Name: Maryam Khan Grade Level: 9,10,11,12

Lesson Title: The Quadratic Quandary Estimated Time: 50 Minutes

Standards: MAFS.K12.MP.3.1
Construct viable arguments and critique the reasoning of others.
MAFS. 912.A-REI.2.4
Solve Quadratic Equations in one variable.
Learning Goal/ Objective: Student will be able to solve quadratic equations using different
methods and for each method, they will justify their choice of method.
Guiding Question:
Bell work and Review instruction:
o What form do we need the equation in to use these different methods?
o Standards for factoring and using quadratic formula is: ax^2+bx=c
o For completing the square: ax^2=c (we can use square root method as well)
o What do you know about a negative number with an even index? -1 = i
o Is that really the best method to solve the equation?

Key Vocabulary: Quadratic Equation, Factoring and completing the square.

b b24 ac
Formula x=
2a

Procedures:
1.Activate Prior Knowledge: Student will need proficiency in solving quadratic equations
using different methods like factoring, completing the square, quadratic formula and taking the
square roots of both sides in both real number and complex number system. This will be
observed by a bell work assignment that students will complete.
Prior Knowledge Day 1
2. Input: (Teaching Phase)
Bell work: Students will complete sample problem in bell work using each of the methods for
solving quadratic equations. Teacher will observe each student while they solve those problems.
After giving sufficient time teacher will solve all the problems on the board and explain each
step.
Review Instruction: On the basis of what teacher observed, methods will be repeated till
students are proficient with all the methods.
3. Guided Practice: Equation sort: Students will be given a sorting mat and a set of 20
quadratic equations in various formats.
Equation Sort Mat
Quadratic Equations for Sort
Students will work in pairs to sort the quadratic equations into groups on mats according to the
method they would use. They should be able to explain the reason for using a specific method.
Meanwhile, teacher will be walking around and assisting whoever needs help.
After 20 minutes, teacher will call random students to solve one equation, put their answer on the
chart and give their reason for using a specific method. The rest of the class will be asked if they
agree. If they do not agree with the answer then they will be told to justify their reasoning. The
goal is for the students to realize that here can be more than one method for solving equations,
however some of them are preferable in certain conditions.
4. Independent Practice: Students will be given problems for independent practice.
Independent Practice Answers
5. Closure: In the end teacher will wrap up the lesson by summarizing all the keys methods to
solve quadratic equations. Students will journal about what they have learned and how they can
apply that knowledge.
Journal Prompt
6. Summative Assessment: The students will complete the summative assessment at the
beginning of the next class.
Summative Assess Day 2
7. Formative Assessment:
Before Lesson: The teacher will assess the student ability to perform various methods of finding
solutions for Quadratic Equations. The teacher will circulate and assist as needed.
Prior Knowledge Day 1 with Answers.docx
During Lesson: The teacher will walk and watch and listen to students while they discuss the
solutions. Helping only when students seem to be having trouble understanding.
Materials/Resources:
o For each pair of students one copy of Sorting Mat and one set of equations
o Another version to use for display, either large for the board or copy for the document
camera.
Accommodations and Recommendations:
o Students who struggle may be given formula sheet and help sheet.
o Students of varying abilities are put in groups. This gives them opportunity to ask for
help.
References:
Virgona, Virginia. "Quadratic Quandary." WWW.CPALMS.ORG. CPALMS License, n.d. Web. 15
Apr. 2016. <http://www.cpalms.org/Public/PreviewResourceLesson/Preview/51208>.