Lesson Plan Completing the Square Yr 11

Day: M T W T F Date: 15th Feb 16 Time: 9.55-10.50am Year: 11

Learning Area: Maths Methods Topic: Completing the Square
Curriculum content description: (from ACARA) Mathematics Methods / Quadratic
relationships / Topic 1.1.9. Solve quadratic equations including the use of quadratic formula and
completing the square.

Students prior knowledge and experience: (Outline what the students already know about this
topic)
"

Students have previously r ecognised features of the graphs of =

2 , =(p)2+q, and

=()(), including their parabolic nature, turning points, axes of symmetry and
intercepts.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

Review the basic algebraic concepts and techniques required for a successful introduction
to the study of functions and calculus.

Learning objectives:

Evaluation:

On completion of this lesson, students will

be able to:

(Explain how you will know that lesson objective have

been achieved / monitor student learning)


" Students will demonstrate
understanding and fluency by working
in class on a set of exercise questions
from the class text. (Page 24, Exercise
2.2, questions 1-2).

(What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

Will be able to complete the square for
monic and non-monic quadratic
equations in the general form ax2+bx+c
.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

" Paper / Pens / Pencils / Textbook

1
EDN550 Professional Experience Information for Pre-Service Teachers 2016

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

"

Have an awareness of students who may need more assistance or who have less
experience with this concept because they have come from Maths stream 2.

"

Have an extension activity ready - Find the exact solutions (roots) for the questions just
completed in Exercise 2.2

Timing Learning Experiences:


5mins

10
mins

1.
"
"

Introduction: (How will I engage the learners?)

Students enter the room and prepare for mental maths activity.
Prayer.

2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

PART 1
"
"
"

Write Completing the Square on the board.

What does it actually mean?
Why do we do it? Why not just factorise?

A GEOMETRIC UNDERSTANDING OF COMPLETING THE SQUARE

x2 + bx can be rearranged nearly into a square and then we add (b/2)2 to complete the square.

x2 + bx + ( b/2 )2 = ( x + b/2 )2
Note: We cant just add (b/2)2 without also subtracting it, otherwise the whole value changes.

Completing the square is all about manipulating the quadratic equation into a perfect square.
Engineering it so it becomes a perfect square.

WHY? - Because this technique will always work. Its a great technique when factoring is difficult. It
gives us the turning point straight away. Its easy to solve for the x cuts (roots).








2
EDN550 Professional Experience Information for Pre-Service Teachers 2016


10
mins

PART 2
"

Completed square form is:

y = k ( x - p )2 + q where turning point is ( p, q )

Two ways to turn y = ax2 + bx + c into the completed square form.

FIRST WAY: Find the turning point T.P.x value = (- b/2a) T.P.y value = sub in for y

SECOND WAY: Traditional Method

Thats the shortcut, always just use half coefficient of x and then subtract its square.

3
EDN550 Professional Experience Information for Pre-Service Teachers 2016

5 mins



















20min



5 mins

PART 3
"

What about when its a non-monic quadratic.

"

Easy! Just factor out a and then complete the square as usual.

PART 4
"
"

Students to complete Exercise 2.2, Qus 1 and 2.

Canvas the room helping out where necessary.

3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

"

Explain to students that the formula for completing the square will probably be on their
formula sheets in exams but they will do a lot better if they understand how and why it
works and why its useful.
Memory and efficiency will come with practice.

"

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I was a little nervous at the beginning of this lesson. I was being
entrusted with a large class of Yr 11 ATAR Maths Methods students.
I had such a fantastic resource prepared to give the students a geometric
understanding of completing the square, but my nerves got the better of
me in the first 5 minutes and I rushed through it. I realised what I was
doing, slowed down and then the rest of the lesson ran smoothly.

4
EDN550 Professional Experience Information for Pre-Service Teachers 2016

Its not as easy for me to build rapport with these slightly aloof Yr 11s as
it is with the sweet Yr 8s. I am going to need to find some common
ground
What is wonderful about teaching this class is that they already have the
skills and initiative needed to listen, take notes, work cooperatively and
ask for help as needed. This class is a more formal, productive
environment which seems to work well as the boys are focussed on their
future WACE assessments.

5
EDN550 Professional Experience Information for Pre-Service Teachers 2016

6
EDN550 Professional Experience Information for Pre-Service Teachers 2016