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Episode 1 Supports
Episode Description
Making Sense: Sasha and Keoni use the equation y = x2/(4p) to plot a parabola for p = 1/4. They make a conjecture for how the shape of the parabola will change as gets larger.
Students’ Conceptual Challenges
After using the equation to plot points on the parabola y = x2 with a p-value of 1/4, Keoni struggles to locate coordinates of the focus of the parabola [5:06-5:24]. He first places the focus at (0,1) [5:35-5:59]. Keoni states that (0,1) is a “general place” to put the focus.
- Sasha and Keoni notice a conflict when asked to state the p-value for the parabola when the focus is one unit above the origin. They restate that p is the distance between the focus and the vertex. Keoni notices that they are currently working with a p-value of 1/4. Consequently, Sasha and Keoni adjust the focus location [6:02-6:19].
- Sasha and Keoni notice a conflict when asked to state the p-value for the parabola when the focus is one unit above the origin. They restate that p is the distance between the focus and the vertex. Keoni notices that they are currently working with a p-value of 1/4. Consequently, Sasha and Keoni adjust the focus location [6:02-6:19].
Focus Questions
For use in a classroom, pause the video and ask these questions:
1. [Pause video at 5:05]. What are some other points that you know are on the parabola because of the geometry of the parabola?
2. [Pause video at 9:16]. What are the coordinates of the red point that Keoni says is on the parabola?
Supporting Dialogue
Invite students attend to the reasoning of others while reflecting on multiple strategies:
- Stop the video at [10:00]. Ask one student to present one method for checking to see if the point (½, ¼) is on the parabola. Ask a second student to use the first student’s method to check a different point, say (1,1).
- Repeat the process for a new method of checking.
- Stop the video at [10:00]. Ask one student to present one method for checking to see if the point (½, ¼) is on the parabola. Ask a second student to use the first student’s method to check a different point, say (1,1).
Math Extensions
1. What happens when the focus is below the vertex? Graph the parabola with a focus at (0, –¼) and vertex at (0, 0). Label the focus, the directrix, and several points on the parabola.
Mathematics in this Lesson
Lesson Description
Targeted Understanding
CC Math Standards
CC Math Practices
Lesson Description
Keoni and Sasha compare the graphs of y = x2/(4p) for p-values of 1/4, 1/2, and 1. They figure out the effect that changing the value of p has on the graph of the parabola.
Targeted Understandings
This lesson can help students:
- Connect geometry with algebra by verifying that a point belongs on a parabola in two ways: (a) using the geometric definition of a parabola, and (b) using algebraic substitution in the equation representing the parabola.
- Formulate the following relationships across comparable points for a set of parabolas, all with vertex at the origin, but with p-values of 1/4, 1/2, and 1:
o When the y-value is fixed (y = 4), then the x-value increases as p increases.
o When the x-value is fixed (x = 2), then the y-value decreases as p increases. - Understand the following features of “special points” —points that align horizontally with the focus of a parabola:
o The y-value of a special point is one-half its x-value.
o The x-value of a special point is double its y-value.
o The y-value of a special point is equal to the p-value of the parabola.
o For a parabola with an unknown p-value, a special point can be expressed as (2p, p).
Common Core Math Standards
• CCSS.M.HSF.IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
In an elaboration of this standard, the CCSSM learning trajectory for functions (Grade 8 and High School) states, “functions are often studied and understood as families, and students should spend time studying functions within a family, varying parameters to develop an understanding of how the parameters affect the graph of a function and its key features.” In this lesson, Keoni and Sasha graph (by hand) a set of parabolas with increasing p-values of 1/4, 1/2, and 1. They figure out that increasing the p-value in the family of parabolas with vertex at the origin (and as represented by the function y = x2/(4p)) results in the parabola getting wider on the same coordinate grid.
Common Core Math Practices
CCSS.Math.Practice.MP6. Attend to precision.
According to the Common Core’s description of Math Practice 6, “mathematically proficient students try to communicate precisely to others.” In this lesson, Sasha and Keoni improve in their ability to speak with precise mathematical language. For example, in Episode 5, they begin by stating the following inaccurate relationship: “When you change the value of p, the parabola gets wider” [0:38]. They then refine the statement to one that is more accurate: “As p increases, the parabola widens” [0:47]. In a second example, also from Episode 5, Sasha and Keoni are asked to articulate what they notice about the three “special points” that they have identified: (1/2, 1/4), (1, 1/2), and (2,1). At first, Keoni and Sasha report that “the x-value is, it’s half of it, right, it’s 2 and then 1” [5:37]. However, as they continue to work, they are able to more precisely convey that they are halving the x-value to obtain the y-value [6:15], which is not the same as saying that the x-value is one-half the y-value. They also re-express this relationship as the x-value of a special point being double its y-value [7:07]. This precision of language contributes to Sasha and Keoni’s ability to eventually express the special point for a parabola with unknown p-value as (2p, p) [8:02 – 8:20].
