Structured Curriculum Lesson Plan Day: 054 Subject: Advanced Algebra Grade Level: High School Correlations (SG, CAS, CFS) : 8D2 Tap: Isat

STRUCTURED CURRICULUM LESSON PLAN
Day: 054
Subject: Advanced Algebra
Grade Level: High School
Correlations (SG,CAS,CFS): 8D2

TAP:
ISAT:
Use variables, number sentences, and equations Identify, analyze, and solve problems using
to represent solutions and solve problems
equations, inequalities, functions, and their
graphs
Unit Focus
Exploring Quadratic Functions
Instructional Focus
Writing Quadratic Functions as the Product of Two Linear Functions
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Graph paper
Educational Strategies/Instructional Procedures
Ask the students: What are the dimensions of a rectangle with an area of 20? Responses will
vary (4x5, 2x10, 20x1). Ask the students: What is the perimeter of each of these rectangles?
[Answers: 2(4 + 5) = 18, 2(2 + 10) = 24, 2(20 + 1) = 42.] Explain to the students that the area
was held constant, but the perimeter varied. Ask the students: What would happen if we hold the
perimeter constant? (The area will vary.)
188
Example: If the perimeter of a rectangle is 20 units, what are the possible areas?
20 2 x
2
x
20 2 x
2
20 2 x
P = 2 (x +
)
2
= 2x + 20 - 2x
= 20
20 2 x
)
A=x (
2
20 2 x
=
2
x
1
2
3
9
Area
20(1) 2 (1)
=9
2
20(2 ) 2 ( 4 )
= 16
2
20(3) 2 ( 9 )
= 21
2
20(9 ) 2 (81)
=9
2
Students should observe the

symmetrical pattern of the
solutions.
Ask students what happens between 3 and 9. Discuss the various responses. Using the same
example, have students explore the area function using non-integer values for x. Discuss the
findings with the class.
Students should observe the symmetrical pattern of the solutions.
Have students use graphing calculators to explore the area function.
Integration with Core Subject(s)
LA:
Understand the meaning of key words and phrases in text

Connections
Enrichment: Given that 2x 3y = 8 and 4x + 3y = -2, what is the product, sum, and difference
of x and y? (Solution: product = 2, sum = 1, difference = 3)
Fine Arts:
Home: Have parents sign homework record weekly.
Remediation: Work with students in small groups on their areas of deficiency.
Technology: Have students explore the area function with a computer drawing program.
189
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
This is the first day of a three-day lesson. Explain to students that the graph of a quadratic
function is a parabola.
190

Day: 055

TAP:
ISAT:
graphs
Unit Focus
Investigating Quadratic Functions
Instructional Focus
Writing Quadratic Functions as a Product of Two Linear Functions
Materials
Copies of Investigating Functions #1 Worksheet
Overhead projector
Graph paper
Have students complete the following as a Quick Quiz:
Find each product:
1. (4 y 5)(2y + 1)
2. (x 6)(3x + 2)
3. -(x 1)(7x + 2)
4. -(2x + 3)(4x 5)
Review the previous days homework and answer students questions.

Define vertex, axis of symmetry, and zeros of a function.
Vertex: the turning point of a parabola; the minimum (if the parabola opens up) or the maximum
(if the parabola opens down).
Axis of symmetry: a line that goes through the vertex of the parabola and divides the parabola in
half.
191
Zeroes of a function: the values of x that make f(x) equal to zero.

Present and discuss the zero-product property. Discuss with the students why the x-intercepts of
a function are also the zeros of the function.
Have the students graph Y1 = x2 4 and utilize the graph to reinforce the definitions.
Have the students graph Y2 = -x2 4 and compare it with Y1 = x2 4. Ask the students to make a
conjecture. Discuss their observations and point out that, for any equation of the form
f(x) = ax2 + bx + c:
If a > 0, the parabola opens upward and the vertex is a minimum point.
If a < 0, the parabola opens downward and the vertex is a maximum point.
Have the students work in pairs to complete Investigating Functions #1.
LA:
SC:
Understand explicit, factual information

Understand the meaning of words in context
Apply scientific method to solve problems
Connections
Enrichment: Have students locate graphs of quadratic functions in newspapers and periodicals.
Fine Arts:
Home: Have parents sign homework record weekly.
Technology: Work in small groups and complete the graphs of quadratic functions using a
graphing calculator or a computer drawing program.
Assessment
Evaluate the Quick Quiz using the Structured Curriculum Scoring Rubric.
Homework
Assign from your text appropriate problems on quadratic functions.
192
Teacher Notes
Solutions to Quick Quiz:
1. 8 y 2 6 y 5
3. 7 x 2 + 5x + 2
2. 3x 2 16 x 12
4. 8 x 2 2 x + 15
Solutions to Investigating Functions #1:

Problem #
Vertex
Axis of
symmetry
Maximum
or
Minimum
Minimum
Zeros
y-intercept
1.
( 0, 4)
x=0
2, -2
-4
2.
2
( , -4)
3
1
2
Minimum
1 3
,2 2
-3
3.
(-3, 0 )
x = -3
Maximum
-3
-9
4.
2 4
( , )
3 3
x=-
x=
2
3
Minimum
193
0, -
4
3
INVESTIGATING FUNCTIONS #1
Answer the following questions for each function:
a. What is the vertex?
b. What is the axis of symmetry?
c. Is the vertex a maximum or a minimum point?
d. What are the zeros of the function?
e. What is the y-intercept?
1. f(x) = (x + 2 )(x - 2 )
2. f(x) = (2x - 1)(2x + 3)
3. f(x) = -(x + 3)(x + 3)
4. f(x) = x(3x + 4)
194

Day: 056

TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Identify, analyze, and solve problems using
graphs
Unit Focus
Instructional Focus
Writing Quadratic Functions as a Product of Two Linear Functions
Materials
Products of Linear Functions Worksheet
Review previous days homework and answer students questions.
Have the students complete the Products of Linear Functions worksheet.
LA:
SC:

Connections
Enrichment: Have students create a poster about parabolas, focusing on: its parts, definitions,
and a real-world application.
195
Fine Arts: See Enrichment.

