This is a challenge based activity in which students use augmented reality and trial and error in order to determine how changes to a quadratic equation affect the shape of a parabola. Students use the Geogebra AR app to manipulate equations and change the parabola to fit around a physical object.

This is a challenge based activity in which students use augmented reality and trial and error in order to determine how changes to a quadratic equation affect the shape of a parabola. Students use the Geogebra AR app to manipulate equations and change the parabola to fit around a physical object.

This classroom activity presents College Algebra students with a ConcepTest, a Question of the Day, and a Write-pair-share activity concerning the effect of the coefficient of x^0 (i.e., the constant, c) on the vertex of a parabola where a and b are arbitrarily fixed values in f(x)=ax^2+bx+c.

This classroom activity presents College Algebra students with a ConcepTest, a Question of the Day, and a Write-pair-share activity concerning the effect of the coefficient of x^2 on the shape of a parabola where b and c are arbitrarily fixed values in f(x)=ax^2+bx+c.

This classroom activity presents College Algebra students with a ConcepTest, a Question of the Day, and a Write-pair-share activity concerning the effect of the coefficient of x^2 on the vertex of a parabola where a>0, b>0 and b and c are fixed values in f(x)=ax^2+bx+c.

This classroom activity presents College Algebra students with a ConcepTest, a Question of the Day, and a Write-pair-share activity concerning the effect of the coefficient of x on the vertex of a parabola where a>0, b<0 and a and c are fixed values in f(x)=ax^2+bx+c.

This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and need to know what the vertex is.

Based on the College and Career Readiness Standards in Action- 25% of higher level math instruction should be spent on Algebra and Functions. This includes Interpreting quadratic equations, using their structure to rewrite them in equivalent forms which serve a purpose. Also creating and solving quadratic equations to solve problems, both algebraically and graphically. They are to be able to re-arrange formulas involving quadratics and highligh specific quantities. (Guide to Effectively Managing Higher-Level Content Standards in Mathematics.)The amount of OER material available to assist instruction in higher level EFL math for adults is numerous, but searching for it often gets one tangled in the pedigogical instruction, with simplistic "real-life" examples, whereas adults with REAL "real-life" experience can appreciate the topics applied to broader world examples. This curriculum guide will give suggestions  for pre-lesson activities to stimulate prior knowledge, walk you through a lesson example, and hopefully whet your appetite for using OER's in your regular instruction. 

In this activity about light and reflection, learners use a special device called a Mirage Maker䋢 to create an illusion. What they perceive as an object is really an image in space, created by two concave mirrors. Learners will be surprised when they try to grab the object on the mirror and there's nothing there! Activity includes a light-ray diagram to help explain how the image is created.

This is the Project MathTalk homepage that has videos on the following topics: Parabolas, Proportions, Algebraic Expressions, Exponentials, Logarithms, Binomials, Trigonometry, and more.  Over 400 FREE, short, online videos that feature students working on mathematics problems and resolving their struggles through conversation. The instructional approach to the videos draws on evidence-based practices from the latest research in mathematics education. Engaging with the videos enables learners to explore conceptually rich mathematics problems by watching other students talk about math problems via an accessible online platform. The site also contains useful materials for teachers, researchers, and teacher educators. 

This lesson aims to help students with quadratic functions y = ax2 + bx + c. This is the next step after linear functions bx + c. The lesson begins with three quadratics and their graphs (three parabolas): y = x2 - 2x + (0 or 1 or 2). The prerequisite or co-requisite is some working experience with algebra, like factoring x2 -2x into x(x-2). The objective is to connect four things: the formula for y, the graph of y (a parabola), the roots of y and the minimum or maximum of y. The particular example y = x2 – 2x could be repeated by the teacher, for emphasis. The lesson will take more than one class period (and this is deserved!). The breaks allow time to consider parabolas starting with -x2 and opening downward. A physical path would be one (dangerous?) activity.

Explore Parabolas in this free video unit as a part of Project MathTalk. It is comprised of 10 lessons with 5-7 short videos in each lesson. Featuring the reasoning of Grade 10 students, the unit explores how to make sense of the geometric definition of a parabola. The videos provide a foundation for the Common Core State Standard: “Derive the equation of a parabola given a focus and directrix.” Showing these videos are great for classrooms that want to make connections between Geometry and Algebra.