Unit 3 Quadratics Relations 1 Worksheet Page 2
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45Unit 3 Day 1: Graphs of Quadratic Relations
MBF 3C
Description
Materials
BLM 3.1.1 –3.1.6
Students will produce quadratic data
hexalink cubes
Students will produce quadratic plots form data
toothpicks
Students will recognize the general shape of the graph of a
graph paper
quadratic relation
Assessment
Opportunities
Whole Class and Groups → Discussion
Minds On…
Display on an overhead BLM 3.1.1 which details the cost for a group to enter an
amusement park. Ask each row, “If you are the park manager, and you wish to get the
most money from each group, what size of a group will bring in the most money?”
Each group proposes a hypothesis as to the best number of people to enter to get the
most income for the park. Each row then calculates the amount earned for their guess.
The guesses and prices are written on the board (or overhead) and the results are
discussed. You may wish to guess a number of your own to model the idea.
Whole Class → Brainstorm
Ask: What number of people would cause the maximum income?
Encourage students to use the data from the discussion to justify their answer.
Action!
Small Groups → Activity (Achievement Stations)
Divide the class up into groups of 3 or 4 and give each group a different Activity
Sheets (3 in total, some require additional materials)
For all activities, each member of a group needs to completely fill out the worksheet
and the group must show completed sheets before receiving new worksheet. The
worksheets should be self-explanatory to the students.
Activity 1 (BLM 3.1.2): Finding the maximum profit (similar to warm-up)
Activity 2(BLM 3.1.3): Finding maximum area ** need toothpicks and graph paper
**
Activity 3 (BLM 3.1.4): Calculating surface area of a cube ** need hexalink cubes**
Consolidate
Whole Class → Discussion
Debrief
Students report on their findings on the three activities.
Stress concepts of non-linearity, the meanings of the vertex and x-intercepts in
Activity #1 and #2
Show students BLM 3.1.5 (which is the completed question for the “Minds On”) and
again focuses on vertex, the idea of maximum, what the x – intercepts mean, etc.
Home Activity or Further Classroom Consolidation
Students receive BLM 3.1.6 and a piece of graph paper for independent work
Concept Practice
Exploration
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