Home: Have parents sign homework and record weekly.
Technology:
Assessment
Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric.
Homework
Assign from your text appropriate problems on quadratic functions.
Teacher Notes
Solutions to Linear Functions Worksheet:
1.
b. $43,000
c. $2,000
a.
2. a. 1, -5
b. 3, -4
196
PRODUCTS OF LINEAR FUNCTIONS WORKSHEET
1. The Lucky Stars Restaurant spends hundreds of dollars on advertising. If x

represents the number of dollars in hundreds and P represents the profit and
1
P(x) = - (x2 - 40x - 460)

2
represents the profits from advertising:

A. Graph the profit function.
B. What is the maximum profit?
C. What is the greatest amount of money Lucky Stars should spend on
advertisements?
2. Find the zeros of the functions:

A. f(x) = 2(x + 5)(x - 1)
B. f(x) = -3(x + 3)(x + 4)
197

Day: 057
Correlations (SG,CAS,CFS): 8A2

ISAT:
TAP:
graphs
Unit Focus
Instructional Focus
Solving Quadratic Equations by Using Square Roots or Squaring
Materials
Have the students complete the following 5-Minute Quiz:
Simplify each radical:
1.
36
2.
5.
169
6.
12
99
3. - 98
4.
24
7.
8.
40
81

Remind students that calculating the square root of a number is the inverse of squaring a number.
Discuss the meaning of square root, principal square root, and .
Ask the students to name situations where it might be necessary to find the square root of a
number.
198
Square root--x is a square root of n if x x = n. Note (-x) (-x) = n.

Principal square root--the positive square root of a number. The symbols are:
-- used to indicate principal square root.
-- used to indicate the square root of a number
Have the students work in pairs to solve the following equations:
1.
2.
3.
4.
5.
Solutions:
1. x = 5
2. x = 5
3. x = -6 or x = 10
4. x = - 7 or x = 11
5. x = -2 or x = 8
x = 25
3x2 = 75
(x + 2)2 = 64
4(x 2)2 = 324
5(x 3)2 7 = 118
2
It might be helpful for students to branch the two solutions:

8 + 2 = 10
x = 8 + 2
8 + 2 = 6
Randomly select five students to report their solutions to the class.
Emphasize the fact that squaring will undo a square root.
1. ( 6 )2 = 6
Example:
2. ( 36 )2 = 36
Have the pairs solve and check the radical equations using a similar method.
1.
x + 4 =3
2.
4. 4 5x 3 + 3 = 2
4 x 9 = 12
3.
5x 1 = 1
5. 5x 1 = 7
6. 5 2 x + 1 + 10 = 0
1737
= 434 .25
4
2
5
3
6. x =
2
Solutions:
1. x = 5
4. x =
4
5
2. x =
5. x = 10
3. x =
Have each student write a paragraph explaining why it is important to check radical equations.
Have three students read their paragraphs aloud.
199

LA:

Connections
Enrichment: The area of a square is 1,024 square inches. Find the number of inches in the
length of a diagonal. Express your answer in simplest radical form. (Solution: 32 2 )
Fine Arts:
Technology:
Assessment
Evaluate the 5-Minute Quiz using the Structured Curriculum Scoring Rubric.
Homework
Teacher Notes
Solutions to 5-Minute Quiz:
1. 6
2. 2 3
3. -7 2
4. 2 6
5. 13
6. 3 11
7. 9
8. 2 10
200

Day: 058

ISAT:
TAP:
Understand number systems
Use variables, number sentences, and equations
graphs
Unit Focus
Exploring Quadratic Functions
Instructional Focus
Using the Distance Formula to Find the Distance Between Two Points
.
Materials
Graph paper
Review the previous days homework and answer students questions. Have students draw a
diagram to illustrate walking 6 blocks south and 4 blocks west. Ask students: How far are you
from where you started?
Take four responses from the class. Relate them to a right triangle. Demonstrate the use of the
Right Triangle Theorem (Pythagorean). Have students place their sketches on a grid and count
the distance from the starting point to the ending point. Guide students, if necessary.
Have the students place two arbitrary points on a grid and label one ( x1, y 1) and the other (x2, y2).
(x2, y2)
(x1, y1)
201
Draw a solid line connecting the two points. Draw a dotted line to indicate the horizontal and
vertical distances separating the two points. The horizontal distance is (x2 - x1), the vertical
distance is (y2 - y1).
(x1, y1)
Students should recognize that the length of the solid line is the same as the hypotenuse of a right
triangle with legs (x2 - x1) and (y2 - y1). Have students use the Right Triangle Theorem
(Pythagorean) to find the hypotenuse. Emphasize that this is called the distance formula:
d =
( x 2 x1 ) 2 + ( y 2 y1 ) 2
and can be used to find the distance between two points.

