Lesson Plan Template

ETAP 524
Name: Kelsey ODonnell

Module: 6

Lesson Plan Title

Graphically & Algebraically Determining Vertical & Horizontal Shift Transformations for
Quadratic Functions
Discipline and Topic
This lesson is designed to pull meaning from the vertex form of a quadratic, and for students to be
able to determine the specific transformation algebraically, as well as graph that transformation.
Target Population
This lesson will be presented to a 9th grade Common Core Algebra class, whose population of
students is intermixed with thirteen 9th grade students, seven 10th grade students, five of which
have never taken this course before, two who are course repeaters, and one 11th grade student who
has never completed a Common Core Algebra class.
The majority of the students (more than 80%) in this class prefer to work in partners or groups,
and they enjoy hands on activities and games.
I have two students in particular who would prefer to work alone, and would be considered logical
learners in my eyes.
The students will already have been introduced the to the vertex form of a parabola, but have yet
to see that formula in regards to transformations. The students will be expected to know how to
use their graphing calculators to appropriately create tables, locate the vertex, and change their
window settings if necessary to view the graph. Students are also expected to know how to square
a binomial, by expanding the binomial and double distributing in order to rewrite the equation as a
trinomial.
Curriculum Alignment and Common Core Standards
Understand the concept of a function and use function notation.
Understand that a function from one set (called the domain) to another set (called the range)
assigns to each element of the domain exactly one element of the range. If f is a function and x is
an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph
of f is the graph of the equation y = f(x).
Use function notation, evaluate functions for inputs in their domains, and interpret statements that
use function notation in terms of a context.
Analyze functions using different representations.
Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).
Build new functions from existing functions.
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific

values of k (both positive and negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
ISTE NETS Standards

Apply existing knowledge to generate new ideas, products, or processes

Process data and report results
Understand and use technology systems

Goals
Students will learn how to graph parabolic horizontal and vertical shifts and identify the type of
transformation using their knowledge of vertex form.
Objectives (State)
Students will be able to use a graphing calculator to construct a table and graph of the function and
the translated function on their homework with 80% accuracy
Students will be able to state whether a translation is a horizontal or vertical shift on the exit ticket
and homework from just the equation, given that it is in vertex form f(x) = a(x-h)^2 +k with 85%
accuracy.
Students will be able to label their graphs correctly on the notes and homework with their
knowledge that if f is a function, then f(x) = y, and use their previously learned knowledge of
function notation to be able to correctly pronounce f(x) as f of x with 90% accuracy.
Students will be able to use function notation to algebraically identify the correct translation in
their homework and exit ticket with 75% accuracy.

Underlying Educational Theory

Constructivism: They argue that students situate the learning experience within their own
experience and that the goal of instruction is not to teach information but to create conditions in
which students can interpret information for their own understanding (Smaldino, 2015). By
collaborating and adding their own resources to the class padlet, the students will be able to
interpret information for their own understanding in order to further expand their knowledge of
vertical and horizontal shifts.
Materials Description and Timing
Ti-84 Graphing Calculators (24 calculators)
One teacher computer with attached SMART board and ELMO to display the prezi
Supplemental Materials/Links

Here is the link to my Prezi:

http://prezi.com/x8wuourgbuny/?utm_campaign=share&utm_medium=copy
A link to the class padlet that will be assigned for homework along with answering 2 regents level
questions regarding vertical and horizontal shifts
http://padlet.com/kelseyodonnell22/8dhjo4ysrkml
Lesson
(5 min.) First 5 minutes of class will be spent going over the homework from the night before.
( 25 min.) I will present the prezi to the whole class and display the presentation through my
computer and onto the SMART board. The students will be given a handout for notes, where the
first two problems will show up on the prezi, and I will discuss how to algebraically determine the
transformation. The students will be asked to graph #1 & 2 from the notes on their own, given the
correct table. The students will be asked to try #3 in the notes completely on their own, and we
will regroup and discuss as a class the correct process after everyone has been given ample time to
attempt the problem (7 minutes) #4 on the notesheet will be done as a whole class, unless the
students as a whole (more than 80%) feel confident enough in their ability to try the problem own
their own. At that time, I will assist any students who may need further explanation.
( 8 min.) As an exit ticket, each student will be asked to algebraically determine the equations of
the functions g(x) and h(x) as well as state the correct translation of each. They will turn in their
exit ticket and place their work in one of three folders labeled: UNDERSTAND, INBETWEEN and DONT GET IT. The exit ticket will be graded out of 10 points.
(2 min.) Explain the homework to the students including the importance of posting to the padlet
wall.
Assessment of Students
I will grade the exit tickets, out of a score of 10 points. The points will be broken up as follows:
2 points: Representing g(x) as
1 point: Stating shifted vertical shift (in #1)
1 point: Stating 2 units up (in #1)
1 point: Rewrite h(x) as
1 point: Expanding the squared binomial as
1 point: Distributing correctly:
1 point: Combining like terms correctly:
1 point: Stating horizontal shift (in #2)
1 point: Stating shifted 3 units to the right (in #2)
Evaluation of Students and Lesson
I will consider this lesson a success if the following criteria is met:
1) If at least 80% of the students score 80% or higher on the exit ticket
2) If at least 75% of the students successfully participate in adding resources to the padlet

wall for homework. This means that those students who participate, add a resource that
could actually help a student who didnt understand the lesson of horizontal and vertical
shifts.
Low Tech Modification
If all technology fails, my computer and SMART board, then I would present my entire lesson on
the chalkboard. The students would still be able to use their graphing calculators, but if for some
odd reason the calculators stopped working as well, then all of the t-tables could be calculated by
hand, as well as the vertex, by using the formula: x = -b/2a.