Stage 3

July 18, 2012 The teacher will be able to: 1. Introduce the unit plan using essential questions 2. Discuss the content and performance standard, EU and EQ 3. Present the rubrics and Performance Task.

Explore:

Act. #1 1. Introduce the unit plan using essential questions. 2. Discussing the Content and Performance Standard, Essential Questions and Essential Understanding. 3. Presentation of the RUBRICS and Performance Task.

July 19,2012 The leaner will be able to: 1. Recall the concept of linear equations. 2. Differentiate linear equations from quadratic equation 3. Rewrite the given equations in the form ax2 + bx + c = 0

Explore:

Act #2 Card Sort Procedure 1. Choose two members from each group and give each member a flash card containing the following equations:

) ( ( )( ) )

2. Ask each member to move around the room and find others whose card fits the same classification. (You may announce the categories beforehand or let students discover them). 3. Have students with the same classification present themselves to the rest of the class 4. As each classification is presented, make any teaching points you think are important.

Firm up:

Act #3 Rewrite each equation in the form corresponding values of

and then give the

form 1. 2. 3. 4. 5.

July 20,2012 The leaner will be able to: Determine the solution of the given quadratic equation.

Firm up:

Act #4 Determine if the given values of each variable is a solution to the given quadratic equation.

Act # 5 Solve the following quadratic equations by extracting square roots: Show your solution. 1. 5. ( x + 9) 2= 0 2. 6. 2d2 = 16 3. 3x2 = 72 7. 6x2 = 96 4. X2 15 = 0 8. X2 + 5 = 35(18)

July 23 - 24,2012 The leaner will be able to: 1. Recall special products and factors. 2. Apply prior knowledge in solving quadratic equations by factoring

EXPLORE: Act #8 A. Find the product of the following. 1. (x+3)(x+3) 2. (x-5)2 3. (2x 3)(2x + 4) 4. (x 7)(x + 7) 5. (5x + 6)(5x + 6) 6. (x + 5)(x2 5x + 25) B. Give the factors of the quadratic expressions. Explain how the factors are obtained. 1. x2 + 10x + 25 6. x2 - 16 2. x2 + 8x + 16 7. x2 + 2x - 15 3. 2x2 5x + 2 8. 2x2 + 3x - 14 4. x2 + 5x + 6 9. 3x2 2x - 16 5. 2x2 8x C. Give the value of x in each of the following. 1. 2x + 8 = 0 4. (7x + 14)(3x - 6)=0 2. 4x 12 = 0 5. (3x - 5)(x + 4)= 0 3. 5x + 9 = 0 FIRM UP: Act#9

A. Solve the following quadratic equations by factoring. 1. x2 25 = 0 2. 4x2 16 = 0 3. x2 64 = 0 4. x2 + 8x + 16 = 0 5. x2 12x + 36 = 0

B.Observe closely each of the numbers in A, then answer the following: 1. What roots did you get in numbers 1 3? 2. What bout in A#s 4 6? 3. How are the roots related to the equations being factored?

DAY 7 The leaner will be able to: 1. Recall special products and factors. 2. Solve the given quadratic equations by factoring.

FIRM UP

Act#10

A. Solve by factoring, Show your solution and choose the right answer from the table on the right side. , -3 5, -9 10, -1 5, 1 2 3,1 -2, -7 8/5, 2

1. 2. 3. 4. 5. 6.

2x2 8 = 0 x2 = 9x + 10 3x2 + 5x 3 = 0 x2 + 9x + 14 x2 4x + 3 = 0 (x+2)2 49 = 0

-1, -1, 8,3

-3/2, 3/4 -6, 3

DAY 8 The leaner will be able to: 1. Solve the given equations by factoring. 2. Determine the solution of the given quadratic equation.

