Lesson

Title/#: The Quadratic Formula (Lesson 6 of 6)

Subject: Algebra
Grade: 8

Preliminary Information:

Lesson 6 of 6
Date: Thursday February 11, 2016
Grade: 8
Course/ Subject: Algebra
Number of Students: 6
Unit/Theme: Solving Quadratic Equations
Period/Time: Period 3 (9:29 AM 10:08 AM)
Estimated Duration: 39 minutes
Where in the unit does the lesson occur?
Structure(s) or grouping for the lesson. Check any
Beginning of the unit.
that apply:
Middle of the unit.
-Whole Class X
End of the unit. X
-Small Group X
-One-to-one X
-Other (specify)



Central Focus: Students will apply their knowledge of factoring quadratic expressions (previous chapter)
to go one step further and solve quadratic equations. Students will learn several different methods to
solve quadratic equations, including the following: square roots, factoring, completing the square, and
the quadratic formula. This lesson, specifically, focuses on using the quadratic formula as a method to
solve quadratic equations.

Rationale/Context: This lesson occurs at the end of the unit, as the quadratic formula is often used as
the last resort method to solving quadratic equations. Generally speaking, it is easier for students to
solve quadratic equations by one of the other methods (square roots, factoring). However, sometimes
this is not possible, or the correct method is not obvious to students. In that case, students should use
the quadratic formula, as we will derive and learn to use in this lesson.

Prior Academic Knowledge and Experiences: First and foremost, students will need to have prior
knowledge of factoring trinomials, as they will need to factor a perfect square trinomial that they find
by completing the square. Students will also need to have prior academic knowledge on how to use
completing the square to solve quadratic equations. The quadratic formula is derived by completing
the square of ! + + = 0. When students use completing the square to solve for x, they will
!! ! ! !!!!

derive the quadratic formula ( =

). While students will not be required to derive the
!!
quadratic formula on an exam, it is important for them to understand the formula conceptually.

Learning Objective: Students will learn to use the quadratic formula to solve quadratic equations.

Standards:
A.REI.4a Use the method of completing the square to transform any quadratic equation in x into
the form ( )! =q that has the same solutions. Derive the quadratic formula from this form.
A.REI.4b Solve quadratic equations by 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 abi for real numbers a and b.

MP.1 Make sense of problems and persevere in solving them.

CCSS.ELA-Literacy.L.8.4 Language Determine of clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range
of strategies.
CCSS.ELA-Literacy.SL.8.1 Speaking and Listening Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.2 Speaking and Listening Analyze the purpose of information
presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind its presentation.

Academic Language Demands:
Through this lesson, students will learn and be able to utilize important vocabulary relating to
solving quadratic equations as follows:
o New Terms:
Quadratic Formula: a method of solving quadratic equations where one plugs
!! ! ! !!!"

information from ! + + = 0 into the formula x =

to solve for
!!
x.
Terms from previous lessons that students will utilize:
Factor: one of two or more numbers, algebraic expressions, or the like, that
when multiplied together produce a given product; a divisor.
Completing the Square: a method of solving quadratic equation that involves
creating a perfect square trinomial which can be easily factored.
Perfect Square Trinomial: a trinomial that factors into two identical factors.

Evidence and Assessment of Students Learning:
(Informal, Formative): Teacher will ask questions to determine student understanding
throughout the course of the launch and Instructional Procedures phases. Questions should
require answers that provide students with opportunity to explain mathematical reasoning and
proper vocabulary. Additionally, rather than asking right/wrong, yes/no questions, teacher
will ask questions that require students to help guide learning process (i.e. What is the next
step? What are we solving for? How can we solve for x?).
(Informal, Formative): Teacher will circulate room during group work (when students complete
worksheet) to gain a better idea of student understanding. During this time, teacher will have
the opportunity to clarify any misunderstandings/confusion of students. Teacher can also ask
questions that will help to guide students in the right direction.
(Informal, Formative): Exit tickets will provide an opportunity for students to demonstrate their
knowledge to the teacher regarding the use of the quadratic formula. Based on the results of
exit tickets, teacher will be able to determine next necessary steps (What material needs to be
reviewed as a class? For certain groups? For certain individuals?).
(Formal, Summative): Students will be asked to complete an end-of-unit summative assessment
that requires them to solve quadratic equations using several methods, including using the
quadratic formula, as discussed in this lesson. This assessment will allow teacher to gauge
student understanding of important topics when working independently (without the guidance
of teacher, peers). This assessment will be completed over the February break and be handed in
the following Tuesday.

Instructional Strategies and Learning Tasks:

Launch (Motivation) (7-10 Minutes)
o How can one use completing the square to solve for ax ! + bx + c = 0 for x?
Same process as usual, but with variables!
This is how to derive the quadratic formula! Your answer is the quadratic
formula that we will be using to solve quadratic equations in this lesson.
o Quadratic formula video to Pop Goes the Weasel (good way to remember, as will not
derive formula every time).
Instructional Procedures (Explore)(15 Minutes)
o Discussion of when one should use the quadratic formula to solve quadratic equations.
Generally used when a quadratic equation is not easily factorable, or not
factorable at all!
However, can be used to solve ALL quadratic equations
o Question for class: Will using the quadratic equation produce the same answer as other
methods? Lets try.
Divide class into 3 groups of 2. Have each group solve the same quadratic
equation using a different method (factoring, completing the square, quadratic
formula).
Compare answers. What conclusions can we draw?
o Class example: Solving a quadratic equation with the quadratic formula class example.
After solving this example as a class, hand out Common Pitfalls/Reminders
guide, which students can utilize when using the quadratic formula to solve
quadratic equations.
Structured Practice and Application (10 Minutes)
o Students will complete textbook examples 1 and 2 on pg. 608 using notes sheet as a
guide.
o Have class share their answers- go over any as an entire class that cause confusion.
Closure (5 Minutes)
o Exit Ticket use the quadratic formula to solve a given quadratic equation.
o Hand out end of unit assessment, due after February break (answer any necessary
questions)

Differentiation/Extension:
Teacher will reinforce any concepts where students lack understanding during Structured
Practice and Application, where teacher has time to walk around, observe student progress,
and provide assistance.
Students will be taught to color code to help them understand which parts of the quadratic
equation one is trying to solve is plugged into which part of the quadratic formula.
Online resources will be provided for any students who struggle with concepts and need extra
home practice.
Re-teach worksheets will be made available to students who struggle with concepts.
Students will be offered extra-help during lunch/ after school regarding any confusing concepts.

What Ifs (Accommodations/Student Supports):
If class does not understand how to derive the quadratic formula by completing the square, we
will once again review completing the square, using the completing the square guide from
the other day as a reference.

If class does not find that all methods produce the same answers in the first example, we must
go over the examples as a class to ensure understanding that all methods lead to the same
answer (however, note not all methods are possible to use on all quadratic equations- some are
not factorable!).
If students do not understand group example, we will need to continue on with worksheet as a
whole group, rather than breaking into partners for classwork time.
If students are not able to successfully complete in-class partner examples, students will still be
given end of unit take-home assessment, as it covers many topics, but will have the chance to
review quadratic formula questions with teacher in extra help prior to handing in assessment.

Instructional Resources and Materials:
Students will need to bring calculators, pencils, textbooks, and notebooks to class.
Teacher will need to bring presentation, worksheets, and colored pencils/pens to class.