Quadratic Functions Lesson 8

Solving Quadratic Equations using the Quadratic Formula

Lesson Summary
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Lesson Objectives
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Common Core State Standards: Standards for Mathematical Practice:

A.REI.4b^ MP.3
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Z MP.6
a bi
a b
Lesson Resources:
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Time Allotment  x ^^/
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Lesson Breakdown:
Day 1
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Day 2
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Quadratic Functions Lesson 8
Solving Quadratic Equations using the Quadratic Formula
Anticipated Student Responses
Steps and Learning Activities
and Teacher Support
Day 1
Quadratic Formula Opener 

Y&K Students may need assistance setting up the quadratic

^d equation. Remind them that they need to distribute the
 linear pairs to find the quadratic equation and set that
equal to the new area.
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Posing the Task 

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t
 Remind students what happens when the denominator of a
 fraction is equal to zero.

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 Have the students research how the quadratic formula is
 derived or have the students derive it themselves. This
concept will be addressed in depth during Algebra 2 or
Integrated Mathematics III.

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Remind the students that they must be careful when

substituting the coefficients into the equation that they
MUST be in the correct place or their calculations and
solutions will be incorrect. Often times, if b is negative, the
student may forget to make the value positive due to the
formula.

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Quadratic Functions Lesson 8
Solving Quadratic Equations using the Quadratic Formula
Anticipated Student Responses
Steps and Learning Activities
and Teacher Support
Day 2 
Discovering the Discriminant Activity  
 
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 The definition is referring to a quadratic equation, not a
 function. The graphs represent the nature of a quadratic
 equation to connect that the real roots are shown by the
 function intercepting the x-axis. When the function does
 not intersect the x-axis, then the equation will have
 complex roots, or no real zeros. 


Posing the Task:  
h Remind students to be careful when computing the
 discriminant that has negative values. This calculation
 may result in the wrong number of roots.
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Day 3 
Quadratic Formula Problem Set  ,
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d 
 Remind the students to rewrite the equations in standard
 form to determine the values of a, b and c. If not, this will
d cause a sign error and result in incorrect solutions.
 
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 Remind students that they can use the discriminant to
 check to see how many roots there will be for the quadratic
d equation. They can also substitute the value of x into the
 equation and solve to see if it is correct. Some students
 may need to write out the values for a, b and c to help
 them determine the discriminant.




 

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Quadratic Functions Lesson 8
Solving Quadratic Equations using the Quadratic Formula
Anticipated Student Responses
Steps and Learning Activities
and Teacher Support
Day 4 
Performance Task  
 
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 Refer to the diagram that shows how far the pitchers box
 is away from the beginning of the platform, the hole, and
 where the platform ends.
 
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 What would it mean if the solution were negative?
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 Well lets draw the parabola, what does it look like?
Z What is its path?
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 So, is that the whole parabola?
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Where would the rest of the parabola go?
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Correct. So where is our negative solution?
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Then, that means that the negative solution is extraneous
in the context of this situation.




















 

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Quadratic Functions Lesson 8
Solving Quadratic Equations using the Quadratic Formula

Resources for English Learners

English Language Objective(s):

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EnglishLearners Unit Vocabulary:

Every Day Terms/ Phrases (Tier 1) General Academic Terms (Tier 2) Content Specific Terms (Tier 3)
  
  
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EL Strategies:
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Analysis of CCSS Implementation

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Quadratic Functions Lesson 8
Solving Quadratic Equations using the Quadratic Formula


Learning Progressions
Previous Knowledge
8.EE.2.h  
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The solutions for quadratic equations using the quadratic formula will require the student to know how to represent and
calculate expressions with the square root. Students will acquire this skill in an 8th grade math class.

Current Knowledge
A-REI.4b.^

Students will solve quadratic equations by completing the square.

Next Knowledge
A.APR.2h<Z
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Students will learn how to solve polynomial functions. Students will acquire this skill in an Algebra II or Integrated Math
III course.

Materials & Attachments : 
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Quadratic Formula Opener:

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Discovering the Discriminant E

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Quadratic Formula Problem Set E

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5x2  2 x  25 0    

4 x2  11x  1 0    



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The Quadratic Formula Performance Task E

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A1 (d ) 0.25d 2  7d  3  K1 (d ) 0.4d 2  11d  3.5 
A2 (d ) 0.25d 2  8d  3  K 2 (d ) 0.45d 2  12d  3.5 
A3 (d ) 0.25d 2  10d  3  K3 ( d ) 0.4d 2  13d  3.5 




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Teacher Notes Quadratic Formula

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Teacher Notes Discriminant

Discriminant.

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Quadratic Formula Opener

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(2 x  15)(2 x  8) 360
46 r 462  4(4)(240)
4 x 2  46 x  120 360 x
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4 x 2  46 x  240 0

x 15.39,3.89



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Discovering the Discriminant E

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 c( x) x2  5x  6  v( x) x 2  2 x  1  m( x) x2  2x  5 

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Quadratic Formula Problem Set E
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The Quadratic Formula Performance Task E

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(these functions assume the toss is thrown at the center of the platform and is perpendicular
to the foul line).

A1 (d ) 0.25d 2  7d  3  K1 (d ) 0.4d 2  11d  3.5 
A2 (d ) 0.25d 2  8d  3  K 2 (d ) 0.45d 2  12d  3.5 
A3 (d ) 0.25d 2  10d  3  K3 ( d ) 0.4d 2  13d  3.5 




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