Example 1:
Find the distance from A(3, 6) to B(-1, 4).
d=
bx x g + b y y g
d=
b3 + 1g + b6 + 4g
2 1
d = 16 + 4
d=
20
d = 2 5 = 4.47
202
Example 2:
Find the distance from A to B.
d=
d=
b10 3g + b2 6g
b 7 g + b 4 g
2
A (3,6)
2
B (10,2)
d = 49 + 16
d = 65 = 8.06
LA:

Connections
Enrichment:
Fine Arts:
Technology: Have the students write a program for the graphing calculator to calculate the
distance between any two points.
Sample Program:
Program: DISTANCE
:DispENTER x1
:Input A
:Disp ENTER Y1
:Input B
:Disp ENTER X2
:Input C
:DispENTER Y2
:Input D
2
2
: ( ca + d b ) y
:DispDistance =;y
g b
203
Assessment
Teacher observation
Homework
Teacher Notes
204

Day: 059

TAP:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Analyze and interpret data presented in charts,
graphs, tables, and other displays
ISAT:
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Unit Focus
Instructional Focus
Analyzing the Graphs of Quadratic Functions
Materials
Graph Exploration activity
Have students graph y = x2 and list their observations. Anticipated responses:
205
a.
b.
c.
d.
it is a parabola;
it changes direction at the vertex(0,0);
its symmetric about the y-axis (line x = 0);
it opens upward (all y 0).
Have students work in groups of four to complete the Graph Exploration. Randomly select two
groups to report their findings to the class.
LA:
SC:

Connections
Enrichment: Have students graph several equations of the form y = a(x-h)2 + k noting the
vertex, axis of symmetry, and direction of opening. Write a paper detailing your observations.
Fine Arts: Have students write a story modeling a helicopter rescue using the equation
h(t) = 16t2 + 5t + 12.
Technology:
Assessment
Evaluate Graph Exploration activity using the Structured Curriculum Scoring Rubric.
Homework
206
Teacher Notes
Prepare quiz on Graphs of Quadratic Functions.
Solutions to Graph Exploration:
1. Describe f(x) = x 2 + k 2 + k
Sample solution: k determines whether the
graph will be shifted up or down.
2. Describe f(x) = (x h)
Sample solution: h determines whether the

graph will be shifted left or right (use the
opposite of h).
3. Describe f(x) = ax 2 when a > 1

Sample solution: The graph is pulled closer to
the yaxis.
Describe f(x) = ax 2 when 0 < a < 1
Sample solution: The graph is pulled closer to
the xaxis.
207
GRAPH EXPLORATION
Draw each set of graphs on the same set of axes using a different color for each
graph and make a conjecture.
1.
f(x) = x2
f(x) = x2 + 2
f(x) = x2 - 2
Describe f(x) = x2 + k
2.
f(x) = x2
f(x) = (x + 1 )2
f(x) = (x - 1 )2
Describe f(x) = (x - h)2
3.
f(x) = x2
f(x) = 3x2
f(x) =
1 2
x
3
Describe f(x) = ax2 when a > 1

Describe f(x) = ax2 when 0 < a < 0
3. Describe the graph of a(x - h)2 + k
208

Day: 060

TAP:
formulas
ISAT:
relationships
graphs
Unit Focus
Instructional Focus
Solving Quadratic Equations by Completing the Square
Materials
Quadratic Quick Quiz
Graph paper
Overhead projector
Have students complete the Quadratic Quick Quiz.
Demonstrate how to solve a quadratic by completing the square.
209
The general procedure for completing the square is:

ax 2 + bx + c = 0 Then:
ax 2 + bx = c
ax 2 bx
c
+
=
a
a
a
bx
b
b
c
x2 + + ( )2 = ( )2
2a
2a
a
a
2
b
b
c
( x + )2 = 2
We create a perfect square and solve by taking the square root.
2a
4a
a
x+ b =
2a
b 2 4ac
4a 2
2
x + b b 4ac
2a
2a
x=
b b 2 4ac
2a
Example 1:
x2 + 4x 1 = 0
x2 + 4x = 1
x 2 + 4 x + ( 2) 2 = ( 2) 2 + 1
( x + 2) 2 = 5
x = 2 5
210
Example 2:
2 x 2 + 8x + 3 = 0
2 x 2 + 8 x = 3
3
x2 + 4x =
2
4
4
3
x2 + 4 x + ( )2 = ( )2
2
2
2
4
3
x 2 + 4 x + ( 2) 2 = ( ) 2
2
2
16 6
( x + 2) 2 =
4 4
10
( x + 2) 2 =
4
5
x+2 =
2
x = 2
5
2
Have the students solve the following by completing the square:

1. x 2 + 6 x 17 = 0
2. 2 x 2 6 x + 8 = 0
Solutions:
1.
x 2 + 6 x 17 = 0
2.
2 x 2 6x + 8 = 0
x 2 + 6 x = 17
x 2 3x + 4 = 0
x 2 + 6 x + ( 9 ) = 17 + 9
x 2 3x = 4
9
9
x 2 3x + ( ) = 4 + ( )
4
4
3 2
(x ) = 7
2
3
x = 7
2
3
x= 7
2
( x + 3 ) 2 = 26
x + 3 = 26
x=
26
3
211

LA:
SC:

Connections
Enrichment: Have students write a report on the Al-Khowarizmi Method of solving quadratic
equations.
Fine Arts:
Home: Have students keep a record of all assignments. (The homework record will be signed
by a parent on a weekly basis.)
Remediation:
Technology:
Assessment
Evaluate the Quadratic Quick Quiz using the Structured Curriculum Scoring Rubric
Homework
Teacher Notes
Solutions to Quadratic Quick Quiz:
1. x = 4
2. x = 5 or x = 3
3. y = 15
4.
212
Quadratic Quick Quiz
Create a quadratic function whose vertex (4, -1) is a minimum point.

1. Write the equation of the axis of symmetry.
2. Find the zeros of the function.
3. Find the yintercept.
4. Sketch the graph.
213

Day: 061

TAP:
ISAT:
graphs
Unit Focus
Instructional Focus
Using Tiles to Complete the Square for Quadratic Expressions of the Form x2 + bx + c (where b
and c are real numbers)
Materials
Algebra Tiles
Allow students ten minutes to experiment with the Algebra Tiles before beginning.
Model the product of two binomials using Algebra Tiles. Demonstrate how to fill in the tiles to
create a square and read the solution.
214
Negative pieces:
X
X
Positive pieces
Example:
(x+2)2
X
= x2 + 4x + 4
X
1
1
Model how to represent quadratic expressions and determine the pieces needed to form a perfect
square. Have the students model the following using Algebra Tiles:
1. x 2 + 3x + 2
4. x 2 4
2. 2x 2 + 3x 2
5. x 2 + 5x + 4
x 2 + 2x + 1
6. 3x 2 + 4x + 1
3.
Monitor students and assist when necessary.

LA:

Connections
Enrichment: Have students write a report on the AlKhowarizmi Method of solving quadratic
equations.
Fine Arts:
Technology: Have students complete the square with a computer drawing program.
215
Assessment
Teacher observation
Homework
Teacher Notes
Have students make note of the upcoming assessment.
Solutions to in-class assignment:
1. x 2 + 3x + 2
4. x 2 4
2. 2 x 2 + 3x 2
5. x 2 + 5x + 4
3. x 2 + 2 x + 1
6. 3x 2 + 4 x + 1
216

Day: 062

TAP:
ISAT:
graphs
Unit Focus
Instructional Focus
Using the Quadratic Formula to Solve Quadratic Equations That Model Real-World Situations
Materials
Copies of Exploring Quadratics
Have students complete Exploring Quadratics working in groups of four.
Review the general form of a quadratic equation: ax + bx + c = 0
217
Have the class work along as you complete the square on the general form of a quadratic
equation.
ax + bx + c = 0
b
c
x + x + = 0
a
a
b
c
x + x =a
a
b
c
b
b
x+ x+ ( ) 2 = ( ) 2
a
2a
2a
a
2
b
b 4 ac
( x + )2 =
2a
4 a2
b 2
b 2 4 ac
(x +
) =
2a
4 a2
b
b 2 4 ac
x+
=
2a
2a
x=
b b 2 4 ac
2a
Stress that this formula (called the quadratic formula) will solve any quadratic equation.
The following steps should be followed in solving a quadratic equation using the formula:
a. check that the right side =0
b. on the side, list: a=
b=
c=
c. plug and chug
Example 1:
(Step a)
(Step b)
3x2 + 4x = 6
3x2 + 4x - 6 = 0
a= 3
b= 4
c = -6
218
(Step c)
x=
b b 2 4ac
2a
4 (4) 2 4(3)(6)
=
2(3)
4 16 + 72
6
4 88
=
6
= 4 + 9.38
4 9.38
or
6
6
x = 2.69
or
x = 6.69
=
Example 2:
2 x 2 + 5x = 0
a =2
b=5
c =0
x=
=
b b 2 4 ac
2a
b5g 4b2gb0g
2b 2g
2
5 25
4
5 5
=
4
5 + 5 5 5
=
or
4
4
x = 0 or x = 2.5
=
219

LA:
SC:

Connections
Enrichment: Write a program for the quadratic formula for the graphing calculator.
Fine Arts:
Technology: See Enrichment.
Assessment
Evaluate the in-class activity using the Structured Curriculum Scoring Rubric.
Homework
Teacher Notes
Make copies of the Mid-Unit Assessment.
220
Solutions to Exploring Quadratics:
b
4ac
b-4ac
b-4ac-d
2a
b + d
2a
b d
2a
A= 2
B =5
C= 2
25
16
9
9
4
1
A=2
B= 5
C=2
25
72
-47
-47
4
-13
A=2
B = -4
C= 2
16
16
-32
-32
4
-7
A=3
B = -10
C=3
100
36
-136
-136
6
-63
-3.5
168
-24.3
221
Exploring Quadratics
Have students complete the table below in the following way: The first student in the group will
evaluate the first expression, then pass the sheet to the right to the next student. The second
student will evaluate the second expression and pass the sheet to the right to the next student.
The third student will evaluate the third expression, etc.
a=2
b=5
c=2
a=2
b=5
c=9
b2
4ac
b2-4ac
b2-4ac=D
2a
b + D
2a
b D
2a
222
a=2
b=-4
c=2
a=3
b=-10
c=3

Day: 063

ISAT:
TAP:
Use variables, number sentences, and equations Use mathematical skills to estimate,
approximate, and predict outcomes and to
graphs
Unit Focus
Instructional Focus
Using the Axis of Symmetry to Find Maximum or Minimum Values
Materials
Graph paper
Remind students that the roots of a quadratic equation are the x-coordinates of the x-intercepts.
1
or x = -1)
Have students solve: 2 x 2 + 3 x + 1 = 0 . (Roots: x=
2
Have the students check their solution with the graphing calculator.
Working with the students, draw a parabola on a piece of graph paper. Fold the parabola in half.
(Students should observe that this line is the axis of symmetry, which passes through the vertex
and lies halfway between the x-intercepts.) Lead the students to discover the formula for the
vertex of a parabola, using the midpoint formula.
223

LA:
SC:

Connections
Enrichment: Name ten real-life models, which will imitate a quadratic function. Explain why
this occurs.
Fine Arts:
Remediation: Review all methods of solving quadratic equations.
Technology:
Assessment
Teacher observation
Homework
Teacher Notes
Remind students to study for the Mid-Unit Assessment tomorrow.
224

Day: 064
Correlations (SG,CAS,CFS): 6A1; 8B1, D2

TAP:
formulas
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
relationships
graphs
comparisons
Unit Focus
Exploring Properties of Real Numbers
Instructional Focus
Mid-Unit Assessment
Materials
Copies of the Mid-Unit Assessment
Administer the Mid-Unit Assessment.
225

LA:
SC:

Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Evaluate the Mid-Unit Assessment using the Structured Curriculum Scoring Rubric.
Homework
226
Teacher Notes
Solutions to Unit 5 Mid-Unit Assessment:
1. x = 2
3. x = 308
5. a.
2. x = 11
3. x = 10.4 or 10
2
5
6.
b. AB = 3.6
BC = 10.2
AC = 9.4
7. a. Vertex = (-3,4)
b. Axis of Symmetry x = -3
c. Opens downward
8. a. Vertex = (5,6)
b. Axis of symmetry x = 5
c. Opens downward
7
9. x 2 + 7 x + ( ) 2
2
49
x 2 7x +
4
7 2
(x )
2
10. x + 4x + 2
227
Chapter 5 Mid-Unit Assessment

Round solutions to the nearest tenth.
Solve for x:
1. (x+2) = 16
2.
6 x + 1 = 43
2. 3(x 2) = 243
4. 3 5x 3 = 21
5. Given the coordinates A(-2, 6), B(-4, 3), C(6, 1):

a. Sketch the graph.
b. Determine the distance between the vertices.
c. What type of triangle is formed?
6. Graph the quadratic function f(x) = 2x + 4x 1.
228
7. Let f(x) = -2(x + 3) + 4

a. Find the coordinates of the vertex.
b. Find the equation of the axis of symmetry.
c. Determine in which direction the graph opens.
8. Let g(x) = 2(x 5) + 6

a. Find the coordinates of the vertex.
b. Find the equation of the axis of symmetry.
c. Determine in which direction the graph opens.
Complete the square in the following equations:

9. f(x) = x 7x + ____
10. f(x)= ___ x + 4x +_____
229

Day: 065

TAP:
Apply a variety of estimation strategies:
standard rounding, order of magnitude, frontending, compatible numbers, and
compensation
ISAT:
graphs
Unit Focus
Instructional Focus
Determining the Number of Real Number Solutions of a Quadratic Equation
(Using the Discriminant)
Materials
Copies of Semester Project
Overhead projector
Return and review the Mid-Unit Assessment.
Discuss the Semester Project with the students.
230
Have students compare and contrast the graphs of:

a.. y = x 2 3
b. y = x 2
c. y = x 2 + 3
a. If the parabola intersects the x-axis at two distinct points, there are two solutions:
y = x2-3
b. If the parabola intersects the x-axis at one point, there is one solution:
y = x2
c. If the parabola does not intersect the x-axis, there is no solution:
y = x2+3
Discuss with the students what it means for a quadratic equation to have two real roots, or no real
roots as it relates to a parabola.
Write the quadratic formula on the chalkboard and ask what part of the formula determines the
; separates or discriminates the roots, hence the
nature of the roots. (Whatever is under the
word discriminant.)
231
Have students complete the following:

b 2 4ac is the discriminant
a. if b 2 4ac > 0 , there are two real solutions
b. if b 2 4ac = 0 , there is one real solution
c. if b 2 4ac < 0 , there are no real solutions
Determine how many real number solutions exist for each equation. Show your work.
1. 2x2 - 5x - 5 = 0
4. x(x + 3) = 0
2. 4x2 + 3x + 2 = 0
5. 5x2 + 12x = 0
3. 3x2 - 5 = 0
6. 9x2 - 5x = 4
LA:

Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric.
Homework
232
Teacher Notes
Instruct students to begin working on their Semester Projects. Groups should present solutions
using spreadsheets and chart paper. Remind students to be creative in their presentations.
Solutions to in-class assignment:
1. 2 real solutions
2. no real solutions
3. 2 real solutions
4. 2 real solutions
5. 2 real solutions
6. 2 real solutions
233
SEMESTER I PROJECT BASKETBALL AROUND THE UNIVERSE

Jordan and Stockton are ready for the tip-off to start the NBA Championship game. As in
every game, a camcorder is positioned so that it is focused on the ball. The referee tosses the ball
vertically into the air, and the camcorder follows the path of the ball as it rises to a maximum
height and then begins to fall. Jordan, who has analyzed previous recordings, jumps up and, at
the precise moment, taps the ball to his teammate to start the game on the road to victory.
A table and graph representing the height of the ball at 0.1-second intervals are shown
below.
Height (y)
0.0
.92
0.1
1.61
0.2
2.18
0.3
2.69
0.4
3.09
0.5
3.38
0.6
3.58
0.7
3.68
0.8
3.68
0.9
3.58
1.0
3.38
1.1
3.09
1.2
2.69
1.3
2.18
1.4
1.61
1.5
.92
Height (y)
Time (x)
0.5
1.0
Time (x)
234
1.5
The referee is holding the ball about 1 m from the floor. He tosses the ball upward at a velocity
of 8 m/sec. The ball is affected by the acceleration due to gravity at the surface of the Earth,
which is about 9.8 sec2.
The height of the basketball can be described by the quadratic function:
h(t ) = 4.9t 2 + 8t + 1
In this project, you will compare the path of a basketball on Earth with its motion on each
of the other planets. On each planet, assume that the initial height of the ball is 1 m and
the initial velocity is 8 m/sec. However, the acceleration due to gravity is different on
each planet.
The table below shows the acceleration due to gravity on each planet in relation to that of
the Earth.
TABLE 1
Planet
Mercury
Gravity at surface
(as a fraction of
Earths)
0.37
Venus
0.88
Earth
1.00
Mars
0.38
Jupiter
2.64
Saturn
1.15
Uranus
1.15
Neptune
1.12
Pluto
0.04
Gravity at surface
(in m/sec2)
Quadratic Function:
h(t) = -1/2gt2 + 8t + 1
9.8 m/sec2
h(t) = - 4.9t2 + 8t + 1
Complete Table 1 on chart paper to present to the class.
235
TABLE 2
Planet
Maximum height of
basketball
Time required to reach

