🔒 Handoff Sheet: Session 17

Quadratics in Context | Week 9, Tuesday | INSTRUCTOR NOTES

For Instructors Running Session 17: Use this sheet to coordinate timing, manage breakouts, monitor student progress, and hand off to the next instructor/session.

Quick Session Info

Session 17 Overview
Element	Details
Content	9.1 - Quadratics in Context
Week	9 (Tuesday, ODD week)
Time	1:30-3:30 PM (3 hours, with breaks)
Format	1:30-2:00 Socratic (whole), 2:00-3:00 Workshop (breakouts), 3:00-3:30 Independent
Outcomes	Outcome 4 (interpret in context), Outcome 6 (solve quadratics)
Reflection?	NO (ODD week)
Worksheet	35 points, resubmit threshold 25/35

Pre-Session Prep Checklist

1 hour before class:

☐ Test Zoom connection and screen sharing
☐ Load Socratic Guide in window (for timing/question flow)
☐ Prepare graphs (parabola with two x-intercepts for projectile; garden diagram)
☐ Assign students to 3-4 breakout rooms (note: provide list at end of Socratic)
☐ Share the Worksheet link in chat before 2:00 PM transition
☐ Confirm Answer Key is ready for independent phase

Materials ready?

☐ Reading - Quadratics in Context.html (link for reference)
☐ Socratic Guide - Quadratics in Context.html
☐ Worksheet - Quadratics in Context.html
☐ Session Notes - Quadratics in Context.html
☐ Answer Key - Quadratics in Context.html (hidden from students until 3:00 PM)
☐ nwic-style.css loaded

Minute-by-Minute Timing

1:30-2:00 PM: Socratic Seminar (30 min, Whole Group)

Socratic Phase Timing
Time	Duration	Activity	Instructor Action
1:30-1:32	2 min	Welcome & check-in	Greet students, check audio/video, set expectations for day
1:32-1:35	3 min	Opening hook (basketball)	Show image/video; ask opening question (see Socratic Guide Q1)
1:35-1:43	8 min	Phase 1: Projectile Motion	Work through Q1-Q4, display graph, manage chat responses
1:43-1:51	8 min	Phase 2: Area Optimization	Work through Q5-Q8, reference fencing diagram
1:51-1:58	7 min	Phase 3: Revenue (Optional if time)	Work through Q9-Q11, or save for workshop debrief
1:58-2:00	2 min	Synthesis & transition	Review key takeaways; announce breakout assignments

Tip: Keep Socratic moving. If a question stalls, move forward and revisit in workshop. Don’t get stuck on one concept.

2:00-3:00 PM: Workshop (60 min, Breakout Rooms)

Workshop Phase Setup
Room	Group Size	Problems Assigned	Instructor Rotation
Room 1 (Level A)	5-6 students	Problems 1, 2, 3	Instructor A (first 20 min, then rotate)
Room 2 (Level B)	5-6 students	Problems 3, 4, 5	Instructor B (first 20 min, then rotate)
Room 3 (Level C)	5-6 students	Problems 5, 6, 7	Instructor C or floating (first 20 min, then rotate)

Breakout room roles & timing:

0-20 min: Each instructor checks work, models solving strategy, clarifies misconceptions
20-40 min: Instructors rotate (Instructor A → Room 2, B → Room 3, C → Room 1)
40-60 min: Instructors rotate again; focus on common issues, domain restrictions, interpretation

Common issues to monitor in breakouts:

Students finding two solutions but not rejecting invalid ones
Forgetting to check domain restrictions
Answering with just a number (not interpreting in words)
Confusion about when to optimize (vertex) vs. solve (x-intercepts)

3:00-3:30 PM: Independent Work (30 min)

Independent Phase
Time	Duration	Activity	Instructor Role
3:00-3:05	5 min	Return to main room; post Answer Key link	Share screen with Answer Key HTML; remind students: check your work!
3:05-3:25	20 min	Self-check; start resubmit prep	Circulate (Zoom monitor): answer individual questions, point to Answer Key
3:25-3:30	5 min	Wrap-up & next steps	Announce resubmit deadline; preview next session (9.2 or later)

Note: No reflection today (ODD week). Focus on completion and self-checking. Reflection can be part of course assessment work later.

Breakout Room Assignment Strategy

Use the following to assign students to rooms. The three levels are designed for mixed-ability groups so each room has peer teaching and support.

