Lesson Plan Quadratic Formula Yr 11

Day: M T W T F Date: 16th Feb 16 Time: 11.15-12.10am Year: 11

Learning Area: Maths Methods Topic: Quadratic Formula
Curriculum content description: (from ACARA) Mathematics Methods / Quadratic
relationships / Topic 1.1.9. Solve quadratic equations including the use of quadratic formula and
completing the square.

Students prior knowledge and experience: (Outline what the students already know about this
topic)
"

"

Students have previously r ecognised features of the graphs of =

2 , =(p)2+q, and

=()(), including their parabolic nature, turning points, axes of symmetry and
intercepts.
Students can complete the square for monic and non-monic quadratic equations in the
general form ax2+bx+c.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

Review the basic algebraic concepts and techniques required for a successful introduction
to the study of functions and calculus.

Learning objectives:

Evaluation:

On completion of this lesson, students will

be able to:

(Explain how you will know that lesson objective have

been achieved / monitor student learning)


" Students will demonstrate
understanding and fluency by working
in class on a set of exercise questions
from the class text.
" Page 26, Exercise 2.3, questions 1-4
Page 27, Exercise 2.4, questions 1-13

(What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

Students will be able to find exact
solutions for quadratic equations by
completing the square and taking the
square root.
Students will be able to identify the
discriminant and determine from it the
number of solutions of a quadratic
equation.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

" Paper / Pens / Pencils / Textbook

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Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

"

Have an awareness of students who may need more assistance or who have less
experience with this concept because they have come from Maths stream 2.

"

Have an extension activity ready - Move on to quadratic inequalities, Class text, pg 28.

Timing Learning Experiences:


5mins

10
mins

1.
"
"

Introduction: (How will I engage the learners?)

Students enter the room and prepare for mental maths activity.
Prayer.

2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

PART 1 - ways to solve quadratic equations

"

Ask students to consider the ways we can solve quadratic equations:

"

Factorise then the solutions (roots or zeros) are;

From 0 = k(ax - p) (bx - q)

Solutions for x are x = (p/a) and (q/b)

"

Complete the square then take the square root;

From 0 = k(x - p)2 - q

Solutions for x are (x - p)2 = q/k

x = p +/- sqrt (q/k)

"

From the general form we can use the quadratic formula;

From 0 = ax2 + bx + c

Solutions for x are

"
"
"
"
"
"

Easy to see that the part of the formula under the square root will determine how many
solutions exist for x.
If POSITIVE, x will have 2 solutions.
If ZERO, x will have 1 solutions.
If NEGATIVE, x will have no real solutions (No real solutions for square root of negative,
only imaginary solutions).
This part of the formula is called the DISCRIMINANT.
Remind students to try to understand this rather than memorise it so it becomes common
sense when they need to use it.

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10
PART 2
" Remind students that in the previous lesson, we learned how to complete the square.
mins
" Completing the square is the basis for the quadratic formula.

" Show them the derivation (attached).









30min PART 3
" Students to complete Ex 2.3, Qu 1-4 and then Ex 2.4 Qu 1-13

" Canvas the room helping out where necessary.








5 mins
3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)



" Explain to students that the quadratic formula is always readily available but its better if
they understand that its just the completed square form rearranged to isolate x. Its helpful

to understand how and why it works and the use of the discriminant.






Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

This lesson ran beautifully. All the students were focussed as we stepped
through deriving the quadratic formula and worked cooperatively on
the exercises as instructed. Deriving this formula is incredibly creative
and its exciting maths. The students seem to enjoy my passion for maths
and maintained their interest throughout.
This lesson also gave me a perfect opportunity to learn about how I
could have scaffolded the students learning. My mentor teacher gave me
valuable feedback on how I could improve the lesson by changing the
format slightly. Between explaining the concept and asking the students
to work on an exercise, I could have worked through some example
exercises on the board, scaffolding their learning by increasing the
complexity of each example.
Reflect today, improve tomorrow My new mantra!

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