maximum height
Time required to return to

Earths surface
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Complete Table 2, also on chart paper, using the functions you found in Table 1 and
using your graphing calculator. Answer the following question:
1. On which planet does the ball achieve the greatest maximum height? Why? (Hint:
look at the g-values).
2. On which planet does the ball achieve the least maximum height? Why?
3. As the g-value increases, what happens to the time values? Can you find a formula t(g)
that describes the time required to reach maximum height in terms of g?
236

Day: 066

TAP:
formulas
ISAT:
relationships
graphs
comparisons
Unit Focus
Instructional Focus
Solving Quadratic Equations with Imaginary Number Solutions
Materials
Write the following numbers on the chalkboard and ask the students to name the
1. 9
2. 81
3. 25
4. 0
5. 16
For 16 , students will probably respond 4, but (4)2 = 16, not 16.
237
of each:
Introduce i = 1 as an imaginary number; it does not exist in the real world, only in our minds,
our imaginations.
Work through the following examples with the students:
1.
2.
25
18
25 1
18 1
= 5i
9 2 1
= 3i 2
3.
4.
=
12 3
3 27
i 3 i 27
= i 12 i 3
= i 2 36
= ( 1)( 6 )
=6
= i 2 81
= (-1)(-9)
= -9
5.
6.
3i(4 + i)
= 12i + 3i2
= 12i+ 3(-1)
= 12i 3
2i 3
= 6i
7.
(3 + i)(3 i)
= 9 3i + 3i i2
= 9 - i2
=
9 (-1)
= 10
8.
(4 + i)(5 + 2I)
= 20 + 8i + 5i+ 2i2
= 20 + 13i + 2(-1)
= 20 + 13i 2
= 18 + 13i
Have the students explore the powers of i and discuss their observations.
Point out that the powers of i are cyclic. Have students note that a method for reducing a power
of i is to divide the exponent by 4. The remainder is the new power of i. Demonstrate that this is
similar to spinning a spinner with four spaces. The quotient tells us how many times the spinner
goes around; the remainder tells us where the spinner lands.
Work with the students to solve a quadratic equation with imaginary roots.
238
Example 1
2
x +9 = 0
2
x = 9
x = 9
x = 3i
Example 2:
x2 12x + 42 = 0
a =1
b = 12
c = 42
12 144 168
2
12 24
x=
2
12 2i 6
x=
2
x = 6i 6
x=

LA:

Connections
Enrichment:
Fine Arts:
Technology:
239
Assessment
Teacher observation
Homework
Teacher Notes
240

Day: 067
Correlations (SG,CAS,CFS): 6B1

TAP:
ISAT:
graphs
Unit Focus
Instructional Focus
Identifying and Operating with Complex Numbers
Materials
Review previous days homework and answer students questions. Have students simplify the
following expressions:
1.
a3x + 4f + a4 x 5f
a f
3. 4 x x + 3
Solutions:
1. 7 x 1
2. 2 x 1
241
2.
a4 x 3f a2 x 2f
4.
a2 x + 1fa3x 1f
3. 4 x 2 + 12 x
4. 6x + x 1
Introduce the set of complex numbers. Explain that complex numbers are the union of the real
numbers with the imaginary numbers. Stress the enormity of this set. Have students note that
the set of complex numbers is huge. Define complex numbers as any number of the form a + bi
where a and b are real and i is imaginary. Have students replace the x with an i and simplify each
expression.
1.
(3i 4) + (4i 5)
3. 4i (i 3)
Solutions:
1. 7i 1
2.
(4i 3) (2i 2)
4.
(2i 1)(3i 1)
2. 2i 1
3. 4 12i
4 i7
Review and discuss the simplification of expressions with imaginary numbers.

LA:

Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Teacher observation and student homework
Homework
Teacher Notes
Make copies of the Imaginary Numbers Quiz.
242

Day: 068
Correlations (SG,CAS,CFS): 6B1

TAP:
formulas
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
relationships
graphs
comparisons
Demonstrate an understanding of measurement
concepts and skills
Unit Focus
Instructional Focus
Identifying and Operating With Complex Numbers
Materials
Imaginary Numbers Quiz
Review previous days homework and answer students questions. Define and discuss complex
conjugate. Have students note that only the sign between a and bi is changed, and a bar is used
to denote conjugate.
243
Examples:
8 + i = 8i
a + bi = a bi
3 4i = 3 + 4i
4i + 3 = 4i 3
Have the students multiply each expression by its conjugate. Ask the students to describe the
results. Ask the students to make conjectures about the product of two complex numbers.
Discuss student conjectures (the difference of two squares).
Have students complete the Imaginary Numbers Quiz.
LA:

Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Evaluate the Imaginary Numbers Quiz using the Structured Curriculum Scoring Rubric.
Homework
Assign from your text appropriate problems using complex numbers.
244
Teacher Notes
Remind students that the Semester Projects are due soon.
Solutions to Imaginary Numbers Quiz:
1. 7 + 9 i
2 . 1 3i
3. 9 i 9
4 . 22 i 10
5. i 8 or 1
6. 16
7 . 10
8. 5i 6 or 5
Reserve a camera or camcorder to record student presentations on Days 076-078.
245
Name___________________
Date____________________
Period________
Imaginary Numbers Quiz

Simplify:
1. (2 + 3i) + (5 + 6i)
2. (4 + i) + (3 + 4 i)
3. 3i(3 + 3 i )
4. 8 i (4 + i) 2i(5 i)
5. i 3 i 5
b g2
6. 4 i
7.
bi + 3gbi 3g
1
8. 5i(3i)( i3 )
3
246

Day: 069
Correlations (SG,CAS,CFS): 6B1; 8A2, D2

TAP:
formulas
ISAT:
relationships
graphs
Unit Focus
Instructional Focus
Applying Quadratic Functions
Materials
Chart paper
Markers
Rulers
Transparencies
Allow students time to work on their Semester Projects.
247

LA:
SC:

Analyze and interpret data
Connections
Enrichment:
Fine Arts:
Home: Invite parents to hear the students presentations.
Technology:
Assessment
Teacher observation
Homework
Have the students complete their Semester Projects.
Teacher Notes
248

Day: 070

TAP:
procedures and problem-solving strategies
to real-world situations
formulas
ISAT:
relationships
graphs
Unit Focus
Instructional Focus
Writing, Solving, and Graphing Quadratic Inequalities
Materials
Overhead projector
Graph paper
Chart paper
Markers
249

Have students complete the following Quick Quiz:
Write the solutions of each equation in a + bi form.
1. 3x2 + 3x + 1 = 0
3.
2. -2x2 x 9 = 0
15x + 4x2 = -3
4. x2 + 6 = -6
Have students working in pairs graph Y1 = x2 + 3x +2.

Ask the students to make a conjecture about the graphs of x2 + 3x + 2 > 0 and x2 + 3x + 2 < 0.
Discuss the conjectures and have the students note:
a. students should find the endpoints of the regions by factoring
b. students should describe the appropriate region in rule notation (e.g., x < 1,
1 < x < 3,
x > 3)
c. the graphs can also be done manually
Emphasize that students should choose 3 points from within the region, not the endpoints.
Ask the students: How do we indicate the difference between > and < when graphing? (Dotted
curves vs. solid curves)
Have each student pair complete the following on chart paper:
1. 2x2 3x 20 < 0
Solutions:
1.
2x2 3x 20 < 0
2. x2 2x 1 0
2.
Have student pairs share their solutions with the class.
250
x2 2x 1 0

LA:

Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Evaluate the Quick Quiz.
Homework
Teacher Notes
Remind students that the Chapter Projects (Interplanetary Basketball) will be presented on Day
076.
Solutions to Quick Quiz:
3 i 3 1
= ( 3 i 3 )
6
6
1 i 71
1
2. x =
= (1 i 71)
4
4
4 2i 41 1
=
( 4 2i 41)
3. x =
30
30
0 48
4i 3
4. x =
=0+
= 0i 3
2
2
1. x =
251

Day: 071 072

ISAT:
TAP:
graphs
Unit Focus/Foci
Instructional Focus/Foci
Writing a Quadratic Function That Fits Three Data Points
Materials
Overhead projector
Graph paper
Have the students complete the following Quick Quiz:
Quiz:
1. Solve: 4x2 + 5x 2 > 0
2. Solve and graph the solution:
x2 + 8x 9 < 0
Explain to students that there are times/situations when an engineer, a scientist, or other
professional needs to find a quadratic function that fits three or more data points.
Example 1:
Given the points (1, 7), (2, 14) and (3, 29), find a quadratic function that passes through all
2
three points. Recall that a quadratic function has the form ax + bx + c = 0. Since there are
three pairs of x, y values that satisfy this equation, these values can be substituted into this
252
equation.
y = ax2 + bx + c
Point
(1, 7)
7 = a(1)2 + b(1) + c
(2, 14)
14
14 = a(2)2 + b(2) + c
(3, 29)
29
29 = a(3)2 + b(3) + c
This gives us the following system of equations:

a b + c = 7
4a + 2b + c = 14
9a + 3b + c = 29
Ask students to solve this system using any method they choose and compare solutions. (They
should get a = 2; b = 5, c = 4.)
the quadratic function that fits the points (1, 7), (2, 14), and (3, 29) is f(x) = 2x2 + 5x 4.
Example 2:
Given the points (-1,6), (2,9) and (4,41), find a quadratic function that passes through all three
points.
Point
y = ax+bx+c
(-1, 6)
-1
6 = a(-1)+(-1)+c
(2, 9)
9 = a(2)+b(2)+c
(4, 41)
41
41 = a(4)+b(4)+c
This gives the system:

ab+c=6
4a + 2b +c = 9
11a + 4b + c = 41
253
Have the students solve this system using any method they choose. (They should get a = 3,
b = - 2, and c = 1.)
the quadratic function that fits the points (-1, 6), (2, 9) and (4, 41) is f(x) = 3x 2 2 x + 1 .
LA:
SC:

Connection(s)
Enrichment:
Fine Arts:
Technology: The systems can be solved on a graphing calculator. Students should graph the
functions they find and check if the points do indeed fit the function. Students can also use the
STATS feature to find the quadratic function to fit the points.
Assessment
Teacher observation
Homework
Teacher Notes
This is a two-day lesson. The second day (Day 72) should be used to review homework, for
remediation exercises, or for extra practice, as necessary.
254

