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How are equations of conics written and classified?
What are some examples of how conics are different than functions?
What are some reasons why the study of conics is important?
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Student Learning Map
- Topic:Conic Sections
- Subject(s):Math
- Days:16
- Grade(s):10, 11, 12
Key Learning:
Describing characteristics of conic sections help interpret real-world events and solve problems.
Unit Essential Question(s):
Lesson Essential Question(s):How are general equations of circles written, analyzed, and graphed with centers not necessarily at the origin?
How are the center and radius determined, given the equation for a circle?
How are translated conic sections written, analyzed, graphed, and identified?
Lesson Essential Question(s):How are general equations of parabola written, analyzed, and graphed with centers not necessarily at the origin?
What impacts do parameters have on the graphs of parabolas?
How are translated conic sections written, analyzed, graphed, and identified?
Lesson Essential Question(s):How are general equations of ellipses written, analyzed, and graphed with centers not necessarily at the origin?
How are the center and foci determined, given the equation of an ellipse?
How are translated conic sections written, analyzed, graphed, and identified?
Concept: ___OBJECTIVES___6___Lesson Essential Question(s):How are general equations of hyperbolas written, analyzed, and graphed with centers not necessarily at the origin?
How are the foci used to graph the equation of a hyperbola?
How are the foci used to graph the equation of a hyperbola?
How are translated conic sections written, analyzed, graphed, and identified?
Lesson Essential Question(s):How are systems of conics solved algebraically and graphically? (A)Why is it useful to determine the solution to a system of conic equations? (ET)Lesson Essential Question(s):Vocabulary:Hyperbola, Transverse Axis, Focus of a hyperbola, Vertices of a hyperbola, Standard Form of an equation of a hyperbola
Vocabulary:Vocabulary:
Additional Info:
The concept "Solving Systems of Conics" is not required for regular Algebra 2. Textbook Ancillary Material Technology Support Program Hands-on manipulatives Kaplan Lesson Plans
Resources:
Culminating Activities:
1. Untitled Culminating ActivityStudent Assessment(s):
1. Untitled Student AssessmentAcquisition Lesson(s):
1. How are general equations of circles written, analyzed, and graphed with centers not necessarily at the origin?2. How are general equations of parabola written, analyzed, and graphed with centers not necessarily at the origin?3. How are general equations of ellipses written, analyzed, and graphed with centers not necessarily at the origin?4. How are general equations of hyperbolas written, analyzed, and graphed with centers not necessarily at the origin?5. How are translated conic sections written, analyzed, graphed, and identified?6. How are systems of conics solved algebraically and graphically?7. How are the center and radius determined, given the equation for a circle?8. What impacts do parameters have on the graphs of parabolas?9. How are the center and foci determined, given the equation of an ellipse?10. How are the foci used to graph the equation of a hyperbola?Extended Thinking Lesson(s):
1. How are translated conic sections written, analyzed, graphed, and identified?2. How are the foci used to graph the equation of a hyperbola?3. Why is it useful to determine the solution to a system of conic equations?