Level A (Scaffolded): Room 1

Problems: 1, 2, 3 (Projectile, Revenue, Garden)
Why: Foundational skills. Simpler setups.
Who: Students who need more scaffolding or are building confidence
Instructor focus: Step-by-step solving, strong interpretation feedback

Level B (Standard): Room 2

Problems: 3, 4, 5 (Garden, Dropped Object, Break-Even)
Why: Mixed scaffolding and challenge. Variety of equation types.
Who: Students with solid fundamentals; ready to extend
Instructor focus: Domain reasoning, interpretation nuance

Level C (Challenge): Room 3

Problems: 5, 6, 7 (Break-Even, Bridge Arch, Challenge)
Why: Synthesis and open-ended work. Problem 7 is choice-based.
Who: Students demonstrating mastery; ready for extension
Instructor focus: Reasoning, synthesis, real-world connection

Anticipated Student Questions & Talking Points

Q: “Can I use all my solutions, or do I have to pick just one?”

A: “If all solutions fit the real-world context (domain), you can include them all. But most problems have one or both solutions that don’t make sense. Always check: Does this answer make sense in the story?”

Q: “How do I know whether to factor, complete the square, or use the formula?”

A: “Great question. Ask yourself:

Does it factor easily? Use factoring.
Am I finding a maximum or minimum? Use the vertex formula or complete the square.
Is it messy? Use the quadratic formula.

Any method gives the same answer; pick what’s fastest for that problem.”

Q: “What if my discriminant is negative?”

A: “That means no real solutions. In the real world, that could mean: ‘This situation is impossible’ or ‘No break-even point exists.’ Explain what it means for your problem.”

Q: “Do I have to show all my work?”

A: “Yes. We need to see your thinking step-by-step. If you make an error, we can see where and help. Also, showing work demonstrates mastery.”

Grading Checklist for This Session

Before students leave (3:30 PM):

☐ Collect (or enable resubmit link for) the worksheet
☐ Announce resubmit deadline (usually 2-3 days)

Grading during the week:

Use the Answer Key and rubric (in Answer Key file) to grade
Focus on: setup (correct equation), solving (correct method), domain (identified), interpretation (words, not just numbers)
Threshold for pass: 25/35 points
For resubmits: Accept by Friday of that week

Key Takeaways for Students (Reinforce at End of Session)

1. Quadratics in the real world almost always have two math solutions, but only one (or none) makes sense.
Example: Time can’t be negative. Dimensions can’t be negative.

2. Always ask: What does this answer mean in the problem?
Don’t just say "x = 2.5". Say "The ball lands after 2.5 seconds."

3. Choose your solving method wisely.
Factoring, complete the square, or formula-pick the fastest for that problem.

4. Domain matters.
The real-world constraints tell you which solutions are valid.

Data to Track & Report to Next Instructor

After this session, collect the following for the next instructor:

Use this handoff form:

Students struggling with: Domain restrictions? Interpretation? Method selection?
Common errors: Which problems had the most mistakes?
Standout performance: Who mastered Outcome 4 & 6? Ready for challenge?
Absences/incomplete work: Who needs follow-up?
Resubmit status: How many students scored below 25/35?

Next Session Preview

Session 18 (Week 10, Thursday, EVEN - WITH reflection): 9.2 Radicals and Roots. Students will simplify radicals (e.g., √72 = 6√2), combine them, and work with cube roots and other radical indices. These skills make working with quadratic solutions much cleaner. Prerequisites: This session (quadratic solving) provides the foundation-the Quadratic Formula introduces radicals that students now learn to simplify.

Handoff note for next instructor: If students struggled with solving quadratic equations or rejecting invalid solutions today, be aware they'll see radicals in the Quadratic Formula results in Session 18. A foundation in context-based reasoning (Outcome 4) carries forward: students will need to simplify and work with those radical solutions confidently.

Accessibility & Accommodations Log

During session, note:

Students who need extended time on resubmits
Students who request alternative formats (e.g., audio explanation instead of writing)
Students who benefit from sentence starters (“The answer is...”) vs. open-ended prompts
Students who struggle with switching between symbolic and contextual language

Quick Reference: File Locations

Session 17 Files (All in Same Folder)
File	Purpose	Audience
Reading - Quadratics in Context.html	Pre-class or reference material (story, visual, traditional lanes)	Students
Socratic Guide - Quadratics in Context.html	Lesson plan for 1:30-2:00 phase	Instructor only
Worksheet - Quadratics in Context.html	Assessment (7 problems, 35 pts, resubmit 25/35)	Students
Session Notes - Quadratics in Context.html	Reference guide, concepts, solving strategies	Students & Instructors
Answer Key - Quadratics in Context.html	Solutions, rubric, grading guidance	Instructor only (share with students at 3:00 PM)
Handoff Sheet - Quadratics in Context.html	This document: timing, logistics, tracking	Instructor only
nwic-style.css	Styling (shared across all MATH 102 materials)	All

Contact & Support

If you encounter technical issues or need clarification:

Verify nwic-style.css is in the same folder (or linked correctly)
Test all HTML files in a browser before class
Ensure Zoom screen sharing works for graphs/visuals
Have a backup PDF of the Answer Key in case the HTML doesn’t render

Last updated: 2026-03-15 | MATH 102 Stream C, Session 17 Package