angry Bird Jedi Knight, the damage, and the score for the play. Then the class

will compare their solution and original answers, and for those who guessed

correctly, they will receive a round of applause from the entire class.

Transition: “Now, we’re going to take these last few minutes to sum up what we learned today

by looking at another problem and seeing if we can transfer over the knowledge we gained from

today’s lesson.”

III. Closure (about 5 minutes)

10. The teacher will hand out note cards for exit slips and post a word problem on the

board.

i. Accommodation for Elaine: Instead of an exit slip Elaine will be given the

question in the form of a homework problem since she does not participate

in class assignments. The reading level of the assignment is adjusted to

4.9, and she will turn it in the following morning since she works hard and

studies at home.

ii. Problem:

Ms. Rogala goes snorkeling. She swims 2 feet into deep water before bravely diving down 10

feet. However, she realized that 10 feet was really deep and rushed back up for air. She ended up

6 feet away from where she dived down into deep water. Create a quadratic equation to reflect

her adventure.

iii. Solution:

Equation:

IV. Extension (should take an additional 5 to 10 minutes)

1. Students who complete Act 2 quickly will have the chance to choose between

going back and finding solutions to the list of questions asked after watching the

Act 1 video or trying Mission 2.

i. Since the questions will vary for option 1, the results for these questions

will also vary depending, but students should be encouraged to work on

questions that focus on using quadratic applications.

ii. Mission 2: Find a new quadratic equation that will result in hitting the top

tower.

iii. Solutions for Mission 2 will vary depending on the chosen values for a, h,

and k, but one possible solution is .

V. Assessment

Assessment in this lesson is takes 4 different forms:

1. At the beginning of class, the students will receive a three question, review warm-

up hand-out. They will have an opportunity to work on these questions for 3-5

minutes, and then, the class will come together to share their responses to get a

formative assessment of current student understanding of the content.

2. During class, the students will work on an Act 2 hand-out sheet, which they will

turn in at the end of class for participation credit and formative feedback.

3. At the end of class, the students will turn in an exit slip that gives them a new

situation related to quadratic equations in vertex form to assess their ability to

transfer what they have learned to a different context.

i. Accommodation for Elaine: Elaine will be given the exit slip as a

homework question since she prefers to work at home. In addition, Elaine

will be given the information for the next day’s lecture, so she will have the

chance to look at the material ahead of time and feel more impowered in

the classroom due to previous knowledge.

4. Throughout the entire lesson, the students will participate in group discussion, and

they will receive formative feedback based on their responses.

i. Since Elaine does not like participating in group discussion, an alternative

method for her will involve her communicating with her partner ahead of

time when she does not want to share her approach with the class, so her

partner can help us understand their united view. In addition, the teacher

would arrange with Elaine ahead of time whether she feels like contributing

to the discussion. Any little contributions to the discussion should be

rewarded through praise when appropriate.

VI. Standards

Mathematical Practice

o CCSS.Math.Practice.MP4 Model with mathematics. Explanation: In this

lesson, students will work with a situation involving quadratic

applications. They will have to use their knowledge to model the possible

route of an angry bird flying towards the pigs’ habitat.

o CCSS.Math.Practice.MP3 Construct viable arguments and critique the

reasoning of others. Explanation: Students will have to work with partners

to work towards possible solutions for the path of the angry birds. They

will have to reason out their strategies and critique their partner’s

decision-making process.

o CCSS.Math.Practice.MP1 Make sense of problems and persevere in

solving them. Explanation: Students will have to make sense of the

scenario and brainstorm possible solutions. They will have to reason

through different solutions until finding one that makes sense in the

context.

Functions

o CCSS.Math.Content.HSF-IF.C.7a Graph linear and quadratic functions

and show intercepts, maxima, and minima. Explanation: During Act 2,

students will have to complete a rough graph of the quadratic function of

the path of the Angry Bird Jedi Knight, mark out 2 points (x-intercepts are

recommended), and the vertex, which is the maxima or minima depending

on the shape of the graph.

o CCSS.Math.Content.HSF-IF.B.4 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. Explanation: The students will be given

several different opportunities to work with graphs that relate to height

and distance at two different quantities , and they will have to explain their

interpretation of these graphs based off of the key features of the

relationships.

Warm-Up

12/5/2013 Nombre: ________________________

1. The Vertex Form of a quadratic equation is:

y=a (x-h)2+k

Describe the effect each variable has on the graph: a

h

k

2. Find the Vertex and Equation for the following graphs.

Graph A Graph B Vertex of Graph A = ( , ) Vertex of Graph B = ( , ) Equation of Graph A ______________ Equation of Graph B ___________________

3. Explain the relationship between graphs A and B.

Revenge of the Angry

Birds

Jedi Knight 1: ________________ Jedi Knight 2: ________________

Mission 1: Discover the quadratic equation for the path of the Angry Bird Jedi

Knight.

1. Find the vertex of the path.

Vertex: (h,k) = (___,___)

2. Locate two points along the path:

Point 1: (___,___) Point 2: (___,___)

3. Estimate a value for a (Round to the nearest hundredth, e.g. 4.0243 = 4.02):

a = ___________

4. Your estimated quadratic equation:

________________________________________________

Mission 2: Find a new quadratic equation that will result in hitting the top tower.

Homework Assignment

12/5/2013 Explorer: Elaine

Question:

Ms. Rogala goes snorkeling. She

swims 2 feet into deep water. Then she

bravely dived down 10 feet. However,

she realized that 10 feet was really

deep and rushed back up for air. She

came up for air 6 feet away from her

original diving point. Create a

quadratic equation to reflect her

adventure.

Vertex Form

y = a(x - h)2 + k

1. Vertex: ( h , k ) = ( , )

2. Another point: ( , )

3. Find a. Use the space below as scratch paper.

a = ____________

4. Equation: __________________________

Reflection

There were many changes and accommodations made throughout the lesson to assist in

making Elaine feel more comfortable in her learning environment. Some of the changes were

adjusting the reading level of the assignments, placing her with a partner who she is comfortable

around and probably knows her from her neighborhood, having her partner be the recorder of the

work within the group to ease the discomfort with writing and make it less of a factor in the

mathematics, giving Elaine previous information about the topic being covered in class, and

giving her an alternative closing assignment. The reading levels were adjusted to account for

Elaine’s 5th grade reading level, and none of those assignments are higher than a 5.2. As for the

other changes, they were made to make Elaine feel more comfortable in the learning

environment through avoiding exposure to bullying, not forcing her to participate when she feels

uncomfortable, removing the writing frustrations in order to focus on the mathematics, and

empower her to feel like she can take risks because she is comfortable with the environment and

the materials.

The main thing that was not changed about the lesson was the presentation of material.

The reasoning for this is that the information in the lesson is more visual because it uses websites

and videos, and it is less verbal, which is better for Elaine’s processing. In addition, Elaine’s C

average means that she does not need much additional scaffolding when it comes to content, so

most of the material was left at the same overall level of comprehension.