You make me laugh, Meg. And NO, I didn’t know about this, so I’m about to tweet this…like RIGHT NOW.

What???? YES.

First, we spent about 2+ weeks building up to this point rather than jumping in with a huge summary. The text I use starts with completing the squares, works through the quadratic equation in standard form and then comes back to graphing quadratic equations where the standard form for parabolas is introduced. This then explored a bit before being related back to the standard quadratic through completing the square.

But each step in this process was given a bit of time and we stopped to explore parabolas in geogebra i.e. what happens when we modify h,k? What if I want to tilt the parabola? A huge digression to watch a video showing all parabolas are similar.

OK this basically took forever (We work in 10-15 minute increments before the school bus arrives). But I think if you’re going to devote a week anyway to the topic the main point here is that you might skip the summary sheet entirely and work the whole topic as more of a progression/narrative emphasizing the links from stage to stage. For example: while finding x,y intercepts is interesting in its relation to the roots for a graphing unit it fits even better when talking about how to plot and maybe focus on the graphs and plotting them / manipulating them first will let that more naturally fall out in way that contextualizes it. Same for converting between forms. The ease of plotting standard form or using it to identify a vertex, makes it natural to talk about converting a standard quadratic into it. At the end perhaps a summary sheet or maybe even one the students made themselves could be introduced.

I hope this helps and good luck

]]>2) Honestly, I haven’t tried it in the wild as I don’t have to make many diagrams anymore. But it would be helpful for when you notice your typo in the Geogebra picture right after you closed the Geogebra window (and yes, I was too lazy to save 10 different files for one worksheet.) ðŸ™‚

3) True that. ]]>