Edtec 671: Learning Environment Design Spring 2013 Scenario-Based E-Learning Topic: Completing the Square Draft of Presentation

Frames

Susan Reynolds

Frame 1: Title Page and Introduction. Title: Completing the Square Goal: When you are finished with this tutorial you will: Further understand how the area of a square relates to the lengths of its sides Be able to use an area model to Complete the Square Use Complete the Square to write a trinomial as a perfect square binomial First lets review what you know about SQUARES (picture of spongebob) Frame 2: Pictures of squares, remember kindergarten, squares are everywhere in our world, etc Take a minute and look around, how many squares can you see at this point in time? Frame 3: Part 1: Squares and their properties Stem Distractors Identify everything you know all sides are the same about squares (drag and drop length question) all angles are 90 degrees sides are straight if you multiply the two sides together, you will have the area A = s2 sides are curved none of the sides have equal measure A = pi r2

Feedback Correct.

Circles are curved. Incorrect. This formula is for a circle

Frame 4: Nice work! The property of squares that we will focus on for this tutorial is area and how area is related to the measure of the sides. If you recall, Area = side x side. For squares, since the sides are equal you will often see the equation written as A = s2 (A = Area, s = side) If you think about this physically, If you know how long one of the sides are, you can multiply it by itself and discover how much stuff you have on the inside. Conversely, if you know how much stuff you have on the inside of the square, you can take the square root to find the length of on side. To recap: side length x side length = amount (area) of stuff inside the square which can be re-written: amount (area) of stuff inside the square = side length x side length

Examples with numbers 1) If one side of the square is 10 feet long, how long are each of the other sides? (10 feet). What is the area (amount of stuff inside the square)? 10 feet x 10 feet = 100 feet2 2) What if we are given the inside area? How will we find the length of each side? Say the inside of this square has 64 m2 of stuff inside it (area) since A = s2, we can substitute in 64 for A 64 = s2 Take the square root of both sides to get s = 8 m so 64 m2 = 8 m x 8 m Now try a couple of practice problems on your own.. Frames 5 & 6 Given the square, find the area 7 m

49 m2

Correct. 14 m is side + side 28 m is the perimeter Correct. Take the square root of the area to find the length of the sides Incorrect. Take the square root of the area to find the side. Incorrect. This number is 16 squared. You need to square root the area to find the side.

14 m 28 m 4 in

Find the missing sides of the square if the area is 16 in2 s = ? 16

8 in

256 in

Frame 7: Part 2: Completing the square Now that we know how the sides are related to the area, we can use this area model to help us with our Algebra. The area model is a lot like a multiplication table. (insert small portion of a multiplication table here) On the left side we have 4, on the top we have 3, we want to know what 4 x 3 is so we follow the row and column until they meet and we see that the answer is 12! For a square it is even easier because the sides are equal, but we are (of course!) going to be using variables in the expressions for the lengths of the sides. Here is an example:

So, we have to fill in the inside of the square by multiplying the outside pieces together x + 3 x + 3 Top left is x*x = x2 Top right is x * 3 which we will write as 3x Bottom left is 3 * x which we will also write as 3x and the bottom right is 3 * 3 = 9 The bottom right is also known as the Complete the Square box because his is the number you will be finding in the next lesson.

Now you try a few practice problems. Remember, the sides of a square are always equal, so if one side is, for example, x 3, then the other side HAS to be x 3, because if it wasnt then you would be dealing with a rectangle, not a square. As you work through the problems, try to notice patterns that arise on the inside of the box. It will help you when you get to the next lesson in this tutorial Frames 8, 9, and 10 Complete the square Stem Using the area model, drag and drop the pieces to fill in each section of the square x + 6 x + 6

Distractors Upper left = x2 Upper right = 6x Lower left = 6x Lower right = 36 2x Correct

Feedback

Incorrect, remember to multiply terms to find area Incorrect, remember to multiply terms to find area

12

Fill in the sides and find the number that will complete the square (drag and drop) x2 6x

Sides = x + 6 CTS = 36

Correct!