Day: 073

TAP:
formulas
ISAT:
relationships
graphs
Unit Focus
Instructional Focus
Reviewing Quadratic Functions
Materials
Invite students to present problems stressing to the class the key concepts of the unit.
LA:
SC:

255
Connections
Enrichment:
Fine Arts:
Home: Study for the Unit Five Assessment.
Remediation:
Technology:
Assessment
Teacher observation and homework
Homework
Study for the Unit Five Assessment.
Teacher Notes
Prepare copies of the Unit Five Assessment.
256

Day: 074

TAP:
formulas
ISAT:
relationships
graphs
Unit Focus
Instructional Focus
Assessing Quadratic Functions
Materials
Copies of the Unit Five Assessment
Administer the Unit Five Assessment.
LA:
SC:

257
Connections
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Evaluate the Unit Five Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have the students complete their Semester Projects.
258
Teacher Notes
Solutions to Unit 5 Assessment:
1. Shift graph up one unit.
2. Shift graph to the left 3 units.
3. Flip the graph over and pull closer to the

y-axis.
4. f ( x ) 2( x + 2) 2 2
Vertex - (-2,-2)
Axis of symmetry: x = -2
x-intercepts - x = -3 and x =-1
y-intercept - y = 6
5.
x 2 + 6x + 2 = 2 x 3
6.
3x + 4x + 5 = 0
x 2 + 4 x = 5
4
4
x 2 + 4 x + ( ) 2 = 5 + ( ) 2
2
2
b x + 2g
b x + 2g
= 5 + 4
= 1
x=
x=
x=
x + 2 = 1
x + 2 = i
x = 2i
x=
x=
x=
b b 2 4ac
2a
bg
23
4 16 60
6
4 44
6
4 2i 11
6
2 2i 11
3
7. 3i(4i 9)
12i 27i
-12 27I
8. i 37 = i
9.
5i 5
10.
6i + 1 2 i 5
b g
b5i 5gb5i 5g
2
25i 2 25i 25i + 25

50i
gb
12 i 2 + 2 i 30i 5
12 28i 5
17 28i
259
b gb g
4 4 2 4 3 5
Unit 5 Assessment
Given the graph of f(x) = x2:
1. Describe how to obtain the graph of x2 + 1.

2. Describe how to obtain the graph of (x + 3)2.
3. Describe how to obtain the graph of -2x2.
4. Given f(x) = 2(x + 2)2 2
a. Find the vertex.
b. Find the axis of symmetry.
c. Find the x- and y-intercepts.
5.
Solve x2 + 6x + 2 = 2x 3 by completing the square.
6. Solve 3x2 + 4x + 5 = 0 by using the quadratic formula.

Simplify each expression:
8. i37
7. 3i(4i - 9)
9. (5i - 5)2
10. (6i + 1)(2i - 5)
260

Day: 075
Correlations (SG,CAS,CFS): 6A1; 8A2, D2

TAP:
formulas
ISAT:
relationships
graphs
comparisons
Unit Focus
Instructional Focus
Completing the Semester Project
Materials
Unit Five Assessment (student copies)
Return the Unit Five Assessment and review the solutions with the students.
Allow the students time to put the finishing touches on their Semester Projects.
261

LA:
SC:

Connections
Enrichment:
Fine Arts:
Home: Suggest that students practice delivering their presentations in front of an audience
(family).
Remediation:
Technology:
Assessment
Homework
Complete the Semester Project.
Teacher Notes
Bring a camera or camcorder to the next class session.
Solutions to Basketball Around the Universe Semester Project:
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Gravity at surface (as a

fraction of Earths)
0.37
0.88
1.00
0.38
2.64
1.15
1.15
1.12
0.04
Gravity at surface
(in m/sec2)
8.624 m/sec2
9.8 m/sec2
9.8 m/sec2
3.724 m/sec2
25.872 m/sec2
11.27 m/sec2
11.27 m/sec2
10.976 m/sec2
.392 m/sec2
262
Quadratic Function:
h(t) = -1/2gt2 + 8t + 1
h(t) = -1.813t2 + 8t + 1
h(t) = -4.312t2 + 8t + 1
h(t) = - 4.9t2 + 8t + 1
h(t) = -1.862t2 + 8t + 1
h(t) = -12.936t2 + 8t + 1
h(t) = -5.635t2 + 8t + 1
h(t) = -5.635t2 + 8t + 1
h(t) = -5.488t2 + 8t + 1
h(t) = -.196t2 + 8t + 1
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Maximum height of
basketball
Time required to
reach maximum
height
4000
2.2
1813
500
.93
539
40
.82
49
2000
2.1
931
500
.31
1617
800
.71
1127
800
.71
1127
250
.73
343
1000
20.4
49
17813
9.8
1813
2539
4.7
539
209
4.3
49
8931
9.6
931
3617
2.2
1617
4327
38
.
1127
4327
38
.
1127
1343
3.9
343
4049
82.6
49
1. Pluto; see student solutions (gravity has the smallest affect)

2. Jupiter; gravity has the largest affect on Jupiter
3. It takes less time for the ball to travel
y = .25x + -.25
263
Time required to
return to Earths
surface
4.5
1.9
1.7
4.4
.72
1.5
1.5
1.6
40.9

Structured Curriculum Lesson Plan Day: 054 Subject: Advanced Algebra Grade Level: High School Correlations (SG, CAS, CFS) : 8D2 Tap: Isat

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STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2

Students should observe the

Understand the meaning of key words and phrases in text