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Chris Wasnetsky 1/28/14 Field II Guided Learning Lesson Plan for Mini Unit (50 minutes)

Standards Subject Area 2 - Mathematics Standard Area 2.3 - Measurement and Evaluation Course 2.3.A2 - Algebra II Standard A2.1.3.1.1 - Write and/or solve quadratic equations (including factoring and using the Quadratic Formula). Objective - By the end of the lesson, students will be able to solve quadratic equations using the method of completing the square. Homework/Reinforcement - Start class by reviewing homework given from previous class. - Call out on students for answers, while going over troublesome problems on the board for the entire class to see. Answers that are wrong should be corrected by student by guiding them to the correct solution. Attention Getter - After the review of homework has been completed, begin the lesson by drawing the picture below on the board:

Introduction - Instruct students to break off into groups of five or less (assigned by the teacher).

Ask the group to find four items of information by working together from the figure: the area of the figure on the board, the area of the missing piece, the area of the previous two bits of information found added together, and to find an expression for the area of the big square if it had the missing piece filled in (in a different form than the previous answer).

Body - The answers are x2+2x, 1, x2+2x+1, (x+1)2, respectively. - Checkpoints for the students are the answers to each of the four steps; they should work sequentially because each answer depends on the answer from previous parts. - The teacher might have to help some groups with the fourth part, try removing the extra lines and just draw a square with side lengths of (at this point student should answer) x+1. To find the area, just square it. - When groups are nearing completion, have them begin on another similar problem:

Instruct students to use the same steps as before to answer the four questions (answers are x2+10x, 25, x2+10x+25, (x+5)2, respectively). Roughly one minute after the first group to complete both figures, end the groups and have students return back to their desks (the slowest group should have completed the first figure, at the least, with teacher help). Introduce the concept of completing the square to the class by saying that this is precisely what they have just been working on: filling in the missing square to the figure above. Guide the students into the formal definition of completing the square by having them first give the total area of the first figure (x2+2x), then having them give the area of the missing square (1), and then having them give the area of the entire square (the last step: (x+1)2). Have a student from the group who finished first answer the same questions for the second figure. Ask the students if they notice a pattern between the two answers (the pattern is the side length of the missing square is the number inside of the parentheses in the answer of the fourth part of the problem). Finally, ask students if they recognize how the side length of the missing square is formed (half of the coefficient of the x term).

Formalize this definition to the students: for an equation given in the form x2+bx, to complete the square, add (b/2)2 in order to form the expression x2+bx+(b/x)2 = (x+ b/x)2. (there must be a 1 in front of the x2) Note to the students that this method will be used in class tomorrow in order to derive the general form for the solution to the quadratic equation. Spend the rest of the class going over examples (make them up on the spot in order to show that this process works for any expression in the above form) until 5 minutes is left.

Review/Wrap-up - Assign homework based on the material learned in class. - Briefly go over the first problem assigned to the students together with student input/answers on the board. - If time allows, students may begin homework until the bell. Performance/Behavior Standards This presentation is of the form of Guided Learning. Student input is required in great amounts during the lesson, guiding is only done by the teacher in specific parts. The teacher also expects the students to solve problems the way they are presented by the teacher. Assessment Throughout the course of the lesson, assessment is performed by the act of student input towards the solutions to the problems given in groups. Reinforcement of Key Concepts This is performed by working through many examples during the lesson. The key components of the lesson are present in each example and are reinforced every time a problem is solved. Diversifying Instruction If students need individual help, sufficient time can be given while going around to check on groups.