High School Mathematics　 Teacher: Mr. Makoto Okada School: Ochiai Senior High School Okayama Prefecure

Place ■Regular classroom　□Computer room　□Special classroom　□Gymnasium □Athletic Field　□Outdoors　□Others〔　〕 Type of Lesson ■Class　□Group　□Pair/Individual　□Follow-up　□Others〔　〕 Phase ■Introduction　■Development　□Conclusion　□Others〔　〕 Main user of IT ■Teacher　□Student　□Others〔　 〕 Objectives ■To introduce the topic　■To motivate students　■As illustrative material used by the teacher　□As illustrative material used by the student　□To master through repetition　■To present a model　□To recollect past experiences　□To compare　□To examine what has been done/studied　□To provide second-hand experience　□Others〔　〕 Equipment ■Computer　■Projector　□Screen　■Electronic Whiteboard　□Visual Presenter　□Digital Camera　□Video Player　■Internet　■Digital Contents　□CD-ROM　□Speakers　□Others〔　〕 IT is used to teach the students in an easy-to-understand way, the often baffling concepts of the maximum and minimum of quadratic functions.　The math problems which reflect real life situations will enable the students to become more familiar with mathematics. The Maximum and Minimum of a Quadratic Function Contents: based on MEXT's curriculum guidelines Content (2) Quadratic Function(s) (1) Recognize the importance of mathematics by learning that real life problems can be solved by using quadratic functions. (1) Review the already-learned figure problems using digital contents. (2) Present, in easy language, today's lesson objective "Real life problems" to the students using the digital contents. (3) Treat the problem in (2) as a problem of obtaining the maximum and minimum of a quadratic function and explain the solution using the digital contents. (4) Each student shall try to solve other math problems similar to the above problem using quadratic functions. (5) Explain the solutions to the problems in (4) using the digital contents. (6) Conclude today's lesson by commenting on the applicability of mathematics. (1) Using digital contents allows the teacher to present accurate figures and dynamic images that cannot be hand-drawn on the blackboard. (2) Using digital contents will help capture the students interest in what would otherwise be a boring area of mathematics, the quadratic functions, and help them to understand its applicability in the real world. (1) Function Graph software "GRAPES" programmed by Mr. Katsuhisa Tomoda http://okumedia.cc.osaka-kyoiku.ac.jp/~tomodak/grapes/ (2) Okayama Prefecture Information Education Center: Mathematic Materials http://www2.jyose.pref.okayama.jp/math/index.html