Lesson Planning Sheet Title: Completing the Square Learning Objectives: By the end of the lesson: All students

should be able to solve a quadratic equation in the form ax2+bx+c=0 where a = 1 using the method of completing the square. Most students should be able to solve a quadratic equation in the form ax2+bx+c=0 where a 1 using the method of completing the square. Some students should be able to use completing the square to solve equivalent quadratic identities. Key words: Completing the Square, General quadratic equation, Coefficient Learning Activities Starter/Introduction Students are asked to solve a pair of equations for x and y using an algebraic method. The starter is intended to introduce the notation of a squared algebraic term. Most students tend to expand the brackets to solve the equation or use a method of solving through factorisation. The best will know to square root both sides. It is important to allow the students to try different methods to solve the equations since Completing the Square up to this point would be a unique method of solving quadratics. Development When introducing Completing the Square to solve quadratics it is important for the students to appreciate such a method. Therefore, the first equation on the second side cannot be factorised. It may be worth showing the graph of the equation and highlighting the roots to prove that whilst it can not be factorised it does have solutions for x at y =0. Discuss how the coefficient, B is the sum of the constants in the brackets. Therefore, to create a square the lengths must be the same and expand to give x2+4x+c. However, the area of the square is now x2+4x+4 so to complete the square 4 must be subtracted to make x2+4x and a further 6 must be subtracted to get back to the original equation x2+4x-6=0. Emphasise the importance of first creating the square and then completing it. The use of diagrams such as the one to the left should be encouraged as part of the normal working out process. Once the equation is in the form continue to work through the algebra as shown: Resources:

Students will need to work a few of these examples with the teachers guidance in order to gain proficiency and confidence with the algebra. Students should be encouraged to work through the problems independently on miniwhiteboards so that the teacher can assess their working. Extension When ready, move on to solving equations where a does not equal one. It is important to discuss the need for a = 1 in order to make a square. For example:

Once the algebra is secure the students should be encouraged to work independently through repetitive style questions. Plenary The plenary is intended to assess the students ability to write a quadratic in the form of completing the square in order to match terms. Alternatively, students could expand the brackets out and make the RHS = LHS. Either way the students will have a consolidated view that the two representations are equal. Differentiation More able: Students should attempt more problems where a

1.

square.

Students should find the minimum coordinate of the curve using completing the Students could have the opportunity to derive the Quadratic Equation

completing the square.

Less Able Students may need to keep to quadratics where a = 1 and the value of b is an even integer.