Springfield College

Lesson Plan Template

Teacher: Tim Johansmeyer
Subject: Algebra I Part IISolving
Quadratics
Title of Lesson: Quadratic Formula

Date: 3/12/2015
Grade Level: 9th
Lesson Length: 85 minutes

Overview of the Lesson

Lesson Summary:
This lesson will show students another way to solve quadratic equations. They
will review methods that they have already learned, and identify when it is
best to use new method. They will work together to apply their knowledge to
solve equations. They will also demonstrate their understanding by presenting
their work in front of the class.
Lesson Objectives: The students will be able to
Identify multiple ways to solve a quadratic equation
Solve quadratic equations by using the quadratic formula
Use the discriminant to determine the number of solutions for a quadratic
equation
Materials/Equipment to be Used in Teaching the Lesson:
Whiteboard
Markers
Computer
Projector
10.4 Solving Quadratic Equations by Using the Quadratic Formula notes (one
copy for each student)
Quadratic Word Problems worksheet (one copy for each student)
Feedback slips
Massachusetts Framework Standards:
(A-REI.4.b) Solve quadratic equations by inspection (e.g., for x2 = 49), 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 solutions1 and write them as a
bi for real numbers a and b.
(A-REI.4.MA.4.c) Demonstrate an understanding of the equivalence of factoring, completing the
square, or using the quadratic formula to solve quadratic equations.
Enduring Understandings:
Big Ideas: The students will understand that
o There are different methods to solve quadratic equations and they
all have pros and cons.
o The discriminant can be used to determine how many solutions
there are to a quadratic equation.
Concepts:
o Quadratic Equations
o Quadratic Formula
o Discriminant
1 It is sufficient in Algebra I to recognize when roots are not real; writing complex roots is
included in Algebra II.

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Essential Questions:
How can we solve a quadratic equation?
What are pros and cons for the various methods?
How can we use the discriminant?
Content
Factual Content:
Solving Quadratic Equations
Graphing
Factoring
Completing the square
Quadratic formula
Discriminant
Vocabulary:
Tier 1:
equation
Tier 2:
Quadratic, factor, roots, quadratic formula
Tier 3:
discriminant
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Identify methods of solving quadratic equations
Apply what they have learned to solve problems
Predict how the discriminant can be used
Discuss their thoughts with their peers
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Informal: Students will be assessed for understanding by having them
demonstrate their abilities for their peers

Action/Instructional Procedures
Step One (Do Now):
10 minutes
Do Now problems are displayed on the board when students enter the class. Students complete
these warm up exercises. Each one requires them to use a different method of solving. During
this time, teacher walks around class to check homework/take attendance. Go over them with the
class.
Step Two (hook)
5 minutes
How do you brush your teeth? Students respond. Oh, so there are many different ways to
accomplish the same thing? Are some better than others? How does this apply to what we
have been doing? (different methods of solving quadratics)
Step Three:
2 minutes

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Pass out 10.4 Solving Quadratic Equations by Using the Quadratic Formulaintroduce that
this is yet another way that we can solve quadratic equations.
Step Four:
10 minutes
Lets talk about where weve been so far (review chart on first page of notes)What are
methods we already know? What does it mean to solve a quadratic equation? What are
benefits of each method? Etc. Use chart in the notes to help organize our thoughts.
Step Five:
10 minutes
Work through Problem #1 and #2 on the board as a class. Have students come to the front and
talk they class through their thinking/method of solving. Use classmates for support.
For #3, ask is anyone daring enough to solve #3? They must use quadratic formula for this one.
If they are struggling, teacher will assist as needed.
Step Six:
3 minutes
What is the discriminant? How can we use it?teacher asks students to guesses to fill in the
blanks in their notes about the discriminant.
Step Seven:
10 minutes
Students work in small groups (where their seats are placed already) on #4-6
Once students have completed the initial instructions (Find the discriminant and the number of
roots for) tell them to go on and solve the equations.
Step Eight:
5 minutes
Students volunteer to go put their work for #4-6 on the board. Other students can ask any
questions they have.
Step Nine:
5 minutes
Play Quadratic Formula Song (https://www.youtube.com/watch?v=2lbABbfU6Zc) to help
students remember the formula. Encourage them to sing along!
Step Nine:
15 minutes
Practice time! Pass out worksheet: Quadratic Word Problems. Instruct students to start with the
first two problems. If they complete those, then continue on to the rest. Encourage students to
help each other. Check in as a class to check progress frequently.
Closure:
5 minutes
Feedbackask students to provide some quick feedback about the lesson. Teacher will provide
students with comment slips.
Homework/Extension Activities:
Page 550 #15-27odd, 32, 33, 35, 39-43odd

Reflection on Lesson
a. The Lesson Plan:

b. Teaching Skills:

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c. The Students: