Solving Quadratic Equations by Graphing Lesson Plan

Unit 9 - Lesson 2

Grade: _______8th/9th______
Date: ____Day 2 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Solve quadratic equations by graphing.

Learning Objectives
Student Learning
Targets

Estimate solutions of quadratic equations by graphing.

I can solve quadratic equations by graphing.
I can estimate solutions of quadratic equations by graphing.

AL COS 17)
[A-REI4]

Solve quadratic equations in one variable.

b. Solve quadratic equations by inspection (e.g. for 2 = 49),
taking square roots, competing the square and the quadratic
formula, and factoring as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives the
complex solutions, and write them as for real numbers
and .

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
a. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

AL COS 11)
[A-CED1]

Create equations and inequalities in one variable, and use them to

solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.

AL COS and CCSS

Standards

Materials/Equipment

Notes graphic organizer

Graphing calculator or other graphing technology (i.e. Desmos)

Key Vocabulary: parabola, vertex, roots, maximum, minimum, domain, range

Before Class:
Prep notes packets in SmartBoard program
Print all handouts

Pre-Instructional
Activities

Warm-Up:
Label the following parts on the parabola (on notes packet):
parabola
vertex
minimum
maximum
axis of symmetry
x-intercept(s)
y-intercept(s)
roots

After students complete warm-up, randomly call on students (using equity cards) to put
up one piece of the warm-up on the board. If the students obviously have gaps, review
over concepts from yesterday again; this could be accomplished by reviewing the
previous nights homework problems or by creating new real-life applications for
students to work through.
If no major questions or gaps need to be addressed, begin working through the notes
packet using a scaffolded We do/Yall do approach for the first two examples. Reiterate
how to graph the parabola using the standard form of the quadratic equation.

Teaching

Technology integration: From the third example on, teach students how to graph
quadratics on their graphing calculators. Then show students how to find roots,
maximums/minimums, or in general how to trace the path of the quadratic. Work
through several equations before returning to notes packet. Using We do/Yall do/You
do, work through the next three examples.
For the last example, work together as a class to unpack what the word problem
actually means. The students should work together to understand that time is the x-axis
and that height is the y-axis. Then as a class, interpret the problem in terms of its
context.

Closure

Formative Assessment: QuickWrite/QuickDraw

On the left side, show a picture to help explain your comparison.
On the right side, explain the different types of roots a quadratic equation can
have, and come up with an equation to match each. Be sure to include the
following words: parabola, x-axis, root, double root, no real root, quadratic
function.
Homework: Textbook Pg. 558 #s 11-33 (odd)

Bibliography

Glencoe Algebra 1 2014 Pgs. 543-544