FIRM UP:

Act#11

Solve by factoring 1. 2. 3. 4. 5. a2 + 4a + 3 = 0 k2 12k = 0 y2 + 5y = 0 x2 + 5x 6 = 0 x2 2x + 1 = 0

3DEEPEN: Act#12 What is an ARCHAEOLOGIST? Match the roots on the left with the correct quadratic equation on the right. Join the correct pairings with a straight line. Each like will pass through a letter and a number giving the puzzle code. x2 6x 40 = 0 x2 + 10x = 9 = 0 X2 = 4x + 4 = 0 4x2 + 11x 3 = 0 2x2 19x + 9 = 0 3x2 5x 2 = 0 x2 11x 60 = 0 6x2 x 2 = 0
R 9 10 3 1 S H C 8 2 7 M M
12

7,6
4

-3, 1/4
E U O

2/3, -1/2 10, -4 2, -1/3 -9, -1 -7, 2/3 -15, 4 -2,-2

x2 = 10x + 16 = 0 x2 13 + 42 = 0 3x2 + 19x 14 = 0 25x2 + 15x 4 = 0

N 6
11

A W

-4/5, 1/5 9, 1/2

5

-8, -2

1 8 9

2 10

3 4

4 4

2 10

5 11 1

6 11 5

7 10

2 12

1 11

4 5 1

July 26, 2012 The leaner will be able to: Determine the numbers to be added to make each a perfect trinomial square. EXPLORE: Act#13

A. Determine the number to be added to make each of the following expressions a perfect trinomial square. 1. y2 9y + _____ 2. k2 + 10k + _____ 3. b2 + 6b + _____ 4. x2 + 14 + _____ 5. x2 + 20x + _____ 6. x2 - ____ + 81 7. x2 + ____ + 1/4 8. x2 + ____ + 1 9. a2 - ____ + 64 10. y2 + ____ + 9/4

B.Solve each equation by completing the square. Show your solution then choose your answer from the diagram below 1. x2 2x = 15 2. x2 + 4x 21 = 0 3. a2 9a + 20 = 0 4. y2 + 5y 36 = 0 5. a2 + 12a + 20 = 0 6. x2 8x + 21 = 6

JULY 27,2012
The leaner will be able to: 1. Show solutions on how to solve equations by completing the square. 2. Apply the steps in finding the solution of an equation by completing the square to answer the given puzzle.

FIRM UP: Act #16

Solve for the roots by completing the square. Explain each step. 1. 2. 3. 4. 5. x2 + 18x + 72 = 0 x2 + x 15 = 0 3x2 6x + 1 = 0 2(x2 7x) = -3 6x2 x2 + x = 2(6x + 21)

DEEPEN: Act#17
What is bad thing about promotion? Solve each equation by completing the square. Find your answer in the answer column and note the letter next to it. Write the letter in the box that contains the answer to the problem. Keep working and you will discover the answer to the question. 1. x2 12x + 35 = 0 2. x2 4x = 17 3. a2 + a = 3 3 4. 3c 7c = 6 5. 2y2 7c = 6 6. 4n2 + 12n + 5
2

L{-1 6 O { 3, 2/3 } U { 7, 5 } V { 6, -3} B {2 } W { - , -5/4} T { -3, -2/3 }

DAY 13
The leaner will be able to: 1. Use the quadratic formula in solving quadratic equation. 2. Identify the a,b,c in a given equation.

FIRM UP:

Act#18

Solve each of the following by the quadratic formula. 1. 2. 3. 4. 5. 2x2 6x + 4 = 0 2y2 + y = 6 x2 2x 8 = 0 5a2 + 10 = 15 x2 + 3x 8 = 0 6. 4y2 = 144 7. x2 4x = 28 8. k2 = 2k + 35 9. 4 + 20x = -25x2 10. k2 + 6k + 4 = 0

DAY 14
The leaner will be able to: Perform the activity given on quadratic equation using quadratic formula.

