Learning Objectives:
Common Core State Standards:
In this unit we will be learning how to solve quadratic equations. Before we can do so, we need to make sure that your math skills are ready for the lesson and that you understand what a quadratic function is.
Please complete the two warm-up activities below:
Throughout this unit, you will learn four different ways to solve a quadratic equation. You will learn that you cannot always use any method you like to solve a quadratic equation, sometimes you have to use one method over another. As we go through each method, please take notes on this frayer model. This will be due at the end of the unit.
Student Objectives:
This lesson is designed for a student in Algebra 1 entering the quadratics unit. With the format of hte lesson, I would imagine this taking place in a flipped classroom to maximize the time with the teacher. Students should complete the notes at home, so they can participate in the activity during class with their peers and then demonstrate mastery to the teacher using the IXL program. The teacher should be a math teacher with experience teaching quadratics and prefereably one who knows the strngths and weaknesses of the individual students since this unit would ideally be covered later in the year.
Student's prior knowledge:
Students should complete the IXL activity to 100% to demonstrate mastery of prior knowledge in order to be successful in this unit.
Students will then read an article which explains what quadratic equations are. They should take notes in their notebook on this topic.
Once students have completed their IXL and their notes, the teacher should then hand out the Frayer Model to each student and have them fill in the first page on Quadratic equations. The rest of the squares will be filled in throughout the remaining lessons. This should be collected and turned in for credit at the end of the unit. The Frayer Model is a proven method of helping students understand vocabulary by explaining it and several different ways. Studnets should write down their own definiton and come up with their own examples and non-examples. They may need help finding a relevent non-example for their first word
Below is an example of what their Frayer Model could look like:
Lesson - In your math notebook, go through the following lessons on how to solve a quadratic equation by factoring and take notes.
Activity - Four in a row factoring game
Assessment - You must obtain a smart score of 80 or higher. If you have worked for over 45 minutes and still cannot reach that score, then you will receive additional help from your teacher
Update - On Scholar you need to reply to the following prompt and comment on at least 2 other people's comments. Your answers should be in complete sentences and you must have at least 2 sen
Make a prediction on why there are 2 solutions to a quadratic equation and where you might see these appear on the graph.
Lesson - This is a flipped classroom, so these should be done at home the night prior to the lesson
Activity - This is done in class (any student who didn't do the notes should work on that independently)
Assessment - Once finished with the activity, students should complete this
Update - This should be done the last 10 minutes of class
Lesson - In your math notebook, go through the following lessons on how to solve a quadratic equation by factoring and take notes.
Activity - Tic Tac Toe Game
Get into groups of 2
Decide who is going to be X’s and who is going to be O’s
Each player should solve one problem on their list of questions by completing the square. Note: You don’t need to go in order of question number.
Once each person has finished, you both put your appropriate mark in the box that has your correct answer. Note: Not all answers will be shown in the boxes provided
If there are 2 of the same answer, then you may choose which box to make your mark
Once a player has gotten 3 boxes in a row with their mark, they win!
Assessment - You must obtain a smart score of 80 or higher on IXL. If you have worked for over 45 minutes and still cannot reach that score, then you will receive additional help from your teacher
Update - On Scholar you need to reply to the following prompt and comment on at least 2 other people's comments. Your answers should be in complete sentences and you must have at least 2 sentences.
Why would you have to solve quadratics by completing the square instead of factoring? Is there a situation when you could do either method?
Lesson - This is a flipped classroom, so these should be done at home the night prior to the lesson
Activity - This is done in class (any student who didn't do the notes should work on that independently during this time)
Assessment - Once finished with the activity, students should complete this
Update - This should be done the last 10 minutes of class
Lesson - In your math notebook, go through the following lessons on how to solve a quadratic equation by factoring and take notes.
Activity - Graphing real world quadratics
Assessment - You must obtain a smart score of 80 or higher. If you have worked for over 45 minutes and still cannot reach that score, then you will receive additional help from your teacher
Update - On Scholar you need to reply to the following prompt and comment on at least 2 other people's comments. Your answers should be in complete sentences and you must have at least 2 sen
Give a real life example of a quadratic that you can see in the world around you. Explain what the x and y axis would be measure in and what the x and y intercepts mean in that example and what the minimum or maximum value represents.
Lesson - This is a flipped classroom, so these should be done at home the night prior to the lesson
Activity - This is done in class (any student who didn't do the notes should work on that independently during this time)
Assessment - Once finished with the activity, students should complete this
Update - This should be done the last 10 minutes of class
Lesson - In your math notebook, go through the following lessons on how to solve a quadratic equation by factoring and take notes.
Activity - Solving quadratics task cards
Assessment - You must obtain a smart score of 80 or higher on IXL. If you have worked for over 45 minutes and still cannot reach that score, then you will receive additional help from your teacher
Update - On Scholar you need to reply to the following prompt and comment on at least 2 other people's comments. Your answers should be in complete sentences and you must have at least 2 sentences.
Explain why would you need to use the quadratic formula to solve a quadratic equation and not one of the other methods we have learned?
Lesson - This is a flipped classroom, so these should be done at home the night prior to the lesson
Activity - This is done in class (any student who didn't do the notes hsould work on that independently during this time)
Assessment - Once finished with the activity, students should complete this
Update - This should be done the last 10 minu
Your final task is to work in a group to solve some quadratic equation using the four methods we learned in the lessons above. Your group will then present your work in either a poster, slideshow, pamphlet, or another approved form of presentatoin. You should be working in a group of four and each person is responsible for demonstrating a different method of solving quadratics. You will be graded by your peers based on the rubric provided on the document.
Once you have finished, please fill out this short survey to describe how well you understand the material covered in this unit.
Grading is based on peer grades using the rubric provided below: