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taking square roots, factoring, completing the square, and the quadratic formula, as
appropriate to the initial form of the equation (limit to real number solutions).
Logistics:
Materials:
Calculator
Pencil
Paper
Previous Knowledge
Quadratic formula
Graphing
perpendicular
I (Mr. Laurens) will give the students a two problem warmup of solving quadratic
complete, Ms. Ceci will spend a few minutes reviewing any questions. I will then
give each student the cornhole task worksheet, and asked to work on it with their
partner. During the first 10-15 minutes, Ms. Ceci, and Ms. Jett, and I will
monitor students progress without providing much assistance, which will allow
the students ample time to consider their thought process and recall previous
knowledge. I will transition students to class discussion about the approaches for
completing the task. During this time, I will discuss with students what the
problem is asking of them, as well as discuss the vertical motion of a cornhole bag
how to determine if the bag I threw landed in the target area of the board, and how
they can use solving quadratics to determine the total distance of the toss. During
this discussion, prior to setting up our quadratic equations, I will take time to
address the diagram of the game, as well as lead discussion about the intervals on
which the bag may land on the board, as well as the distance to the target hole.
When discussing the vertical motion, it may be important to draw the flight of the
bag, in order to lead students to recognize setting the distance equations equal to
zero to solve for the distance at which the bag lands. By making this statement,
students will realize that they must set the equations equal to zero and solve for x
in order to determine where the bags landed. After discussion of the first equation,
including having students lead discussion of how to solve the quadratic, as well as
determine which solution is relevant, and whether or not it landed on the board,
they should be able to move on successfully with the rest of the task. The rest of
the task will again be monitored by all three instructors, each providing necessary
Ms. Ceci will review the completion of the task as well as allow students to
explain who won the game, and whos toss was the closest using mathematical
reasoning.
Since this task is being presented to two periods of the same class level, the roles
will be reversed for each class. Thus, the roles presented here are for the 3rd
period class, whereas the roles are reversed during the 2nd period.
Introduction
o Motivation:
productive effort.
which students who actively and correctly engage in and complete the task
o Launch:
solved using the quadratic formula via the projector. Have students work
o Timing:
Students will be given 10-15 minutes to work on the task and discuss with
partners their strategy. The length of time will depend on how quickly the
students approach the task and determine a method. Then Ms. Ceci will
lead class discussion about the task and student thought processes for 10-
15 minutes.
complete the task, while Ms. Ceci, Ms. Jett, and Mr. Laurens monitor
a class and how students approached each question within the task.
Body:
Task:
o Cornhole Problem
Solutions:
Note: The key for the worksheet above is incorrect. All solutions are below.
Note: Kellens equation for the second throw was changed in order to maintain
consistency as follows:
1. 1st Toss: Aubery = 28.4ft, Kellen = 27.8ft
a. Both bags travel between 27ft and 31ft, so both land on the board.
b. See Quadratic formula work above. Auberys toss is 1.6ft short of the hole, and
a. Kellens bag travels between 27ft and 31ft, so it lands on the board. Auberys toss
b. See Quadratic formula work above. Kellens toss is 0.25ft past the hole.
a. Neither bag travels between 27ft and 31ft, so both do not land on the board.
b. See Quadratic formula work above. Auberys toss is 9.3ft past the board, and
4. Who won?
a. Kellen had the best toss overall, which was his second toss that was 0.25ft from
the hole.
b. Answers may vary based on student experience with cornhole. For cornhole
board lying flat on the ground, arguments could be made about the size of the bag
or arch of toss. For students who recognize normal cornhole boards are elevated
Transition: Call for discussion once most students have made positive progress.
Extension
Show the following picture (or investigate the actual game in the class if
available):
Discuss with students the difference between this picture and their solutions.
Help them recognize that the board is elevated at an angle, and have them attempt
to reason with mathematics if the elevation of the hole is 1ft off the ground.
Students can now reason whether or not Kellens second toss went into the
hole.
Answers may vary, but reasoning about the size/area of the bag,
and the bean bags are 6 inch by 6 inch squares. Thus, if the hole is
centered at 30 ft from the foul line, and Kellens second toss lands
at 30.3ft, with 0.3 feet equaling 4 inches, then this toss will land in
the hole.
Initial Questioning:
What are we supposed to do? - This question is habitual in both support classes,
and should be addressed with minimal instruction. Instead request that the
student read the instructions, and attempt to explain what they think they are
doing.
Can there be a negative at the front of my equation? Can I just change that?
This form of quadratic has been discussed by the class, yet there have not been
any example of solving problems for this case. Ask the student what they think
that negative in front of the leading coefficient means, and how it affects our
function. Request students describe what the quadratics they are used to working
with look like on a graph, and how that differs from the equations in this task.
Provide the example of -x+4=0 and x+4=0, and allow them to solve to determine
Assessment
Monitor both group and individual work in order to assess comprehension and
address misconception
Ask questions to determine understanding of setting equations equal to
Why are you setting the equation equal to zero? What does that
Explain the interval upon which the toss will land on the board as well as
Did any of the tosses land in the hole? What about Kellens second
toss?
Is the box flat on the ground in the picture, or sitting over there in the
Accommodations:
Students will have a hard copy of the worksheet as well as it projected on the
screen in case the print is too large on the screen or too small on the worksheet.
Students who tend to finish early will be provided a challenge question at the end
where they must determine what would happen if the box was not considered at
ground level, as well as provide mathematical reasoning as to whether any of the
Students work in pairs so that they are able to talk with their partner about
solutions and solution methods rather than waiting on the teacher and becoming
restless.
Misconceptions:
Students will get two answers for their equations and may put both x-values as
their solution. However, students must recognize that only one answer is an
appropriate solution to the task and must choose the appropriate x-value for the
Students may not use the diagram to determine the distance between the cornhole
boards and the holes which may lead them astray when answering who had the
better toss. It will be important to discuss with the students what it means to for
the holes to be 33 ft apart, and the foul lines to be 27 feet apart, as well as
determine the distance from the foul line to the hole, and make a conjecture about
Concluding Discussion
Ask students as a group who they think won the game, as well as whether any of
the tosses landed in the hole. Given time and a well-reasoned argument for these
Ask students what they learned about seeing quadratic equations used in real life
settings.
Connect to the next lesson by informing students they will be exploring another
functions.
Closure/Summary of Lesson
Students will have developed procedural fluency with solving quadratic equations using
Understanding how to use the quadratic formula will provide another tool for students in