FIRM UP:

Act#19

What do you call a fish that cant swim, stays out of water, has no backbone, yet delicious? Direction: Solve the following equations using Quadratic formula. Find the answer in the answer column and note the letter next to it. Write this letter in the box that contains the number of the problem. Keep working and you will discover the answer to the riddle question. CODE 1. x2 3x 10 = 0 2. 5x2 11x + 2 = 0 3. x2 5x 6 = 0 4. x2 6x 11 = 0 5. x2 + 8x + 5 = 0 I F S L B KEY {-4 { 5, -2} { -2, 6 } {2, 1/5 } { 3/2, 3} }

6. 2x2 = 9x 9 7. x2 4x = 12

T H A

{ -1/2, 6} { -1, 6 } {32 }

DAY 15 DEEPEN: Act#20

A. Given the roots of a quadratic equation, what steps will yield the required equation? Example: What quadratic equation has roots 3 and 7? The equation is x2 4x 21 = 0. Explain Find the quadratic equation whose roots are: 1. 5 and 4 2. 1/3 and -1/2 3. -12 and -12 4. - and 5. 7 and 9 B. 1. What if the given equation, like x2 + 3/2x 1 = 0 is not factorable? How are the roots obtained? 2. List the steps used in completing the square method of finding the roots of the quadratic equation. C. Solve the quadratic equation by completing the square and by using the quadratic formula.

Completing the Square x2 10x = 24

Quadratic Formula x2 10x = 24

Day 16 The leaner will be able to: 1. Explain how the roots are obtained 2. Identify the nature of the roots

Explore:

Act #21 Examine the table below which shows the equations we solved in the earlier part of this unit.

1. If b2 4ac is positive as in equation 1, 2, and 3, the equation will have ___________ roots. 2. If b2 4ac is equal to zero as in equation 4 and 5, the equation will have ___________ roots. 3. If b2 4ac is negative as in equation 6, the equation will have ___________ roots.

Firm up:

Act #22 To assess the students understanding of the lesson, let the students answer the questions below: 1. Suppose you want to solve using the quadratic formula. a. What should you do first? b. What are the values you need to substitute for a, b, and c in the quadratic formula? c. Apply the quadratic formula using the above values, solve the equation. 2. You can use the quadratic discriminant to determine the number of real roots for a quadratic equation. What is the discriminant? 3. Complete the statements below so that each statement is true. When the value of the discriminant is _________, there is one real root. When the value of the discriminant is _________, there are two real roots. When the value of the discriminant is _________, there are no real roots.

Day 17 The leaner will be able to: 1. Use the discriminant to determine the nature of the roots.

Firm up:

Act #23 Without solving for the roots, use the discriminant to determine whether the given equation has equal roots, two unequal roots, two unequal irrational roots, or imaginary roots. 1. 4. 2. 5. 3. 6.

Day 18 The leaner will be able to: 1. Describe the nature of the roots of a quadratic equation.

Deepen:

Act #24

Examine closely the different answers in each item in Act #10 and answer the following questions. 1. When does a quadratic equation have equal roots? Explain. 2. Describe the quadratic equation with two equal roots. 3. Describe through an example the nature of roots on any quadratic equation. 4. How does it feel knowing the nature of roots of a quadratic equation? What are the advantages of knowing the nature of roots of that quadratic equation before solving it? Day 19 The leaner will be able to: 1. Find the sum and product of the roots of a quadratic equation. Explore: Act #25 A. Complete the table below by writing each equation in the form , finding the values of a, b, and c and solving for the roots using any method.

Equations 1 2 3 4 5 x + 8x - 20 = 0 x 2 + 4x - 21 = 0 2x 2 - 11x + 12 = 0 15x 2 - 14x - 8 = 0 4x 2 + 7x = 0

2

ROOTS r1 r2

B. Find the sum and the product of the roots of each quadratic equation in A. C. Relate the sum and the product of the roots obtained in B.1 with the corresponding quadratic equation in A. D. What did you observe? Explain Firm up: Act #26 A. Without solving for the roots, find the sum and product of the roots of the following quadratic equations: 1. x2 12 x + 36 = 0 4. x2 + 8x + 16 = 0 2. 3x2 2x 16 = 0 5. 5x2 + x 1 = 0 2 3. 2x + 3x 14 = 0 6. 4x2 12x + 9 = 0

B. By using the relation between roots and coefficients, determine if the given numbers are roots of the given equations. Explain your answer. 1. 6x2 5x 36 = 0 ; { 5, - 36} 2. x2 + 7x + 12 = 0; {- 3, - 4}

Day 20 The leaner will be able to: Determine the sum and product of the roots of a quadratic equation.

