Cynthia+Delgado


 * __DIVERSE TEXT SET – Quadratic Functions__**
 * Context:** The following texts can be used in an algebra 10th grade class to introduce the topic of quadratic functions, equations and graphs. The ability level varies, but will definitely assist those who are struggling in Math. I would like to refer these text sets as a “breakdown” of what they are to learn. All level of readers and learners will find use and understanding from these texts.

Text #1: Textbook o __Citation__: Bellman, A., Bragg, S., Charles, R., Handlin, W., & Kennedy, D. (2004). Quadratic Equations and Functions. //Algebra 1// (pp. 509-523). Upper Saddle River, NJ: Pearson Education, Inc. o __Text Summary__: This chapter focuses on the introduction of quadratic functions and their equations, introducing key terms and concepts, and learning how to solve equations by different methods. It teaches students how to construct a graph in the quadratic forms and shows them how to recognize a quadratic function graph. Throughout the chapter, the textbook also assesses students on the knowledge they’ve obtained. o __Rationale__: I chose this text, because as with any class, there will have to be a textbook used in class, especially to use as a reference when introducing a concept. o __Use of text__: This text can be used as a the last thing introduced to the class once quite a bit of frontloading of other materials are understood, since quadratic functions involves the refreshing and introducing of new math concepts. o __Attachment__: This topic was covered over a few section in a chapter (about 15 pages), so I did not include it here.
 * A) Print Resources**

Text #2: Article o __Citation__: BookRags Staff. (2006). //Quadratic function//. Retrieved October 23, 2010 from BookRags at [] o __Text Summary__: This text is an article that not only introduces and defines key terms, but makes relations to other terms the students may have learned previously. o __Rationale__: I chose this text because it will give me the opportunity to reach out to all students with different reading levels. See statement below. o __Use of text__: I would use this text to construct a concept map since the article points out the definition of quadratic functions and how it relates to other previous knowledge a student should have had (for those who don’t remember or have any, it gives me a chance to review it and point it out for them to refer back to). This article will be projected and I would “break it down” by highlighting and “grabbing” pertinent information off of it since it may be a difficult text for my low level reading students. o __Attachment__: Please see attachment #2.

Text #3: Reference-Math Online Dictionary o __Citation__: Eather, J. (2010). //Quadratic equation//. Retrieved October 23, 2010 from A Maths Dictionary for Kids at [] o __Text Summary__: Definition of what a quadratic equation is, it’s form (what it looks like), and other small facts. o __Rationale__: I would use this because it defines the topic in a simple way. I believe if a newly introduced topic is defined simply, the students will get a grasp of it quicker and be able to follow through with rest of the lesson. It is also colorful and vibrant and may catch the student’s attention. o __Use of text__: I would use it to define the topic when introduced. I would probably use it by being projected on the wall rather a handout. Once quadratic equations are defined I will have them come up with examples of a quadratic function, just so they have an idea of the format of what a quadratic function would look like, so they can easily point them out in the future. o __Attachment__: Please see attachment #3.

Text #4: Article o __Citation__: Rehill, G. (2000-2010). //Year 10 interactive maths – second edition: Quadratic functions//. Retrieved October 22, 2010 from Mathsteacher [] o __Text Summary__: This text shows how to find the vertex and axis of symmetry which are critical elements of quadratic function. It also shows how to plot a quadratic function graph. o __Rationale__: I chose this text because it serves as the “go to” and the “how to” for students after the topic is introduced and they have to do questions on their own. o __Use of text__: I would use this text as a handout for students to have as a reference they may use to study for test or to have beside them for homework. o __Attachment__: Please see attachment #4.

Text #5: Graph o __Citation__: Seward, K. (2010). //College algebra tutorial 34: Graphs of quadratic functions//. Retrieved October 23, 2010 from West Texas A&M University Virtual Math Lab at [] o __Text Summary__: There are five different graphs or examples of a quadratic function, but I would use the first and third one to point out key concepts the students would need to know for example, where is the vertex, the axis of symmetry, and the y and x-intercepts. o __Rationale__: I chose these images because it serves as a visual method of getting a better understanding of what a quadratic formula looks like and where to point out the key terms of the topic. A key term can be defined, but I believe it serves better to show them where they come into “play” in the topic and with the graphs. o __Use of text__: I would only use the three images provided on this page after the introduction of the topic and the key terms/vocabulary. I would use it hand-in-hand with text #2. o __Attachment__: Please see attachment #5.