6x

CTS = 12 CTS = 6 sides = x + 6x

Incorrect

Find the side lengths and missing pieces of area inside the square (drag and drop)

Inside: -5x, 25 Sides: x 5

Correct. Correct.

x2

-5x Inside: 5x, -25 Sides: x + 5, x + 25 Incorrect

Frame 11: Part 3: Using Complete the Square to write a trinomial as a perfect square binomial. Introduction: Up to this point, we have recalled what we know about squares and have used the area formula for a square to relate length of side to the amount of stuff (area) inside the square. In the second part of this lesson, you began to fill in the square and sides with algebraic expressions. In part 3, we are only going to be given the x terms of a quadratic expression. We will split these up inside our square (so that it will follow the patterns from the last lesson) and calculate the number that will complete the square (remember the bottom right box?). Once we have all of the insides, then we can set the inside (area) equal to the length of a side multiplied by itself (or side squared) Notice all the squares? If we can get to the point where we can write a trinomial as a perfect square binomial (what you will learn in this lesson) then we can solve any type of quadratic using this technique (this will be a different tutorial). Ok, lets get started. Frame 12: Lets start where we left off during the last lesson with our square: x + 6 x + 6 If you finish the multiplication, you will find the bottom right box is equal to 6*6 = 36. This is the CONSTANT (meaning there is no variable with the number). We will call the number in this box c (for constant or you can think about it the number that will complete the square) In this square c = 36 Now, using our area formula for squares A = s2, lets re-write what we have from our square: Area = inside x2 + 6x + 6x + 36. If you combine like terms, you will end up with a wonderful trinomial (3 terms) x2 + 12x + 36

Now, since A = side * side, we can substitute the trinomial in x2 + 12x + 36 = (x + 6)(x +6) Our ultimate goal is be able to write the trinomial as a perfect square binomial so we will finish by writing this expression as: x2 + 12x + 36 = (x + 6)2 trinomial = perfect square binomial The reason we want the (x+6)2 term is because when we get to solving quadratics, we can easily do this by taking the square root (but that is in the next tutorial.) Practice on the next problem: Frame 13: Stem Fill in the area of the square based on the side lengths and then write as a trinomial = perfect square binomial Distractors Upper left = x2 Upper right = 7x Lower left = 7x Lower right = 49 (x+7)2 = x2 + 14x + 49 14x, 2x, 14 Correct Feedback

x + 7 x + 7

Incorrect Incorrect

(x+49)2 = x2 + 7x + 14

Frame 14: Great! You are doing really well! The next and final step is to be able to split up the x terms into equal pieces inside the square, transfer to the sides, find c and then write the trinomial as a perfect square binomial. Easy! So, you will typically have something similar to x2 + 8x + c and it is up to you to complete the square to find c, figure out what the side lengths are equal to and then rewrite the trinomial as a perfect square binomial. Steps: 1) Start by drawing a square with four divisions 2) The x2 term ALWAYS goes in the upper left, so place that there

3) Now, if you recall the pattern the upper right and lower left boxes always hold the x terms and (THEY ARE ALAWAYS EQUAL? this will be an choice)! So split up the 8x into two equal pieces and place (4x) into the two boxes. 4) Now we have to figure out what the sides are going to be. x2 is always x * x so place x both above the x2 box and to the left of it. Now we have to split up 4x. What number must go above the 4x box? (4) Yes! and again to the left of the other 4x box. So now check, are your sides equal? they should both be x + 4. 5) Now you can multiply c! What is c? (16) Correct! 4x4 is indeed c. 6) Almost finished. Rewrite the insides as a trinomial and set equal to (side)2 x2 + 8x + 16 = (x+4)2 Voila! Mission accomplished! If you can accomplish this then you are set to move on to SOLVING quadratics by completing the square. Nice WORK! Time to practice. Frame 15, 16: Find c to complete the square and then write the trinomial as a perfect square binomial. x2 10x + c c = 25 x2 - 10x + 25 = (x - 5)2 c = -25 c = 100 c = -100 Correct! Correct! Incorrect

Find c to complete the square and then write the trinomial as a perfect square binomial. x2 + 2x + c

c=1 x2 + 2x + 1 = (x + 1)2 c=4 c=2 c = -1

Correct. Correct.

Incorrect

Frames: 17- 22 Lesson QUIZ Multiple choice 1) How are the sides of a square related to the area? 2) If I have the area of a square, how can I find the length of one side? 3) What term will go in the upper right box of the given square?

4) Which of the following are characteristics of the area model we have been working with for squares? 5) find the number c, that will complete the square for x2 20x + c 6) Complete the square to find c, and then rewrite the trinomial as a perfect square binomial Frame 23: CONGRATULATIONS This frame will display quiz results and let the learner know they are ready for the next tutorial and also what an awesome, brilliant mathematician they are. Maybe even review the relationships they have spent time on and will need for the next tutorial.