Deepen:

Act #27 A. Given one root of the equation, find the other root. Use the concept of the sum and product of roots. 1. 6x2 + x 1 = 0; r1 = 1/3 2. 2x2 3x 9 = 0; r1 = 3 2 3. 3x + 2x 8 = 0; r1 = -2 B. Write a quadratic equation whose roots are: 1. x = {4, 5} 2. y = {1/2, 3}

Day 21 (Day 21 23) The leaner will be able to: 1. Translate mathematical sentence into mathematical symbols. 2. Analyze a real life situation involving quadratic equation. 3. Apply concepts of quadratic equations in solving real-life problems. Explore: Act #28 Index Card Match Procedure 1. On separate cards, write down questions about translating English sentence/phrase to algebraic sentence/phrase and solving quadratic equation. Create enough question cards for every three members of each group. 2. On separate cards, write the answers to each of these questions. 3. Mix the two sets of cards and shuffle them several times so that they are well mixed.

4. Give out one card to each student. Explain that this is a matching exercise. Some students have the question and others have the answers. 5. Have the students find out their matching cards. When a match is formed, ask the matching students to find seats together. (Tell them not to reveal to other students what is contained on their cards.) 6. When all the matching pairs have seated, have each pair quiz the rest of the class by reading aloud their questions and challenging their classmates to tell the answer. A. Represent the given condition algebraically. 1. A number n added to its square. 2. Five more than twice a number a. 3. The sum of a number y and its reciprocal. 4. The area (A) of a rectangular garden after doubling its length (l) and width (w). 5. The distance (d) covered after 5 hours if the rate is r units per unit of time. 6. The square of a number k is added to three times the number and their sum is 180. 7. In a theater, there are 1200 seats. The number of seats (d) in each row (p) is 10 less than the number of rows.

B. Find the roots of the following quadratic equations. Use any method. 1. x2 3x + 2 = 0 2. 5x2 6x + 1 = 0 3. 2x2 + 4x + 5 = 0 4. 3x2 75 = 0 Day 22 Firm up: Act #29 Solve the following problems. 1. The product of two consecutive positive even numbers is 168. What are the numbers? 2. The base of a triangle is five cm more than its height. If the area is 375 cm2, find the base and the height of the triangle. 3. The length of a certain rectangular flower garden is 6 ft more than its width. A pathway 3 ft wide surrounds the garden. If the total area of the pathway is 288 ft2, find the dimension of the garden. 4. Mark is twice as old as Jen. Three years ago, the product of their ages is four more than twice the age of Jen now. How old are they now?

5. A car travels 15 km per hour faster than a truck. The car covers 360 km in two hours less time than it takes the truck to travel the same distance. Find the speed of the Day 23 Deepen: Act #30 Solve the following problems. 1. A boat traveled 60 miles down a river and then returned. The total time for the round trip was 5 hours, and the rate of the current was 5 mph. Find the rate of the boat in still waters. 2. Jonathan and Joshua can paint a room in 3 hours when they work together. It would take Joshua 8 hours longer than Jonathan to paint the same room. How long would it take Joshua to paint the room if he worked alone? Day 24 Transfer: Act #31 The leaner will be able to: Present an output using the given task by modeling, miniature, blueprint, powerpoint presentation and others.

Do the following activity by group. Use a miniature, blueprint or a presentation to show your task.

Mr. Enriquez, the President of the Home Owners Association in the Second Degree Subdivision is planning to construct a rectangular flower garden with dimensions 3m by 7m is surrounded by a walk of uniform width. If the area of the walk is 11m2, what is the width of the walk in meters? Day 25 - Summative Test