Topic/Title

Grade Level Materials Strands

The Derivation and Application of the Quadratic Formula

Algebra 1 1 40 minute class period Chalk or white board, computer with Internet access, a calculator, student handouts Content Strands

Algebra Strand A.A.1 Translate a quantitative verbal phrase into an algebraic expression A.A.2 Write a verbal expression that matches a given mathematical expression A.A.8 Analyze and solve verbal problems that involve quadratic equations A.A.13 Add, subtract, and multiply monomials and polynomials A.A.16 Simplify fractions with polynomials in the numerator and denominator by factoring both and renaming them to lowest terms A.A.17 Add or subtract fractional expressions with monomial or like binomial denominators A.A.18 Multiply and divide algebraic fractions and express the product or quotient in simplest form A.A.25 Solve equations involving fractional expressions Note: Expressions which result in linear equations in one variable. A.A.28 Understand the difference and connection between roots of a quadratic equation and factors of a quadratic expression Geometry Strand A.G.5 Investigate and generalize how changing the coefficients of a function affects its graph Number Sense and Operations Strand A.N.2 Simplify radical terms (no variable in the radicand)

A.N.5

Solve algebraic problems arising from situations that involve fractions, decimals, percents (decrease/increase and discount), and proportionality/direct variation Evaluate expressions involving factorial(s), absolute value(s), and exponential expression(s)

A.N.6 Strands (cont.)

Process Strands

Problem Solving A.PS.1 A.PS.2 A.PS.3 A.PS.4 Use a variety of problem solving strategies to understand new mathematical content Recognize and understand equivalent representations of a problem situation or a mathematical concept Observe and explain patterns to formulate generalizations and conjectures Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically) Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic) Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions Interpret solutions within the given constraints of a problem Evaluate the relative efficiency of different representations and solution methods of a problem

A.PS.5 A.PS.8

A.PS.9 A.PS.10

Reasoning and Proof A.RP.1 A.RP.2 A.RP.4 A.RP.8 Recognize that mathematical ideas can be supported by a variety Use mathematical strategies to reach a conclusion and provide supportive arguments for a conjecture Develop, verify, and explain an argument, using appropriate mathematical ideas and language Support an argument by using a systematic approach to test more than one case

A.RP.9 A.RP.10

Devise ways to verify results or use counterexamples to refute incorrect statements Extend specific results to more general cases

Communication Strand A.CM.1 Communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, Venn diagrams, and other diagrams Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form. Explain relationships among different representations of a problem Communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid Support or reject arguments or questions raised by others about the correctness of mathematical work Read and listen for logical understanding of mathematical thinking shared by other students Reflect on strategies of others in relation to ones own strategy Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others

A.CM.2

A.CM.3

A.CM.4 A.CM.5 A.CM.6 A.CM.7 A.CM.8 A.CM.9

A.CM.10 Use correct mathematical language in developing mathematical questions that elicit, extend, or challenge other students conjectures A.CM.12 Understand and use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale Connections Strand

A.CN.1 A.CN.2 A.CN.3 A.CN.4

Understand and make connections among multiple representations of the same mathematical idea Understand the corresponding procedures for similar problems or mathematical concepts Model situations mathematically, using representations to draw conclusions and formulate new situations Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Recognize and apply mathematics to situations in the outside world Recognize and apply mathematical ideas to problem situations that develop outside of mathematics Develop an appreciation for the historical development of mathematics

A.CN.6 A.CN.7 A.CN.8 Representation Strand A.R.1

Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts Recognize, compare, and use an array of representational forms Use representation as a tool for exploring and understanding mathematical ideas Select appropriate representations to solve problem situations Investigate relationships between different representations and their impact on a given problem

A.R.2 A.R.3 A.R.4 A.R.5 Anticipatory Set Discussion

Students will be asked a series of questions 1. How many of you live or have lived on the Plattsburgh State campus? 2. When the bridge was active, how many of you used the bridge to get to class in Hawkins Hall, Hudson Hall or Ward Hall? 3. While the bridge was still active, how many of you realized that

there were many other different ways to get to these locations? 4. With this realization, how many of you began to devise your own route to these buildings, whether you used different ones on a rainy day, sunny day or with a group of friends? After asking students these series of questions and having them realize that there is many different ways to get to one destination (goal), I will relate this idea to solving quadratic equations. Learning Activity The lesson will begin with students giving the teacher examples of what they think a quadratic equation is.

An organized definition of students examples and explanations will be written on the board. The definition presented to students will be, a quadratic equation in x, is an equation that can be written in the general form ax2+bx+c=0, where a,b,c are real numbers and a0. A quadratic equation in x, is also called a second-degree polynomial equation. Students will then identify which are quadratic equations and identify the a, b, and c. a. 2x2+3x+5=0 b. 3x+2=0 c. x+6=0 Once this has been successfully completed. The idea of completing the square will be introduced. Students will make connections to the example given in the beginning of class that not always one method will work but there are other methods that can be use to retrieve an answer. Students will be lectured on the important factors of the completing the square method. They will then understand: 1. If x2+bx is a binomial, then by adding (b/2)2, which is the square of half the coefficient of x, that a perfect square trinomial will result. X2+bx+(b/2)=(x+b/2)2 2. Because a perfect square trinomial must result, if the coefficient of the x2-term in a quadratic equation isnt one, they must divide each side of the equation before completing the square 3. (b/2)2 must be added to both sides of the equation. 4. When dividing an equation by the coefficient of the x2-term another function is proposed and the graph of the function changes.

