Exploring+Quadratics+in+Sports

= Exploring Quadratic Equations in Sports Multiple Intelligences Lesson Plan =

Learners:

 * 3 sections with 71 total students, 3 of which are on IEP’s, 3 have 504’s, and 3 are ELL students

Objectives:

 * ===To obtain information and draw conclusions from graphs of functions ===
 * To graph quadratic functions
 * To identify the vertex and intercepts of the parabola corresponding to a quadratic function
 * To identify intercepts, zeros, maxima, and minima from the graph of a function

Lesson Plan:
Group Presentation Power Point on different sports related quadratic projectile motion problems  Exploring Quadratics in Sports Students will create a power point presentation that will include the following components: Other components of the group presentation will include storytelling and a demonstration of the event that is being modeled (Linguistic and Bodily-Kinesthetic). The students will be placed in small groups (3-4) and investigate one sport such as baseball, volleyball, diving, football, etc. (any sport that a quadratic function models the path of the ball or the participant). Differentiation will occur by assigning students in to groups of 2 or 3 and also by giving them a choice of sports (with varying levels of difficulty). a) volleyball, b) baseball,  c) tennis,  <span style="color: #000080; font-family: Georgia,serif;">d) diving, and  <span style="color: #000080; font-family: Georgia,serif;">e) basketball.  <span style="color: #000080; font-family: Georgia,serif;">Students will be graded on a rubric and must also complete a self-evaluation (Intrapersonal). Self-Evaluation Survey
 * 1) <span style="font-family: Georgia,serif;">the quadratic problem with the solution (Logical-Mathematical)
 * 2) <span style="font-family: Georgia,serif;">Google Docs Spreadsheet with graphs (Visual-Spatial)
 * 3) <span style="font-family: Georgia,serif;">background music (Musical)
 * 4) <span style="font-family: Georgia,serif;">photographs or video relating to their specific sport (Visual-Spatial)
 * 5) <span style="font-family: Georgia,serif;">group collaboration (Interpersonal)
 * 6) <span style="font-family: Georgia,serif;">Pictures or explanations of instances in nature shaped like a parabola (Naturalistic)

<span style="color: #000080; font-family: Georgia,serif;">Technology Used:
<span style="color: #000080; font-family: Georgia,serif;">· Google Docs Power Point and Spreadsheet <span style="color: #000080; font-family: Georgia,serif;">· Internet search site for photographs, video  <span style="color: #000080; font-family: Georgia,serif;">· Digital Camera or Flip Camera  <span style="color: #000080; font-family: Georgia,serif;">· Texas Instruments TI-84 Plus  <span style="color: #000080; font-family: Georgia,serif;">· [|http://webgraphing.com/graphing_basic.jsp#] <span style="color: #000080; font-family: Georgia,serif;">Students will be assigned to a Real-World sports related quadratic equation projectile motion problem.

<span style="color: #000080; font-family: Georgia,serif;">Example:
<span style="color: #000080; font-family: Georgia,serif;">Suppose a volleyball player serves from 1 meter behind the back line. If no other player touches the ball, it will land in bounds. The equation //h// = -4.9 //t// 2 + 3.82 //t// + 1.7 gives the ball’s height //h// in meters in terms of time //t// in seconds.

<span style="color: #000080; font-family: Georgia,serif;"> a. When will the ball be at its highest point? Round to the nearest tenth of a second. <span style="color: #000080; font-family: Georgia,serif;">b. The ball will reach the net at //t// = 0.6 seconds. Will it clear the net if the net is 2.42 meters high? Explain.

<span style="color: #000080; font-family: Georgia,serif;">The group of students will identify each of the coefficients and explain what they stand for, solve the problem, work together to create a presentation in the computer lab explaining to the rest of the class how they solved it using all the criteria listed above.

<span style="color: #000080; font-family: Georgia,serif;">Bloom's Taxonomy:

 * <span style="color: #000080; font-family: Georgia,serif;">Knowledge - The learner knows the standard form of the quadratic equation.
 * <span style="color: #000080; font-family: Georgia,serif;">Comprehension - The learner understands the general shape of the parabola from the quadratic equation.
 * <span style="color: #000080; font-family: Georgia,serif;">Application - The learner can use the quadratic equation to graph the parabola and see parabola shapes in nature.
 * <span style="color: #000080; font-family: Georgia,serif;">Analysis - The learner can identify the different terms of the quadratic equation and the affects they have on the shape of the graph.
 * <span style="color: #000080; font-family: Georgia,serif;">Synthesis - The learner can compare and contrast different quadratic equations and express the differences in a PowerPoint presentation.

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