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Lesson Planning Sheet

Title: The Quadratic Formula

Learning Objectives: By the end of the lesson: All students should be able to use the quadratic formula to solve quadratic equations where the coefficient of a = a and are equal to zero. Most students should be able to solve a quadratic equation using the quadratic formula. Some students should be able to derive the quadratic equation by completing the square and use it to solve complex problems. Key words: Quadratic formula, constant, solve, coefficient

Learning Activities


Starter/Introduction Mini-Whiteboards In order for the Quadratic Formula to have meaning it is important for the students to understand its origins. Therefore it is best to begin teaching the formula directly after the students have learnt Completing the Square so that they are able to try and derive the formula from the general form of the equation. The proof video is provided to enable this. Alternatively, the PowerPoint could be used. For those students who are unable to handle the algebra it is more important they witness the derivation than be fully competent at manipulating the algebra. Development Once the formula is derived use it to solve the first example. Students often get confused identifying the values of a,b and c when the coefficients or constant are negative. It is important that when working through the problem to use a clear written method where each step clearly follows on from the last. Have the students attempt a few examples on their mini-whiteboards to assess their method. Once the students are able to use the formula it is important they are have the opportunity to apply it by deriving and solving quadratic a from known geometrical properties such as areas. Plenary Students are expected to derive a quadratic equation from the area of a trapezium. The equation is then solved using the formula. Assess the student's ability to derive the initial equation by breaking the problem down into two pairs to be shown separately on mini-whiteboards. Whilst there are two numerical solutions students should know that a length can not be negative and will therefore choose the positive one. Differentiation More able: Students could consider quadratic equations that can not be solved and explore why. This idea moves on to the discriminator which is at A Level. Students should be given plenty of time to try and derive the formula at the start of the lesson using the method of completing the square. Less Able Using quadratics where a,b and c are given as integers will enable the formula to be used as simply as possible.