Lesson Plan Template

*sections pertaining to the Formative Assessment written in red

Date: 3/27/18 Teacher’s Name: Daniel Ferrara

Subject: Algebra II Grade level: 11
Unit: Quadratic Functions Length of lesson: 50 minutes

Central Focus: The focus for this lesson is to have students comprehend the first method of
solving quadratic equations by modeling through word problems. Students will recall their
knowledge of factoring polynomials and be able to use it along with the zero property to find
the roots of a quadratic.
Lesson Title: Solving Quadratics by Factoring
For unit, 2 out of 5:

Essential Question(s):
 How is solving a quadratic equation different from solving a linear equation?
 Why is it impossible to solve a quadratic with the same methods as solving a linear
equation?
 How can factoring be used to solve a quadratic equation?

Learning Standards:

Math:
 Reasoning with Equations & Inequalities A-REI (4a,4b): Solve quadratic equations in one
variable.
a. 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.
b. 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

Literacy: CCSS.ELA-LITERACY.RST.11-12.5: Analyze how the text structures information or

ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Pre-Assessment: For the Do Now activity, students will spend a couple of minutes factoring
some simple polynomials to have them remember the correct procedures necessary for this
lesson. We will also discuss the multiplicative zero property (a*0=0 for all a) which is also
relevant. This will demonstrate how fluent the students are with this particular prior
knowledge.
Learning Experience Outcomes Assessments
 Students will be able to solve quadratic  Students will participate in the “KWL” strategy
equations by factoring. where as they read the word problems on the
 Students will be able to interpret and model informational text, they will write down what
word problems with quadratic equations they know, what they want to know in order to
 Lesson Plan Template
*sections pertaining to the Formative Assessment written in red

which they will solve by factoring. solve them, and what they learned upon
completing them.
 Students will start the exercises on the
accompanying worksheet with a partner and
complete it for homework.

Differentiation
Approaching
 The strategy of KWL has the
strongest use for students
not grasping the material at
the level they should be. It
allows students to evaluate
where exactly they get stuck,
allowing them to ask
whatever questions they
need to the teacher or their
peers. Whether the difficulty
is acknowledging what they
know or what they seek to
know, they can always
reflect on what they learned
at the end of the problem.
On-level
 Students who are on-level
should benefit keeping track
of their own learning as they
progress through the text.
KWL can also be a distinct
strategy for taking extensive
notes on any type of
problem. On-level students
can study their past
problems from a full
perspective including where
they were before learning
how to do the problem.
Beyond
 Students at the beyond level
can take the opportunity to
connect this concept with other
topics in this unit. When writing
what they want to know (the
“W” in KWL), they can ask
theoretical questions that
allude to future topics. One
example is a student asking
“Will every quadratic be
factorable?”

Academic Language:
c. Vocabulary: quadratic equation, standard form, coefficients, roots, x-intercepts,
factoring, zero property
d. Language Functions:
a. Determine the two binomial factors of a quadratic equation, if it has any.
b. Solve the roots of the equation by setting each factor equal to zero and
evaluating.
 Syntax: Students will orally describe the process of factoring a quadratic and explain the
necessary steps in achieving the desired solution.
 Discourse: Students will accurately describe the method of factoring in relation to
solving quadratics and explain why this procedure is required for quadratics but not for
linear equations.

Procedure:

Anticipatory Set
a. The following two exercises will be part of a Do Now:
-Factor the polynomials x2 +4x+4 and 3x2 +5x+2
-Write down what you remember about the “zero property”. If you do not recall
this term, what do you think it refers to?
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*sections pertaining to the Formative Assessment written in red

Initial Phase
a. As a class, we’ll go over the Do Now and make sure everyone is familiar with
factoring and the zero property.
b. Through guided instruction, the teacher will explain combining these two
concepts to solve a quadratic equation.
c. Introduce students to the KWL method and demonstrate using this strategy with
one of the problems from the Do Now. We fill out the “know”, “want to know”,
and “learned” sections together as a class.
Middle Phase
a. Students will read the informational text either in pairs or individually. They will
use the KWL strategy to break down one problem of their choice using the
accompanying KWL template.
b. Students will volunteer to share what they wrote in “K” and “W” pieces of their
KWL for each word problem.

Concluding Phase
a. Now, discuss as a class what students have learned, or the “L” in KWL. Spend the
rest of class going over the exercises with student participants volunteering their
solutions. Students will hand in their KWL template upon completion.
b. Right before students leave, introduce the next lesson by mentioning that not all
quadratic equations can be factored, and that there are other methods for
solving such equations we will learn in the coming days.

Follow up: Students will complete supplementary exercises found on the following web address
for homework.
http://www.montemath.com/alg1unit5ccontextproblems.pdf

Materials:
 Informational text Worksheet
 KWL Template
 Homework Worksheet
 Computer
 Projector
 Whiteboard/Markers
 Internet access

References and Resources:

 Informational text: Chapter 9B: Solving Quadratics Algebraically Pages 13-14
https://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/360/Chap
ter%209B%20Packet%202013%20ATW.pdf
 Solving Quadratic Equations by Factoring (Word Problems) Worksheet
http://www.montemath.com/alg1unit5ccontextproblems.pdf
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KWL Template:

Statement of Problem:

Know (What do we already know about the problem?)

Want (What do we want to know to solve the problem?)

Learn (What have you learned from this problem?)

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KWL Template: Sample (Score of 3)

Statement of Problem:

Solve the quadratic equation x2 + 4x + 4 = 0 by factoring.

Know (What do we already know about the problem?)

-Standard form is ax2 + bx + c = 0, so it’s already in standard form.

- a=1, b=4, and c=4

-Once we factor, we set the two factors equal to 0 and solve.

Want (What do we want to know to solve the problem?)

-We want to find two numbers that when multiplied give us 4 and when added also give
us 4.

-We want to know how many solutions the quadratic will have.

Learn (What have we learned from this problem?)

-We have learned that x2 + 4x + 4 factors out to (x+2)(x+2), or (x+2)2.

-Therefore, we have learned that there is only one solution to the equation
x2 + 4x + 4 = 0 which is x = -2.
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*sections pertaining to the Formative Assessment written in red

Evaluative Criteria
Formative Assessment: KWL Template

Score Criteria
3 -At least 1-2 highly relevant entries in each section.

-Contains no errors or inaccuracies in mathematical

computation or conceptual understanding.
2 -At least 1 relevant entry in each section.

-Contains 1-2 minor errors in mathematical computation or

conceptual understanding.
1 -Missing entries in one or more sections.

-Contains multiple errors in mathematical computation or

conceptual understanding.