Kyle Hagel

4.7 Lesson Plan

Standards:

L1.2.1 Use mathematical symbols to represent quantitative relationships and

situations.

Topic: Graphing and Solving Quadratic Equations

Focus Question: How is the process of completing the square used to solve quadratic equations?

Lesson Objective: Student can solve quadratic equations by completing the square.

Goal: I can solve quadratic equations by completing the square.

Lesson Length: One day (approx. 90 minutes)

Materials:

4.7 Notes
4.7 Assignment Worksheet

Classroom Procedures:

(10 minutes) Begin class by having the warm-up question on the board while the

students enter class. Have the students work on the warm-up problem individually. Then

have volunteers come up and write their answers to the problems on the board. Once all

the warm-up problems are answered, go over answers and discuss either why they are

correct or how to correct the mistakes.

(10 minutes) Next, have the students open their chapter 4 note packets to section

4.7 as you display the notes on the smartboard. Then begin by introducing the students to

the completing the square vocabulary term. Explain to the students that this method

allows us to rewrite a quadratic as a perfect square trinomial in order to make solving the
 quadratic simpler. Then continue on to explain and model how to complete the square in

the first set of examples. (WIT 1).

(15 minutes) For example problems 1, 2, and 3, continue to explain and model

how to factor a quadratic by completing the square (WIT 1). Whenever appropriate, have

the class try some of the sample problems on their own. Then have volunteers share their

answers. Whether correct or incorrect, use the students samples to have a class discussion

on how to solve the problem and correct any mistakes that were made (WIT 5). Questions

you could ask can be How can I use the b-value to complete the square? or How can I

rewrite the c-value in order to make the quadratic a perfect square trinomial?.
(5 minutes) For example problem 4, have the students attempt the problems on

their own. Then have volunteers share their answers. Whether correct or incorrect, use the

students samples to have a class discussion on how to solve the problem and correct any

mistakes that were made (WIT 5). A potential question you could ask the students could

be How do I find the value for c to make the quadratic a perfect square trinomial?.
(10 minutes) Finally for example problem 5, explain and model how to use

completing the square to graph the quadratic. Be sure to identify that the quadratic is

written in vertex form after you have completed the square, thus making it possible to

find the vertex of the parabola (WIT 1).

After finishing the note taking part of class, hand out the section 4.7 assignment

worksheet. The students are to work on the worksheet for the rest of class. If the

assignment is not finished by the end of class, it is homework.

Assessments:

4.7 Assignment Worksheet

Accommodations for Special Needs:

 One way I can accommodate students with special needs is by letting the students

work in pairs or groups when asked to solve sample problems. By pairing up with a

partner, the students will be less anxious when it comes to participating in class

discussion while reviewing sample problems. This modification will also reduce the

stress level and make them feel more confident to participate.

Changes from Original Lesson Plan (WIT 2):

The original lesson plan included more direct instruction during the note taking

section. I modified the lesson by including opportunities for the students to work on

sample problems on their own and then following this up with whole class discussions in

order to deepen the students understanding of the material. This modification also allows

me to better assess the understanding of the students and will allow me to modify the

pacing of my lesson appropriately.