EDUC 2220- Educational Technology Lesson Plan Template

Solving a Quadratic using Factoring & Completing the Square

Devyn Dues

Algebra 1 (9th grade)

Common Core Standards:

Write expressions in equivalent forms to solve problems.
A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression.★
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it
defines.

Analyze functions using different representations.

F.IF.7 Graph functions expressed symbolically and indicate key features of the graph, by hand in simple cases
and using technology for more complicated cases. Include applications and how key features relate to
characteristics of a situation, making selection of a particular type of function model appropriate.★
b. Graph quadratic functions and indicate intercepts, maxima, and minima. (A1, M2)

Lesson Summary:
Students will be comparing three different types of quadratic equations (Standard Form,Vertex Form,
Intercept/Factored Form). They will see that these are all equivalent forms that tell you different pieces of the
parabola. They will need to use the following methods for solving to derive these forms: Factoring and
Completing the Square. Finally, they will graph the quadratics to visually see their equivalency.

Estimated Duration:
This lesson will be completed over two days (50 minutes each day). The first day will be focusing on the
algebraic part of the lesson. The second day will be utilizing more technology to support our algebraic
answers.

Commentary:
I don’t anticipate many challenges with this lesson. This is more of a “putting it all together” lesson where
students will be using knowledge from prior lessons to further compare the different forms and expand their
learning. This will also allow students who haven’t quite mastered the prior topics, to get further practice and
guided instruction.
  

Instructional Procedures:
Materials Needed:
Smart Board
TI-80 Software (Calculator)
Guided Notes (Space for algebraic work; Grids for graphs will be included on guided notes)
Factoring Video (Self-made video using iMovie)
Completing The Square Video (Khan Academy)
Plicker Cards
Chromebooks

Day 1:
-Warm-Up (5 minutes):
Students will be show 3 different Quadratic Equations through the Plicker App. Using the Plicker Cards,
students will submit their answers to identify what form each equation is written in (Standard, Vertex,
Intercept/Factored Form).
-Discussion of Warm-Up Results (5 minutes)
As a class, we will discuss the results of the class answers. We will discuss how we can visually identify the
three different types. If there were common errors, we will discuss those and why they were not correct.

-Lesson
Example 1: Solve the quadratic by factoring.
Students will watch a short video to remind them how we factor (5 minutes)
Class Discussion (5 minutes) on what form the quadratic must be written in so that we can factor (Standard
Form) and what point we are “given” in standard form (y-intercept).
Guided Practice (15 minutes): Using their guided notes, students will solve the quadratic equation algebraically
using factoring (Online Timer set for 5 minutes)
Class Discussion (5 minutes) about the solutions they got.
Class Discussion (10 minutes): Technology (calculator)-How can it help us confirm our algebraic answers?
What setbacks does using the calculator have? Show examples. What other technology resources can we use?
(Desmos). Are there any setbacks? What are they? Show examples. Close up lesson.

Day 2:
Warm-up (5 minutes): Using technology (calculator/desmos), solve the quadratic equation. Submit answers via
Plicker app.
Class Discussion (5 minutes): Go over results. How did using technology help? Faster? Issues?
  

Example 2: Solve the quadratic by Completing the Square/Convert the quadratic to Vertex Form.
Students will watch another short video to remind them how we solve the quadratic by Completing The Square
(Khan Academy video 6 minutes)
Class Discussion (5 minutes): What is the goal with Completing the Square? What does it mean to Complete
the Square? What form does Completing the Square easily convert to? What is the “given” point in
Completing the Square?

Guided Practice (10 minutes): Using guided notes, students will Complete the Square by solving the quadratic
AND also converting to Vertex form.
Class Discussion (5 minutes) about the solutions they got.
Class Discussion (10 minutes): How does using technology, specifically, Desmos, help us? What if this were a
multiple choice question, what strategies could be used to solve using technology? Which technology tool is
easier to use, Desmos or Calculator? Why? Close up lesson.

Exit ticket (5 minutes): Solve the quadratic using Polleverywhere.com

Students submit their answers & answer a question if they used technology to solve and if so, what was the
technological tool?

Pre-Assessment:
Students were given a pre-assessment at the beginning of the chapter via Edulastic (online assessment). These
questions come from the released questions about quadratics from the State Tests. Both standards listed above
were assessed.

Pre-assessment data showed that students had very little knowledge of quadratics, which makes sense because
it is an Algebra 1 standard. Students have not been taught about quadratics before. However, they have been
learning about diamond problems since 6th grade which is a tool used to factor. Earlier this school year
(Chapter 3), students learned about how to complete the rectangle (finding the area and perimeter), which is the
2nd tool used to factor. We have continued to practice both of these concepts throughout the school year in
order for students to show they have continued mastery.

Scoring Guidelines:
Scoring guidelines are based on points. The pre-assessment was out of 10 questions. The highest score was a
2/10, which appears to be based on good guessing (some questions were multiple choice). No student
demonstrated standard mastery. Each question was worth 1 point, regardless of the type of question. No
  

work points were given since it is formated similar to the state test; however, if multiple parts were
contained in the question, students could earn partial points.

Post-Assessment:
Same test as pre-assessment will be given (Edulastic online assessment), but as the post test, to see if progress
has been made towards mastery of standards. Mastery is defined as 7/10 or above. Same scoring system as
pre-assessment. For students who score below 7/10, supplemental instruction will be given during class time.
While those who have mastered the standards, will be given an extension activity.

Scoring Guidelines:
Same as described above. Online assessment based on answers submitted. Partial credit given. By using the
online system, makes the grading less subjective and more aligned with how the state test is scored. I will
review the submitted answers to ensure that the system didn’t incorrectly mark an answer.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
Extension Activity: Compare and Contrast the different ways to solve a quadratic. Introduce the idea that you
can Complete the Square when a =/ 1 . In Algebra 1, we only complete the square when a = 1 ; However, in
Algebra 2, students learn they can complete the square with any coefficient for a .
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Continue to utilize technology, specifically Desmos. If you are able to type in the quadratic equation into
Desmos and under what it means to “solve” a quadratic, aka find your x-intercepts, Desmos will graph the
parabola for them and they can click on the x-intercepts to get the answers. Very little math involved, more
technology driven.

Extension
Completing the Square when a =/ 1

Homework Options and Home Connections

Worksheet: 2 problems (1 HW problem for Factoring & 1 HW problem for Completing the Square). Algebraic
work must be show to support answers verified by technology. Will be graded on accuracy.
  

Interdisciplinary Connections
Not applicable. These are math specific topics. We do discussed how often the use of quadratics can be used in
everyday life. For business finding the min/max of profit levels. The parabolic motion of a football, baseball
being thrown.

Materials and Resources:

For teachers These were listed at the top of the lesson:

Materials Needed:
Smart Board
TI-80 Software (Calculator)
Guided Notes in a Smartnotebook file.
Factoring Video (Self-made video using iMovie)
Completing The Square Video (Khan Academy)

For students These were listed at the top of the lesson:

Materials Needed:
TI-80 Calculator
Guided Notes (Space for algebraic work; Grids for graphs will be included on guided
notes)
Plicker Cards
Chromebooks

Key Vocabulary
Quadratic equation
X-intercepts, roots, zeros, solutions
Vertex, max, min
Perfect Squares
A,B,C terms of a quadratic