Lesson Plan Form

CSUDH - Teacher Education Department

Candidate:
Subject:
Grade Level:
Areli Galvez
Math
Algebra I
Standard(s):
Reasoning with Equations & Inequalities
HSA.REI.B.4
Solve equations and inequalities in one variable.
1. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
2. Solve quadratic equations in one variable.
3. Use the method of completing the square to transform any
quadratic equation in x into an equation of the form (x - p)
2 = q that has the same solutions. Derive the quadratic
formula from this form.
4. Solve quadratic equations by inspection (e.g., for x2 = 49),
taking square roots, completing the square, the quadratic
formula and factoring, as appropriate to the initial form of
the equation. Recognize when the quadratic formula gives
complex solutions and write them as a bi for real
numbers a, and b.

Date:
N/A
Single/Multi-Day Lesson:
Single Lesson

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Determining what a, b, c are when considering: ax2 + bx + c. Then they must substitute into
.
II. LEARNING OUTCOME (Objective):
Students will comprehend and analyze the quadratic formula by knowing when a quadratic equation will
have zero real roots, when it will have one real root, when it will have two real roots: giving examples of
each. Students will apply their knowledge of the quadratic formula by solving quadratic equations using
the quadratic formula. Students will evaluate when it is best to solve a quadratic equation by using the
quadratic formula (as opposed to factoring, completing the square, finding square roots, and graphing).
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students know what a quadratic equation is, the shape of a graph of a quadratic equation, and how to
calculate the discriminant. Students can use the discriminant value to predict how many solutions the
quadratic equation has. Also, by using their previous knowledge of factoring and completing the squares
students will arrive be able to arrive to the quadratic formula by completing the square in order to fin the xintercept.
Key Vocabulary: linear equation, x-intercept, quadratic equation, square root, irrational number, radical
expression, roots, quadratic function, discriminant, parabola.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
Warm-Up: ax2 + bx + c Solve for x by completing the square, and then discuss the process of
arriving to an answer as a class. The teacher will then briefly review quadratic equation form and
the shape of its graph with the students. The teacher and students will discuss where they see
parabolas in real life. I.e. arches, roller coasters, basketball shots, etc.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Step #1: Exploration
a. The teacher will introduce the first 2 steps to solving a quadratic equation:
1. Set the equation equal to zero
2. Identify a, b,and c using ax2 + bx + c
b. Students will practice each step with the examples problems on the board while the teacher
walks around the classroom and listens to students responses
Step #2: Explanation
a. Using the following example: f(x) = x2 + 3x - 4 the teacher will introduce the last 2 steps to
solving a quadratic equation:
3. To help students remember the formula the teacher will play the following video:
http://www.youtube.com/watch?v=O8ezDEk3qCg the teacher will write the quadratic
formula on the dry erase board as the video is playing. Once the video has played, the
teacher will sing the song and then the students will sing the song all together.
4. Plug & Chug: The class should solve the quadratic equation by plugging a, b, and c
values into the equation.
b. Teacher walks around the classroom and listens to students responses.
Step #3: Extension
a. The class will be divided into 3 groups; each group will be assigned a problem to solve
together. The problem will come from the Quadratic Formula Classwork. After the groups
have solved the problem, one member will be asked to present and described the steps they
took to solve the problem. Students should pay attention and take notes from the different
groups.
b. Teacher walks around the classroom and listens to students responses, and interactions.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
a. Worksheet
a. Individual students or in groups of 2, students will work on a worksheet with practice
problems.
b. Teacher walks around the classroom and listens to students responses. Teacher also
makes sure students are plugging the numbers correctly.
Step #5: Exit Slip
a. The students will be asked to complete an exit slip where they will be asked to solve the
following f(x) = 2x2 - 6x - 5 by using the quadratic equation. They must solve by showing all
4 steps discussed in class. Finally, the students will explain where the quadratic formula
could be useful.
b. Teacher walks around the classroom, and makes sure students are on task, and attempting to
answer the questions.
D. MATERIALS & RESOURCES:
Journals
Quadratic Formula Classwork
Exit Slip
V. ASSESMENT STRATEGIES (Methods for Obtaining Evidence of Learning
Students will be formatively assessed through their participation and effort in discussion, solutions to
guided and independent practice, and assignment. Students will be summative assessed through the exit
slip.

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and

PRACTICE):
Oral language
Working in groups and pairs
Hands on activities
Visuals
VII. HOMEWORK (IF APPROPRIATE):
None

Warm-Up:
Solve for x by completing the square: f(x) = ax2 + bx + c
The Quadratic Formula: Notes
Review:
Quadratic function form: _______________
Name and picture of graph: _______________
Examples of parabolas in real-life: ________________________
How do we solve for x in a quadratic function? _______________
The Quadratic Formula

Step 1: _______________
Step 2: _______________
Step 3: _______________
Step 4: _______________
Example: f(x) = x2 + 3x - 4 Use the quadratic formula to solve for x.
What makes linear equations and quadratic equations different? Linear equations have a degree of 1 and form a
straight line Quadratic equations have a degree of 2 and for a parabola
The Quadratic Formula: Classwork
Use the quadratic formula to solve for x in the following problems.
Show all work.
1. f(x) = 2x2 - 6x - 5
2. f(x) = x2 + 2x
3. f(x) = -2x2 + x + 3
4. f(x) = -3x2 + 2x + 1
Exit Slip
Solve the following using the quadratic equation. Show all 4 steps discussed in class.
f (x) = 2x2 - 6x 5
1. ___________
2. ___________
3. ___________
4. ___________