Lesson Plan Template

*sections pertaining to Post-reading Mini-Lesson written in red

Date: 3/11/18 Teacher’s Name: Daniel Ferrara

Subject: Algebra II Grade level: 11
Unit: Quadratic Functions Length of lesson: 50 minutes

Central Focus: The focus for this lesson is to have students comprehend the second method of
solving quadratic equations known as completing the square. Students will utilize their prior
knowledge of geometry and factoring polynomials to be able to find the roots of an equation
even if it is not factorable in standard form.
Lesson Title: Solving Quadratics by Completing the Square
For unit, 3 out of 5:

Essential Question(s):
 How can one solve a quadratic equation if it cannot be factored?
 Can we represent equations geometrically and approach a method of solving from a
geometric perspective?

Learning Standards:

Math:
 Reasoning with Equations & Inequalities A-REI (4a,4b): Solve quadratic equations in one
variable.
a. Use the method of completing the square to transform any quadratic equation in x
into an equation of the form (x–p)2 = q that has the same solutions. Derive the
quadratic formula from this form.
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
solutions and write them as a ± bi for real numbers a and b

Literacy: CCSS.ELA-LITERACY.RST.11-12.5: Analyze how the text structures information or

ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Pre-Assessment: For the Do Now activity, students will spend a couple of minutes factoring
trinomials that come out to be perfect squares (e.g. x2 +10x+25, x2 +6x+9, etc.). Students will be
asked to write a response to the question “Do you notice a pattern in the relationship between
b and c and the factors of these polynomials?” Then, we will discuss as a class that when
c=b2/2, the factors are the same.
Learning Experience Outcomes Assessments
 Students will be able to solve quadratic  Students will participate in Paired Summarizing in
equations by completing the square. order to reflect on the informational text as a
 Students will be able to construct a visual whole and share ideas that may help facilitate a
representation of a quadratic equation being deeper understanding of the text.
solved by completing the square.  Students will also utilize the Sketch to Stretch
 Lesson Plan Template
*sections pertaining to Post-reading Mini-Lesson written in red

strategy to be able to give a visual depiction of

the process of completing the square.
 Students will start the exercises on the
accompanying worksheet and complete it for
homework.

Differentiation
Approaching
 Sketch and Stretch gives
students on the Approaching
level the opportunity to view
this procedure from a
different perspective.
Especially for struggling
visual learners, the
abundance of pure algebra
often hinders engagement
and focus. Furthermore, the
Paired Summarizing strategy
allows students on this level
to interact with another
student which often creates
more chances for
misconceptions to be
recognized and connections
to be made
On-level
 Students who are on-level
should benefit from Paired
Summarizing because it
allows them to demonstrate
their newly acquired
knowledge/skills by
explaining it to others and
justifying their rationale.
Plus, the attached worksheet
provides ample exercise to
build procedural fluency.
Beyond
 Students at the beyond level
can continue to connect what
they are learning in this lesson
with the earlier lessons in this
unit. They can augment to their
Sketch and Stretch with prior
topics, for example: the graph
of a parabola after completing
the square compared to a
factorable quadratic equation.

Academic Language:
c. Vocabulary: quadratic equation, standard form, coefficients, roots, square, factoring,
square root.
d. Language Functions:
a. Determine the two binomial factors of a quadratic equation, if it has any.
b. Solve the roots of the equation by setting each factor equal to zero and
evaluating.
 Syntax: Students will orally describe the complete procedure of completing the square
while simultaneously justifying each step in arriving at the desired result.
 Discourse: Students will accurately describe the method of completing the square in
relation to the geometry of the area of squares. They will also properly label their
diagrams with a corresponding example similar to that within the informational text.

Procedure:

Anticipatory Set
a. The following two exercises will be part of a Do Now:
-Factor the polynomials x2 +10x+25 and x2 +6x+9
 Lesson Plan Template
*sections pertaining to Post-reading Mini-Lesson written in red

- Do you notice a pattern in the relationship between b and c and the factors of
these polynomials?

Initial Phase
a. As a class, we’ll go over the Do Now and discuss that when c is half of b squared,
the polynomial only has one factor multiplied by itself.
b. Through guided instruction, the teacher will detail the procedure of Completing
the Square and introduce the informational text.
Middle Phase
a. Students will read the informational text individually. After finishing the reading,
they will work with their neighbor to Paired Summarize the text. They will explain
the text to each other what the text means in their own words, and be sure to write
any new insights in their notebooks.
b. Students will also draw their own diagram similar to the one in the text in order
Sketch and Stretch what they have learned algebraically into a new dimension,
geometrically.

Concluding Phase
a. Bring students together to discuss what new intuitions were formed from Paired
Summarizing with their partner.
b. Have volunteers draw their diagram on the board and explain each piece with
reference to each step of the process of completing the square.
c. Before students leave, mention that there is one more method of solving
quadratic equations that can work for any scenario despite not being factorable
or even optimal to use the completing the square method.

Follow up: Students will complete supplementary exercises only on the first page found on the
following web address for homework.
https://cdn.kutasoftware.com/Worksheets/Alg2/Quadratic%20Equations%20By%20Completing
%20the%20Square.pdf

Materials:
 Informational text Worksheet
 Homework Worksheet
 Computer
 Projector
 Whiteboard/Markers
 Internet access

References and Resources:

 Lesson Plan Template
*sections pertaining to Post-reading Mini-Lesson written in red

 Informational text: “Completing the Square - Quadratics Using Addition” by Barnabas Hughes
https://www.maa.org/press/periodicals/convergence/completing-the-square-quadratics-using-
addition
 Solving Quadratic Equations by Completing the Square Worksheet
https://cdn.kutasoftware.com/Worksheets/Alg2/Quadratic%20Equations%20By%20Completing
%20the%20Square.pdf