Brain in the Game with Cooperative Learning Options
Alg I Knowledge and Skills 6-8: Quadratics
Note: Each graph represents the height of a ball over time.
1. Ask students to “get their brain in the game” by writing facts about each graph, using
the Word Bank provided. Optional ways to administer:
a. Each student gets all 4 graphs, working alone or in pairs. Students find a
partner, (can use “Hand Up” or any other way to mix students) and compare
their “brain in the game” analysis.
b. Jigsaw: Students are in groups of 4. Each gets a sheet but each one
completes all 4 facts for only 1 graph, sharing with group members.
c. Round Robin: Students are in groups of 4. Each student gets a different
word from the bank and applies that word for each graph, taking turns
around the circle to share.
d. Jigsaw Expert Groups (4 corners):Students are in home groups of 4, number
off and go to separate corners to meet with other students with the same
number to complete all 4 facts for only 1 graph. Then home group members
gather back to share what they learned in their “expert” groups about their
graph.
2. Students must justify their thinking.
3. Students may change their analysis after partner discussions.
4. Teacher clarifies and verifies.
Students then complete parts B and C, matching each graph to the situation that is
represented by the graph and telling how long it takes for the ball to hit the ground in
each situation.
Name:___________________________________
A. Each graph represents the height of a ball at
different times. Using the vocabulary in the
Word Bank, write 4 facts about the information
shown in each graph. Then write another fact.
Initial




Word Bank
Maximum
Increasing
Decreasing
B. Match each situation below with the graph that represents it.
C. In each case, how long does it take to hit the ground?
Amanda hit a golf ball from the fairway, and
it reached a maximum height of 30 feet.
Ben is 5 feet tall and throws a
ball as high as he can.
Caitlyn threw a ball upward from the top
of the bleachers, which are 30 feet high.
Devin kicks a soccer ball and it takes
2.5 seconds for the ball to hit the ground.
Evidence of Learning: Complete 1-4.
The graph below represents the relationship between the height (in yards) and the horizontal
distance (also in yards) of a soccer ball after being kicked. Use the graph to answer questions 1-3
that follow.
1. When the ball lands, how far is it from the starting point?
2. What does the point (32.5, 9) represent in this problem situation?
3. If a player is standing directly underneath the ball when it reaches a height of 6 yards, how far is
the player from the starting point?
4. Jamal and Cedric were playing football in the front yard of Jamal’s house. Cedric kicked the
football over the rooftop of Jamal’s house and it landed in the backyard! Use the given clues to
sketch a graph representing the path of the ball. Label the graph.
Clue
Clue
Clue
Clue
Clue
1:
2:
3:
4:
5:
The football cleared the roof of the house by almost 6 feet.
It took 1 second for the football to reach a height of approximately 20 feet.
The football was in the air for 5 seconds.
The football was on the ground when Cedric kicked it.
Jamal’s house is about 25 feet tall.