This lesson plan describes a 30-minute lesson for secondary school students on graphs of quadratic equations. Students will learn about the properties of quadratic graphs like maximum/minimum points and lines of symmetry. They will also learn about the effects of the a, b, and c coefficients in the quadratic equation y=ax^2 + bx + c. Students will work in pairs using the Nspire graphing calculator software to explore quadratic graphs. The teacher will assess students informally through their worksheet answers and formally through their graphed assignments and an upcoming test.

1. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
SUBJECT AREA: GRADE LEVEL: Sec Express
Name of Teacher: LEE YONG HOR
LESSON TITLE: Graphs of Quadratic Equations TIME ALLOTTED: 30 minutes
LESSON DESCRIPTION: (Write a concise description of what occurs in this lesson.)
In this lesson, the students will learn
1. the properties of quadratic graphs: maximum point, minimum point, line of symmetry
2. the effects of the values of a, b and c in y = ax2 + bx + c
CLASSROOM LAYOUT AND GROUPING OF STUDENTS:
(Where will the learning take place? How will the room be organized with the computers? How will the students be
grouped (class group, individuals, pairs, small groups, etc…)
The learning will take place in the computer laboratory. The computers are arranged in two columns, back-to-back.
Students are to explore the properties of quadratic equations in pairs.
INSTRUCTIONAL OBJECTIVES:
(Identification of the specific learning outcomes expected to happen based on Competency Standards.)
a b c d
Creativity & Innovation □ □ □ □
Communication &
Collaboration □ □ □ □
Research and Fluency
□ □ □ □
Critical Thinking,
Problem Solving and
Decision Making
□ □ □ □
Digital Citizenship
□ □ □ □
Technology Operations
and Concepts □ □ □ □

2. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
MATERIALS, RESOURCES AND TECHNOLOGY:
1. Materials and Resources for this Lesson (special devices)
Technology Components for this Lesson
Quadratic Equation worksheet and textbook.
2. Web Site for this Lesson
1. http://www.algebra.com/algebra/homework/quadratic/lessons/quadform/
2. http://www.mathsisfun.com/algebra/quadratic-equation.html
3. http://www.intmath.com/Quadratic-equations/4_Graph-quadratic-function.php
3. Computer Software for this Lesson
Nspire software available in Computer Labs.
STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE:
( Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must
the students have to complete the lesson content? Include technology skills.)
Students have the pre-requisite knowledge of linear graphs as quadratic graphs is an extension of linear graph. The
new challenge that the student faced is how they manipulate the various operations in the Nspire Graphing Calculator
as this is a new technology to secondary school students.

3. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
INSTRUCTIONAL PROCEDURES:
1. Motivation:
Explain the importance of the lesson to motivate the student. Relate lesson to previous lesson or real-life
situation.
The essential key concepts of this lesson allow students to understand the effects of a quadratic graph by
varying the values of the coefficients a, b and c in the general equation y = ax2 + bx + c.
With self-exploration, students should realise that when the value of a = 0, the quadratic graph becomes
a linear graph, which they have learnt earlier.
2. Activities: (The sequential activities to happen in this lesson. It describes the teaching method to employ in
learning the lesson.)
5 minutes: Students to settle down in the computer lab. Students to log-in their personal account.
5 minutes: Teacher to distribute worksheet and brief the students on the use of the software Nspire.
20 minutes: Students to explore the properties of the quadratic graphs and complete the task assigned to
them in the worksheet.
10 minutes: Watch a Video: Graphing Quadratic Equations
3. Closure: Summary of the lesson and future lesson.
5 minutes: Summarise what the students have learnt in class: the effects of coefficients of a, b and c
5 minutes: Homework assigned. The next lesson: please read on Problems involving Quadratic Graphs
5 minutes: Students to log-out from the personal account and shut down the system. Students to leave the
lab orderly.
SUPPLEMENTAL ACTIVITIES:
1. Additional activities to expand the lesson
2. Remediation activities for the student needing more instruction and practices
3. Assignments
1. Students are to read textbook pg 261 – 268.
2. Do Ex 9a: 4, 6

4. XMSS LESSON PLAN TEMPLATE: Using ICT in Teaching and Learning 2010
ASSESSMENT AND EVALUATION:
How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that
a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a
description of the assessment process, the criteria for achievement, and performance levels. The criteria should
directly align to objectives and instruction. Describe your plan for providing feedback to your students.
Student’s success can be known informally by looking at their answers in the completed worksheet.
Formal evaluation of student of student work will come from the graphs plotted as required in the assignment as well
as the class test.
STUDENT PRODUCTS:
What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slideshow, drawing,
etc.)
Not applicable.