DAILY LESSON PLAN
Teacher’s Name: Rena Aleman
Unit: Quadratic Equations
Objectives: Students will identify the global contributions of mathematicians to the development of the
quadratic formula.
Time Teacher Procedures,
Questions, etc.
12:40- Daily Warm-Up
12:55 Project the following on the
board:
Where do you think algebra
comes from and why do we
care about it? What and where
is algebra used in “real life”
(outside of school)?
Check homework as students
work on the warm-up. Ask
students to share their answers to
the prompt and compare thoughts
and ideas.
12:55- Assign partners and project the
1:05 following problem on the board:
Find the dimensions of a
rectangular field whose
perimeter is 300 meters and
whose area is 4,400 square
meters.
Instruct students to work with
their partners to solve the
problem using the given
information.
1:05- Discuss the history of algebra,
1:20 specifically with regard to the
quadratic formula, beginning
with the Babylonian method of
solving a similar problem to the
one above by creating a system
of equations and solving it using
substitution, followed by Al-
Student Tasks, Responsibilities,
etc.
Students will complete the warm-
up in their notebooks by copying
down the heading and question
and answering the question as best
as they can. They will then share
their ideas and compare their
thoughts with their peers’.
Students will work together to
find the dimensions of the field. It
is likely that some will draw a
picture to help visualize the
problem, while a few may think to
create a system of equations.
Some may need some prompting
to think through the problem and
come up with various ways of
approaching the problem to find a
solution.
Students will take notes on the
history of the quadratic formula
which will be used in a
subsequent lesson to prove the
formula.
Monitoring
I will assess students’
baseline knowledge by
asking them to share their
findings and ideas from
the warm-up.
As students work with
their partners, I will
circulate throughout the
room to listen to their
ideas and monitor their
progress and
understanding.
I will monitor student
understanding bty asking a
student to summarize the
contribution of each
mathematician in the
development of the
quadratic formula.
 Khwarizmi’s more general
method of solving equations in
the form a x 2 +bx=c , and lastly
the ideas from the Renaissance
that allowed for negative
solutions as well.

Point out that the quadratic

formula as we know it today was
not developed by one person or
even one nation, but rather is the
amalgamation of the work of
various mathematicians around
the world and throughout the
centuries, which highlights the
centrality of Algebra to the entire
world.

1:20- Instruct students to return to the
1:30 question from the warm-up and
reevaluate their answers based on
the lesson. Did they learn
anything that changed their ideas
about where algebra comes from
and what/where it is used? Do
they have anything to add to their
original thoughts. Ask students to
share their new ideas to wrap up
the lesson.
For homework, ask students to
compare and contrast the use of
algebra in the US and outside.
Students will reflect on the history
of algebra and why so many
civilizations may have worked so
hard to develop these concepts.
As students share their
answers, I will monitor
their understanding of the
history of algebra and its
global impact throughout
the centuries.
Their completed
homework assignments
will also serve as a means
of assessing their
understanding.