On Day 1, students will discuss a few pre-requisite math terms with me. Then, they will learn the definition and representation of conic sections, in general, and the specific geometric definition of the parabola. As we discuss the parabola, I’ll lead students through creating a visual model of the definition. As time permits, we will begin another visual model to develop the formulas for the standard graphing form of the equations of parabolas, based on orientation, as well as specific formulas for the defining parts of the parabola. Students will be encouraged to re-copy their visuals and to make them colorful, if they wish, and share with us the next day. I find that colors can make learning and memorizing easier.
Day 2 will be spent finishing the formulas visual and graphing as many parabolas as possible. I will work alongside the students, gradually giving them less instruction as they catch on. It will be fun to see what they are able to share with classmates and how quickly they will be able to explain what they are doing and help each other along. I will provide some additional problems for students to try at home and check with me and others the next day.
We will spend most of Day 3 doing the reverse of the graphing we did on Day 2 by writing equations based on the graphing characteristics. I think of this skill as being a bit like the TV game show Jeopardy where you must come up with the question! As time permits toward the end of Day 3, I may have the chance to lead students through the algebra method of completing the square for equations that are not yet in standard graphing form.

Homework Offered
Assessments Offered
Grades Offered