This is a framing of the day's work of which I feel like it's my job to be public about the big picture of what students are learning and what success might look like. They're going to build sketches of parabolas which they find and link to a T-table.

9th - 12th Grade - Newcomer ELL Algebra - Graphing Quadratics*Carlos Cabana, San Leandro High School, San Leandro Unified School District, San Leandro, California*

Next Up: Lesson - Part 2

00:00 You ready?

00:02 So. I want to say two things to you to get us started today.

00:06 The first is that I loved, yesterday, how much you guys were trying to figure out all the little puzzles on the page.

00:16 So, I know that some of them were frustrating to figure out, but you guys figured them out.

00:21 And you started to put together the work that you need to know for the big idea in this unit.

00:28 So let me tell you a little bit about that, so that when you find the big idea in the unit, you'll say "Oh! That's what he was talking about."

00:35 Okay? So. Here's what you guys know already.

00:41 Alejandro, are you with me?

00:43 You guys know so much about lines, that I can give you an equation and you know how to make an A+ sketch.

00:49 You don't have to make a T-table anymore, you don't have to do all the things that you used to do way back in Algebra A,

00:55 Because you have some strategies and shortcuts, right?

00:58 And so in this unit, you're going to be in the same place, but with parabolas.

01:02 So before we start, what about for a line? Like if I give you a strange equation for a line, or a not-so-strange equation for a line,

01:10 What strategies do you know that help you make a quick sketch? Like what do you use?

01:15 What do you use, Eduardo?

01:16 Rise over run?

01:17 Excellent. And what's that for?

01:19 To get, to get the points, right?

01:21 What do you mean?

01:23 Like, the points on the line.

01:24 How? Like, what is rise over run?

01:26 Slope.

01:27 Yeah. Eduardo, is that all? Do you just use slope?

01:30 No.

01:31 What else?

01:32 b.

01:33 Uh huh.

01:34 Which is the y-intercept. I mean

In some ways, this is also thinking ahead to a lesson on the next day. This is a routine practice, my "MO"—I want them to struggle and experiment and figure lots of things out and then on a subsequent day we can try to consolidate understanding by putting all those pieces together. Hopefully we'll help them feel like "I'm going to get to a place where something is easy. I know this because I can do _____, because I can produce sketch of a parabola accurately." That was my only goal, to clarify the big idea or the big picture, so that when necessary I can come back to it as they were working.