The Quadratic Formula Lesson Plan

Unit 9 Lesson 7

Grade: _______8th/9th______
Date: ____Day 9 of Unit_____

Name: _Autumn Mullins

Subject: __Algebra 1___

Derive the Quadratic Formula based on the completing the square method.

Learning Objectives

Memorize the Quadratic Formula and apply it to solve problems.

Determine how many real roots a quadratic equation has based on its discriminant.
I can derive the Quadratic Formula with a group of my peers.

Student Learning
Targets

AL COS and CCSS

Standards

Materials/Equipment

I can memorize the Quadratic Formula and apply it to solve problems.

I can determine how many real roots a quadratic equation has.

AL COS 17)
[A-REI4]

Solve quadratic equations in one variable.

a. Use the method of completing the square to transform any
quadratic equation in into an equation in the form
( )2 = that has the same solutions. Derive the quadratic
formula from this form.
b. Solve quadratic equations by inspection (e.g., for 2 = 49),
taking square roots, completing the square and the quadratic
formula, and factoring as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives the
complex solutions, and write them as + for real numbers
and .

Notes graphic organizer

Proving the Quadratic Formula cut-out cards

Adele Quadratic Formula Song

Quadratic Formula song to the tune of Pop Goes the Weasel

Key Vocabulary: Quadratic Formula, discriminant

Pre-Instructional
Activities

Warm-Up: Parallel Task

Students will choose one of two problems to complete based on completing the square.
They should choose the problem that is most challenging for them but that they can still
complete successfully.

Tell the students that completing the square allowed previous mathematicians to
uncover a formula that we can use to solve any quadratic called The Quadratic
Formula. Introduce the formula, and how it applies to a quadratic equation.
Now, tell the class that since they are all mathematicians, they are all able to derive the
quadratic formula just like early mathematicians. Put the students into groups of three
and distribute the derivation of the quadratic formula proof cards. Students must work
together to take a quadratic equation and solve for x using the completing the square
method. The steps are all listed on a piece of paper, but students must organize them
into the proper order.
Once the students have derived the formula, show the YouTube video of the Quadratic
Formula song to Adeles Rolling in the Deep tune. Then teach students to sing the
Quadratic Formula song with an easier tune to help them memorize the formula.

Teaching

Quadratic Formula song

(to the tune of Pop Goes the Weasel)

X equals negative b
Plus or minus square root
B squared minus 4ac
ALL over 2a
After going over the song, use scaffolded instruction (We do/Yall do/You do) to solve
quadratic equations.
Introduce a quadratic equation. Have students solve the equation using the Quadratic
Formula, then verify the solutions using one other method of their choice (graphing,
factoring, or completing the square).
Introduce the discriminant and use it to determine the number of roots of quadratic
equations. Use scaffolded instruction through the three examples.

Closure

Exit Slip: Formative Assessment Open Ended Question

Create your own quadratic equation. Determine how many real roots the equation has.
If it has one or two real roots, name them.
Homework: Textbook Pg. 577 #s 11-35 (odd)
Adele Quadratic Formula video: http://youtu.be/z6hCu0EPs-o

Bibliography
Glencoe Algebra 1 2014 Pgs. 574-577