Chris Wasnetsky 1/28/14 Field II Direct Instruction Lesson Plan for Mini Unit (50 minutes)

Standards Subject Area 2 - Mathematics Standard Area 2.3 - Measurement and Evaluation Course 2.3.A2 - Algebra II Standard A2.1.3.1.1 - Write and/or solve quadratic equations (including factoring and using the Quadratic Formula). Objective - By the end of the lesson, students will be able to solve quadratic equations using the method of completing the square. Attention Getter - Begin by writing the equation x2 4 = 0 on the board. Introduction - Begin by calling out on two or three people to hear what they got as answer(s). - If -2 is not found as a solution by any student, explain how this is a solution by plugging it into the equation. - Explain that unlike before in Linear Systems, equations of this form can have two solutions (ask students what the most amount of solutions linear systems could have). Body Overview - Begin by formalizing the definition to a quadratic equation (like put on the board before); a quadratic equation is an equation that has the form ax2 + bx + c = 0 where a 0. - State the four methods we will use to solve these equations over the next few days: square root method, factoring, completing the square, and the quadratic formula. Square Root Method - Use first example (x2 4 = 0) as a way to illustrate this method: x2 = 4 x = 2 o Make sure to note the plus/minus sign - This method will be used the least of all the methods, but is the quickest way of solving quadratic equations when it is applicable.

After explaining, use the example (x-1)2 1 = 0 and work through it with guided student input along every step. - Have students then work on two more examples individually (x2 2 = 7 and (x - 3)2 1 = 0) and walk around to help/check progress. Factoring Method - Remind students of what factoring is (previously learned) and show in a simple example using an example: x2 1 = 0 (x - 1)(x + 1) = 0. - Explain the general method of solving by factoring by moving all terms to one side, creating a product, and solving for the variable. - Return to the x2 4 = 0 example and solve it completely with guided student input. - Spend the rest of class going over other examples of factoring (some with a coefficients other than 1) and stop with 5 minutes left in class. x2 9 = 0 x2 + 5x + 6 = 0 2x2 + 3x = -1 (x - 1)2 = 1 (solve by factoring, not square root method) x2 + x 6 = 0 -

Review/Wrap-up - Assign homework based on the two methods learned in class. - Briefly go over the first problem in the homework for the square root method together with student input/answers on the board. - If time allows, students may begin homework until the bell. Performance/Behavior Standards This presentation is of the form of Direct Instruction. Student input is required in great amounts during the lesson, guiding is only done by the teacher in specific parts. The teacher also expects the students to solve problems the way they are presented by the teacher. Assessment Throughout the course of the lesson, assessment is performed by the act of student input towards the solutions to answers on the board. Also, assessment is performed while going around checking progress during the student-independent solving of the two problems by the square root method. Reinforcement of Key Concepts This is performed by working through many examples during the lesson. The key components of the lesson are present in each example and are reinforced every time a problem is solved. Diversifying Instruction If students need individual attention to help solve problems, assign the examples problems to be done for the entire class and while walking around checking progress, sufficient individual time can be given to the students who need more help.