Lesson Plan

ETAP 524
Name: Kelsey ODonnell

Module: 4

Lesson Plan Title

How to Solve a Quadratic Equation
Discipline and Topic
This lesson will allow the students to explore four different ways to find the roots of a
quadratic equation.
Target Population
This lesson will be presented to a 9th grade Common Core Algebra class, whose
population of students is intermixed with thirteen 9th grade students, seven 10th grade
students, five of which have never taken this course before, two who are course
repeaters, and one 11th grade student who has never completed a Common Core
Algebra class.
The majority of the students (more than 80%) in this class prefer to work in partners
or groups, and they enjoy hands on activities and games.
I have two students in particular who would prefer to work alone, and would be
considered logical learners in my eyes.
The students will already have been introduced the four ways to solve a quadratic
equation, in separate lessons, but they have never worked on more than one method at
a time. Since they have viewed these methods separately and spaced out in the
curriculum, some may have not even made the connection that all four methods are
related. The students will be expected to know how to use their graphing calculators
to appropriately locate the roots of the parabola on the graph and by viewing the
table. The students are also expected to be able to factor trinomials and binomials in
order to solve for the roots algebraically.
Curriculum Alignment and Common Core Standards
Understand solving equations as a process of reasoning and explain the
reasoning.
Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable
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.
Solve quadratic equations by inspection (e.g., for x 249 , 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.
ISTE NETS Standards
Apply existing knowledge to generate new ideas, products, or
processes

Communicate information and ideas effectively to multiple

audiences using a variety of media and formats

Goals
Students will learn in detail how four methods can be used to find the roots of a
quadratic equation
Objectives (State)

Students will be able to solve quadratic equations algebraically by method of

completing the square, quadratic formula, and factoring.

Using their graphing calculators, students will be able to locate the roots of a
quadratic equation from the graph and table.

Students will be able to create a concept map explaining in detail the four
methods and the steps that are required to find the roots of a quadratic
equation.

Underlying Educational Theory

Constructivism: They argue that students situate the learning experience within their
own experience and that the goal of instruction is not to teach information but to
create conditions in which students can interpret information for their own
understanding (Smaldino, 2015). By creating their own concept maps the students
will be able to interpret information for their own understanding in order to set up
and solve quadratic equations with multiple methods.

Materials Description and Timing

Classroom set of laptops (30 laptops) that the students will use to create their
concept maps on www.mindmeister.com A software selection rubric to
evaluate the appropriateness of MindMeister is attached in another file.
Ti-84 Graphing Calculators (24 calculators)
https://www.mindmeister.com/670266322/how-to-solve-a-quadratic-equation
(Here is a link to my example of a concept map describing the four methods in
finding the roots of a quadratic equation)

Supplemental Materials/Links
The homework assigned to the students will be to finish their solutions showing the
algebraic work to solve their assigned quadratic equation using all four methods. Thus
they will have four problems for homework, one for each method. If they do not
finish their concept map in class they will have to finish that for homework as well.
Lesson

(10 min.)

Whole class review on the four ways to find the roots of a quadratic
equation, putting emphasis on how to complete the square (typically
the most challenging method.) An example of how to complete the
square will be done on the chalkboard, with listed steps, and left up as
an example throughout the class period for students to refer back to.
During the introductory explanations, I will use the ti-84 software to
display the enlarged graphing calculator and briefly reiterate the steps
in finding the roots of the quadratic graphically.

(5 min.)

Now I will explain the project the students will be working on in

groups. Predetermined groups will be displayed on the SMART board,
along with the quadratic equation each group is to work on. Directions
for the project will be handed out at this time.

(20 min.)

Students have this time to work collaboratively with their partner to

create a concept map linking the four methods in solving a quadratic.
They will list the steps of each method in their own words, adding
images, color and text to the map. They will use the free software
www.mindmeister.com. If they finish early, they may work on the
solutions to solve their assigned quadratic equation using each method.
Each method must be explained on the map, and the students will use
their maps and follow their own steps to find the roots. The algebraic
work to solve the quadratic equation will be done on a separate sheet
of paper. Each student must turn in their own answer sheet with the
problems worked out, but only one concept map per group needs to be
completed.

(5 min.)

As an exit ticket, each student must write the steps needed to solve the
one question displayed on the SMART board using the method of
completing the square, as well as solve the problem. (The steps written
on the chalkboard before will have been erased) They will turn in their
exit ticket and place their work in one of three folders labeled:
UNDERSTAND, IN-BETWEEN and DONT GET IT

Assessment of Students
I will grade the exit tickets, out of a score of 10 points. The points will be broken up
as follows:
2 points: 1st step Isolate the x terms
b 2
nd
2 points: 2 step Add
to both sides of the equation
2
2 points: 3rd step Factor the trinomial
2 points: 4th step Take the square root of both sides of the equation
2 points: 5th step Be sure your final answer is represented by

()

Objectives

4-5 points

2-3 points

1 point
0 points
Less than three
methods are
All four methods
The methods are
shown on the
No Methods
are displayed in a
displayed, but
Methods
concept map,
are displayed
visually appealing more information
and
or
poor
Below and
is the
rubric that
will be given
to the students at the start of classcorrectly
organized
way
is required
visuals and
organization
No correct
All 4 solutions are
All 4 solutions
Solutions and
Not all
correct and proper
are correct, but
or no work is
Solution
solutions are
work is shown for some not all work
shown. NO
correct
each example
is shown
WORK= NO
CREDIT!
Laptops and
Laptops and
graphing
Laptops/
graphing
calculators were
graphing
calculators were
used
calculators were The concept
used appropriately, appropriately, and
not handled
map was not
Technology
and
digital and aLesson
digital concept
Evaluation
ofaStudents
properly and
created using
concept map was
map was
concept map
technology
successfully
successfully
I will consider this lesson a success if the following
criteria
is met:
was
not saved
created and saved
created but was
1) If at least 75% of the students score 80% ortohigher
on the exit ticket
the s-drive
to the s-drive
not saved to the
2) If at least 80% of the class period is used effectively by at least 80% of the
s-drive
students which means they are working with their partners diligently, and not
Did not use
distracted or talking of other things
class time to
3) IfUsed
the students
show any
indication
that making
concept
class time
Worked
in class
Spentamost
of map is useful to
work on
them
personally,
at least
one ofbut
them hasclass
a moment
responsibly,
and or if with
partner,
not of clarity where the
In-class
project. map
methods start
to make was
sensevisibly
as a result
steps on the concept
diligently
worked
off of creating
working
Participation
and partner
make this
known
by verbal
written explanation.
with
tillmoment
the task
on more
than or appropriately
end of class
one occasion
with partner

In case the technology fails, my alternate plan would to have the students create their
concept maps on poster paper. The directions would still remain the same, the only
difference is they would hand their posters in physically rather than saving their work
to an online file. If for some bizarre reason all the graphing calculators stop working,
I would ask the students to find the roots by creating a table using algebra. They
b
would start by finding the axis of symmetry using the formula x=
this formula
2a
would tell them the x value of the vertex and they would use three consecutive values
above this value and three consecutive values below, then use the quadratic equation
to find each respective y value.
References
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2015). Instructional Technology
and Media
for Learning. New York City: Pearson Education, Inc.