 * B) Media Resources**

Text #6: Online Video Clip o __Citation__: Kahn, S. (2010, June 23). //Quadratic functions 1// [video file]. Retrieved October 23, 2010 from [] o __Text Summary__: Demonstrates how to graph a quadratic function by providing your own points o __Rationale__: I chose this text because aside from handouts and the textbook, it gives them something to look at visually without having to write notes (different method of teaching and learning). o __Use of text__: Can be used in class for those who are visual learners, but can also given to those students who are struggling on this section of the topic/chapter, giving them something to reference to. If used in class all videos in sequence would be played and a discussion afterwards to assess learning. o __Attachment__: Please view following link []

Text #7: Online Video Clip o __Citation__: Kahn, S. (2010, June 23). //Quadratic functions 2// [video file]. Retrieved October 23, 2010 from [] o __Text Summary__: Demonstrates how to find the vertex and axis of symmetry. o __Rationale__: I chose this text because aside from handouts and the textbook, it gives them something to look at visually without having to write notes (different method of teaching and learning). o __Use of text__: Can be used in class for those who are visual learners, but can also given to those students who are struggling on this section of the topic/chapter, giving them something to reference to. If used in class all videos in sequence would be played and a discussion afterwards to assess learning. o __Attachment__: Please view following link []

Text #8: Online Video Clip o __Citation__: Kahn, S. (2010, June 23). //Quadratic functions 3// [video file]. Retrieved October 23, 2010 from [] o __Text Summary__: Demonstrates how to find the vertex and y and x-intercepts. o __Rationale__: I chose this text because aside from handouts and the textbook, it gives them something to look at visually without having to write notes (different method of teaching and learning). o __Use of text__: Can be used in class for those who are visual learners, but can also given to those students who are struggling on this section of the topic/chapter, giving them something to reference to. If used in class all videos in sequence would be played and a discussion afterwards to assess learning. o __Attachment__: Please view following link []


 * C) Online Interactive Resources**

Text #9: Quiz o __Citation__: Hohenwarter, M. (n.d.). //Quadratic function vocabulary//. Retrieved October 22, 2010 from [] o __Text Summary__: Online vocabulary quiz for quadratic functions terms. o __Rationale__: I chose this text because the students can see the emphasis on what the key terms are and what they mean and how they relate to the answers they are looking for when solving or graphing. o __Use of text__: I could use this as a handout and have terms written up on board or I can have the students do this for homework, since they can review what was learned in class. o __Attachment__: Please see attachment #9.

Text #10: Quiz o __Citation__: University of Sydney. (2005-2006). //Quadratic graphs-quiz 1//. Retrieved October 22, 2010 from the University of Sydney Website at [] o __Text Summary__: Online quiz of how to recognize graphs. o __Rationale__: I chose this text because it is an additional resource students or I can use to assess them. o __Use of text__: This website can be given to student in preparation for a quiz or test or I can use these questions as review or in a quiz or test. o __Attachment__: Please visit the following website []


 * D) Instructional Resources**

Text #11: Instructional Resource for teachers o __Citation__: San Mateo County Office of Education. (n.d.). //Online instructional resources for teachers//. Retrieved October 24, 2010 from San Mateo Office of Education Website at [] o __Text Summary__: This text offers quite a few resources for teachers, and even students, that serves useful in a variety of subject areas. o __Rationale__: I chose this text to serve as an additional resource for reference for myself or if I am struggling on how to teach the class or if I am lacking in other resources. o __Use of text__: I would use this resource for myself if I am in need of a “refresher” or to find examples for questions or if I am in need of a new teaching method to relay the information of a topic. o __Attachment__: Please view following link []


 * Using the texts together in the classroom:** These text definitely go hand-in-hand throughout the introduction and assessment of the topic. I would first text #3 to define the topic and the key terms we will be looking for, then use text two to draw out a concept map that will use key terms and previous key terms so that students can see a relation in how they work together. The videos can be used after to demonstrate “how to.” I would use the images of the two graphs as a visual to point out what was discussed in the videos. I would pass out text #4 and assign homework from the textbook (text #1). I would then use text #9 and #10 to do a quick review in class prior to reviewing the homework and asking if their were any questions about it. The instructional resource could be used if there are any students struggling even after that. I could use it to find other lessons or worksheets to work on-on-one with them.

__Rhode Island Math GSE Standards__: According to standard 10-2 for 9th and 10th grade students learning Functions and algebra, the student will be able to demonstrate their understanding for quadratic equations. How they relate to other equation, graphs, or math terms. They will be able to recognize a quadratic function by their equation make-up and by pointing out what the graph is supposed to look like. They will understand all key terms and know how they relate to the topic and how to find them by either a given equation or graph.
 * Learning objectives:**

__Core Standards for Reading Informational and Literary Texts__: With core standard number 12, the students will be able to use a text and obtain the pertinent information out of what may be a difficult text (text #2). By being the model, they can then use this method for themselves in other subject areas to understand a new topic or idea.

Hi Cynthia, I really liked how you are trying to compare quadratic functions and equations to students real lives. Many students don't understand why they need to learn math and wonder when they are going to use it. Having an online game is also very useful because students/ children love using the computers and playing games so that is a perfect combination to get their attention and keep them engaged. The resources that you have to improve difficulty and by breaking it down into fun and games will keep the students engaged on what your teaching. You have everything in order and your organized work shows that you will direct your students accordingly and kee their interest. By the time your lesson plan is does their understanding of the importance of math in their everyday use will be astonishing!
 * Ivory T. Jefferies**