10i_quad_transformations_-_worksheet.docx |

__without__using sliders. This means students look at real data, estimate the vertex, then calculate the a-value. They do this in two different situations.

Rather than using another projectile example, I used the simple situation of rolling a can up and down a ramp. Below left is a student response on how they fit an equation to the data. Below right is an example of how well the curve fits the data.

I use a basketball example here for two reasons: 1) the students dig it, and 2) I didn't do the greatest job tracking the data. Messy data forces student discussions about why the graph of their equation only works for the middle part of the graph but not the edges.

10i_day2_quad_transformations_-_worksheet.docx |

If you decide to give it a whirl I would love to know how it goes. If you change it up, I'd love to know how so I can tweak it with my students as well.