Quadratic Functions Lesson 3

Lesson 3: Solving Quadratic Equations by Factoring

Introduction
Once students understand how to solve quadratic equations by graphing, they will explore the
second method for solving the equations: factoring. This will enable them to make comparisons
between the two methods.

Instructional Outcome
Maine Learning Results:
2 b, solve quadratic equations graphically, by factoring in cases where factoring is efficient, and
by applying the quadratic formula.
Content learning outcome: Students will be able to solve quadratic equations by factoring.
Students will be able to write a quadratic equation with given roots.

Literacy Support Strategies and Instruction

Before reading/learning: Digital vocabulary, factoring warm-up.
Materials: Questions for factoring warm-up on board. Computers and Triple Entry
Vocabulary template. Textbook.
During reading/learning: Two-column Notes.
Materials: Two-column Notes templates
After reading/learning: Exit Slips.
Materials: Exit Slips

Before Reading/Learning (10 minutes)

Literacy outcome: Introduce students to the important new vocabulary. Also reactivate prior
factoring knowledge by giving examples on the board as a warm-up.
Teacher preparation: Students need Triple Entry Vocabulary template on computer.
Teacher facilitation: Have students add the new vocabulary words into their Triple Entry
Vocabulary template for the chapter. These words are highlighted in their book and are listed in
the chapter review. Other words may be added by the instructor. Check to make sure they have
at least the word and book definitions at this point. Engage students in a review of factoring.
Questions to activate prior factoring knowledge:
x2 = 6x
x2 + 7x +10 = 0
16x2 – 64 = 0
9x2 + 1 = 6x

During Reading/Learning (40–50 minutes)

Literacy outcome: All students will use Two-column Notes to write down examples to use as a
study guide. In addition to this, students will write down questions they have and where the

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Quadratic Functions Lesson 3

answer or an example can be found. This could include a worked out example of their own.
These can then be used to help review for the final assessment for the chapter.
Teacher facilitation: Model Two-column Notes again to help remind students of the use in class.
Teacher will give factoring warm-up and go over as a group before proceeding with the lesson.
Once the teacher has reviewed the warm-up, students will then be introduced to the first new
concept that the solutions they found when factoring are the roots of a quadratic equation. Using
a gradual release model, students will watch as the teacher does 1–2 examples. Next the
teacher will present a problem and the students will help the teacher work through several
examples until the teacher feels that the class is ready to move on. The teacher will now
introduce the second concept that when given the roots of a quadratic equation, students can
work backwards to find the equation that goes with the given roots. Again, using the same
gradual release model as earlier, the teacher will have the students watch as the teacher does
1–2 examples. Next the teacher will present a problem and the students will help the teacher
work through several examples until the teacher feels that the class is ready to move on. In the
next step, the students will work in teams to answer examples and give the teacher the answer
to input into the computer to check their answers. Once this is completed students will work on
the assigned homework on their own.

After Reading/Learning (10–15 minutes)

Literacy outcome: Remind students to enter their own definitions into their Triple Entry
Vocabulary. Exit Slip to check for understanding.
Teacher facilitation: Assign homework for the next class. Students will have time to begin the
assignment during class time so the teacher is available to help. While students are working,
review their Two-column Notes to ensure they have examples for the section. If students have
questions in Two-column Notes, make sure they have found answers or assist them to find the
answers. This will reinforce the vocabulary and give students a chance to tie it into the work
from the lesson. Give students Exit Slips.
At the end of the class: Collect Exit Slips and check for any common misunderstandings. Exit
Slips will be read after class. By reading the question that the student has written on the Exit
Slip, the teacher can look for common misunderstandings that will be clarified the next class.

Suggested Subsequent Lessons

Completing the Square