Kaitlyn Gorman

10/20/2014
Age Level: High School Freshmen
Subject: Algebra 1
Estimated Time: 40 minutes
Differentiated Instruction Lesson Plan: The Quadratic Formula
1. Objectives and Goals:
o AI.QE.4: Solve quadratic equations in one variable by inspection (e.g., for x^2 = 49),
finding square roots, using the quadratic formula, and factoring, as appropriate to the
initial form of the equation.
o Students will be able to identify when to use the quadratic formula to solve for x versus
when to factor the quadratic equation.
o Students will be able to understand the meaning of the answer to the quadratic formula.
o Students will be able to memorize the quadratic formula.
o Forrest will be able to memorize the quadratic formula and plug in the values of a, b, and
c into it in order to solve for x. This will meet Forrests goal of completing math
problems at a fifth grade level. A fifth grader would be able to know how to plug in
values even if they do not completely understand what it means.
2. Anticipatory Set:
o First we will go over factoring and quadratic equations that are factorable.

Questions to ask: How do we find the points on the graph of the equation that
intersect the x axis?

Examples: 2 + 2 + 1 = 0 ; 2 + 5 + 6 = 0 ; 2 2 + 14 + 24 = 0

o Then I will pose an equation that is not factorable and ask the students to try to see if they
can factor the equation.

Questions to ask: Is this equation factorable? If not, how can we find the zeroes
without factoring?

Example: 3 2 5 + 2 = 0

3. Direct Instruction:
o I will introduce the quadratic formula.

2 4

This formula will work even with equations that are factorable. We will do
an example of one that is factorable (from the previous equations stated)
and one that is not by plugging a, b, and c into the formula.

Methods of remembering the quadratic formula:

http://www.youtube.com/watch?v=bSQ7nxjmXXg Video of the quadratic

formula to the song pop goes the weasel We will watch this and practice
singing it as a class.

Forrest will be given a step by step instructions notes sheet that explains how to
identify the values a, b, and c and where to put them in the formula. This notes
sheet is attached to the lesson plan. This will limit his copying down notes from
the board.

4. Guided Practice:
o Students will get into pairs (with their existing peer tutors) and have board races on
individual white boards to see who can get the correct answer first. The winning team
gets bragging rights. There will be points given to the winning team each round. They

will need to decide whether the equation is factorable or if they should use the
quadratic formula while solving for x.
o Peer-assisted learning strategies involves the pairing of a higher performing student
with a lower performing student, with the pairs then participating in highly structured
tutoring sessions (Hallahan, Kauffman, & Pullen 2014). Pairing the peer tutors
together for this activity is important because it helps them learn from one another
and work together to reach a common goal.
o Forrest will be paired with a student that has a higher level of understanding in the
class so that the student can help Forrest type the formula into his calculator so that
Forrest will understand how to type it out.
o The guided practice will use scaffolding by starting off with easier problems and
continually increasing the difficulty of the problems.

Equations to consider using:

2 2 + 3 + 1 = 0

2 + 4 + 4 = 0

2 + 2 = 1

2 2 5 + 9 = 0

3 2 + 8 11 = 0

4 2 + 8 + 3 = 0

2 4 + 2 = 7

9 2 + 2 = 11

Scaling Up: If students feel like they are getting these problems easily, then they would
start graphing the equations by plotting the x values at y=0. Then they would draw the graph to
the best of their ability.
If Forrest is going through this activity with ease, then he can try to start graphing as
well.

Scaling Down: If this activity is too difficult and time consuming, then students could
leave their answers unreduced.
If Forrest is having trouble with the quadratic formula, then he and his partner can go in
the hallway or to a spot in the back of the classroom and work out the problems together on
paper.
5. Closure:
o The quadratic formula is something students will need to know for standardized
tests as well as tests in this class. It is fairly easy to memorize if they work at it
and remember the song that goes along with it. The next lesson will talk more
about graphing the quadratic equation with help from the quadratic formula.
o Forrest as well as the rest of the class will receive extra resources to help
memorize and apply the quadratic formula. They will be up on my website and
they are also listed below:

https://www.khanacademy.org/math/algebra/quadratics/quadratic
-formula/v/using-the-quadratic-formula

http://www.mathwarehouse.com/quadratic/the-quadraticformula.php

6. Independent Practice:
o Attached is the homework for this lesson.
o Forrests homework assignment will use the same handout but he will only have
to do the highlighted problems. These are the easier problems that should come
out to an easy answer.
7. Required Materials and Equipment:

o Whiteboards and dry-erase markers or iPads

o Projector / Computer (for YouTube video) IF not available just sing the song.
o Calculators
8. Assessment and Follow-Up:
o There will be an exit slip at the end of the lesson that gives students choices on
the problems they want to complete. Forrest will only need to solve one of the
equations rather than 2 like the rest of the class.
o Exit Slip attached.
o Assessment for this lesson will be ongoing and continue with quizzes, tests, and
projects. The quadratic formula is an important part of Algebra and does not end
with this lesson.

References
Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2014). Exceptional learners: An introduction to special
education (13th ed.). Boston: Pearson.

The Quadratic Formula Homework

Practice: Solve the following problems using factoring or the quadratic formula.
3 2 = 2 + 5

3.

2 2 + 6 + 8 = 0

5.

2 6 + 3 = 0

2. 5 2 + 4 + 10 = 3 2

4.

2 + 6 + 5 = 4

6.

2 + 4 6 = 0

1.

Application: Plot the zeroes for problems 5 & 6. Guess what the graph will look lik

Exit Slip
Pick two of the following equations and find the x using the quadratic formula.
3 2 + 5 + 2 = 0
2 2 + 5 = 0

2 2 + + 3 = 2 + 5
5 2 3 7 = 2

2 8 + 20 = 10
10 2 + 20 + 30 = 40

Quadratic Formula Steps

Step 1: Identify a, b, and c in the equation.
2 + + = 0
For example:
2 + 3 + 5 = 0
a=1, b=3, c=5
Why do we set the equation equal to 0?
Because we want to find what x equals when y is equal to zero in the equation = 2 + +

Step 2: Plug in a, b, and c into the Quadratic Formula

=

2 4
2

Using the Example above with a=1, b=3 and x=5:

=

3 32 4(1)(5)
2(1)
=

3 9 9
2

3 0
2

3
2