5. Isolating the binomial so completing the square can be completed. Students will then work with the teacher to complete an example problem written on the board. (Solve by Completing the Square: x2-6x+4=0) With the results still on the board a work sheet of 3 problems will be administered to students. Students will be allowed to work with one another using notes to solve all three questions. The time has come for two students to put on the board their work use to complete and answer the first two problems on the worksheet. The student will then go over what he/she has done. This will be an open discussion format where student will be teacher and answer any questions his/her peers have. Students should become comfortable with using the completing the square method and understand thoroughly the 5 points given above. The stage has been almost set for the final phase of the lesson. The third problem was left to lead the class in this direction. Once again a student will write his/her work on the board communicating his/her thought process to the class. After the student has done this I will guide the students into making connections from this example to the general form of a quadratic equation ax2 +bx+c=0. With help the final phase of the lesson will be approached and the students will realize they have derived a quadratic formula from the general form of the quadratic equation. Students will receive an explanation of why and when the quadratic formula can and cannot be used. The importance of understanding that there are always different directions for one goal will be stressed. Following the derivation of the quadratic equation, the board will be erased, students will be asked to put away all notes and independently work on a problem that will be written on the board. (2x2-6x+1=0).

Provision for Diversity

Gearing Down There is some provision for gearing down, in terms of the content of this lesson. Students may need to review more extensively the performance objectives in the Algebra and Number Sense and Operation strand. For the students who may have difficulty taking notes, a copy of the lesson and problems will be provided. Students who are having a considerable difficulty during the class will be asked to come in for additional help.

Gearing Up For the students who have learned portions of this material in their previous educational experience will be encouraged to assist in the presentation. They be utilized as student assistants to lend their expertise to other students. In some cases, they may not have had experiences actually deriving the quadratic formula from the quadratic equation so this may be an area of interest for them. Students will be challenged to derive this formula since it is so abstract and general to them. Questions for Understanding Knowledge What are the definitions of a quadratic formula and completing the square?

Complete the square Comprehension Determine whether each of the following are quadratic equations and identify a, b, and c. Application Solve by Completing the Square: x2-6x+4+0 Solve by using the Quadratic Formula: 2x2-6x+1=0 Analysis Why do we add/subtract a constant to the left hand side of a quadratic equation? Why do we divide all sides by the coefficient of the x2-term? Why do we add (b/2)2 to both sides of the equation? Synthesis What relationship does the quadratic formula have with the completing the square method? Evaluation When would it be to your advantage to use the completing the square method? When will it be to your advantage to use the quadratic formula? PracticeGuided Students will work on the problems posed together in the class.

Independent Students will be asked to solve a problem problems at the end of each section and at the end while working on the class work/assignment sheet. Technology Integration The following site will be visited and discussed in class and will be assigned s interesting and fun to visit. National Library of Virtual Manipulatives

Utah State University Algebra (Grades 9-12) http://nlvm.usu.edu/en/nav/vlibrary.html Closure In summary, the quadratic formula can be used to solve and quadratic equation of the form ax2+bx+c=0 where a, b and c are real numbers and a0. This lesson provides a rich connection between the quadratic equation, the completing the square method and the quadratic formula. Students should be encourage to want to derive all mathematical formulas given from a general base. Ultimately students are thought many methods for solving one problem. Assessment Immediate (Formative)

Students will be expected to take notes in their math only notebook. Students will be observed as they work on selected problems throughout the class. If at any point, it is felt that the material has become too difficult or too easy, modifications will be made in the lesson. Each student will be given the opportunity to provide solutions to various questions posed during the class and to agree or disagree with the given solutions. The final opportunity for in class assessment will come on the handout containing class work/assignment problems. The feedback from the problems selected as class work will indicate the level of understanding of the lesson. Interviews may be conducted with students on an as needed basis. The following rubric will be used during class and on work for my information only. Students will not receive a grade based upon the rubric. 4 Possesses a good understanding of the solution of a completing the square and using the quadratic formula. Possess a good understanding of the solution of completing the square but has difficulty applying that to the concept of the quadratic formula

Possess fair understanding of completing the square method and quadratic equation but has understanding the difference of both methods Possess considerable difficulty applying both methods to solving quadratic equations.

1 Long Range (Formative)

There will be a homework assignment designed to allow them to practice of both methods of solving quadratic equations. Assignments will be checks at the beginning of the next class. All assigned homework will be collected, graded, and returned to the student the following day. Students have been previously made aware of the significance and point value of homework as a portion of their grade. There will also be an announced test after all material has been discussed and reviewed.