SJSD Argument Implementation Plan – Henson & Donovan

Objective: F-IF 7 Analyze functions using different representations

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Essential Question: What are the components of analyzing a quadratic function?

Where within the unit will this lesson take place? The lesson will take place after multiplying polynomials have been taught. This lesson could be taught with graphing a quadratic or after determining maximum, minimum, and zeros. Could be used as a begin with the end in mind question to the opening of graphing a quadratic, as well as finding the vertex.

Scenario:A student club is planning a fundraising car wash. Last year they charged $10 per vehicle and washed 120 vehicles. They would like to earn more money this year. For every $1 increase in price, they know they will wash 5 fewer vehicles. Let n be the number of increases in price and R is the revenue, the quadratic to model the function is R=(10+1n)(120-5n). Determine the best price to charge for the car wash and the revenue expected at that price.

Resources Provided to Students (if applicable):

Resources

Student may need graph paper if they want to graph the quadratic.

Product Expected From Students:The student is to determine the maximum of the parabola by graphing or finding the vertex using –b/2a. Once the student determines the number of increases they will find the best pricing. There needs to be counterexamples to prove the price they stated was indeed the best price.

Lesson Design:Present the question to the students and discuss what they need to know to be able to answer the question. Teach graphing a quadratic as well as determining maximum a minimum from a graph. The teacher will also want to cover using a formula to determine the vertex. Have students work on the question separately then work together on a think pair share.

Assessment: Use the SJSD Revised Argument Rubric for All Content Areas

Components Proficiency Indicators Exceeds Meets Needs Revision Not Applicable

Claim: clearly states an idea or belief that is supported by evidence

*All types of argument

Establishes a credible claim.

Reasons: cause, justification, or explanation for how the evidence supports the claim

*All types of argument

Can support claim with clear, valid reasons.

Evidence: something that gives a sign or proof of the existence or truth

*All types of argument

Provides relevant and accurate evidence to back up the reasons.

Counterclaim: acknowledges other claims

*Policy Argument, Science FACT, Literary Judgment, Math FACT (if applicable)

Develops counterclaim fairly including a refutation.

Conclusion: summative statement of the argument that was made

*Policy Argument, Science FACT, Literary Judgment

Provides a concluding statement or section.

Content Understanding Demonstrates accurate content knowledge.

Sources: publications or other documents or records that give information

Uses credible sources.

Name: Date:

Algebra 1Unit 7 QuadraticsF-IF7

A student club is planning a fundraising car wash. Last year they charged $10 per vehicle and washed 120 vehicles. They would like to earn more money this year. For every $1 increase in price, they know they will wash 5 fewer vehicles. Let n be the number of increases in price and R is the revenue, the quadratic to model the function is R=(10+1n)(120-5n). Determine the best price to charge for the car wash and the revenue expected at that price.