Title and/or Lesson Plan #: Lesson #5 The Quadratic Formula and the Discriminant

Lesson Overview: In this lesson students will learn that they can solve ANY quadratic function

(in standard form) using the Quadratic Formula. There will be quadratic functions that will arise

that are non-factorable, are immensely difficult to complete the square, and are not setup to

extract square roots. For these problems, we need to use the Quadratic Formula. This will be a

two-day lesson and the second part of the lesson will deal specifically with the part of the

Quadratic Formula called the Discriminant. Students will learn that the value of the discriminant

will give critical information about the solution that they find. If the discriminant gives a value

greater than zero, the there are two real roots. If the discriminant gives a value of zero, there is

one real root. Finally, if the discriminant gives a value less than zero, then there are two non-

real, or imaginary, roots.

Resources or Materials Needed

1. Bell work problems

2. WorkSpace software and MOBI Interwrite tablet

3. Kahoot game quiz

4. Textbook and corresponding problem set

Performance Objectives #5:

When presented with any quadratic function, students will be able to use the Quadratic

Formula to solve for the roots/zeroes of the function 8 out of 10 times.

Performance Objectives #6:

When asked how many or what types of roots/zeroes a quadratic function has, students

will be able to use the discriminant to determine if the quadratic function has 2 real roots,

1 real root, or 2 non-real roots 8 out of 10 times.

Time: Two 47-minute class periods

Step 1: Pre-Instructional Activities

Day 1: As students enter the room they will see Bell Work problems being projected onto

the screen. These bell work problems will be a combination of familiar looking quadratic

functions in standard form. They will be asked to solve them using any method done in class to

this point. They will see that they are unable to fully solve them. This will be a perfect lead up

to a discussion about the Quadratic Formula and that it will always work to solve quadratic

functions.

Day 2: As students enter the classroom they will see a problem for them to do that looks

very similar to the problems that they learned to do the day before. As they work through the

problem, they will come to see that in one of the last steps there is a computational problem that

many will not know how to work around. This will lead to the discussion of the possible answer

types (type and number of roots/zeroes) that a quadratic function can have. Since the solutions

can vary in degree and number it makes sense to have a way to figure out what they should look

like; thus we have the discriminant.

Step 2: Content Presentation

Day 1: The pre-instructional activity will lead to a class discussion (and perhaps

frustration) about the problems they are running into when solving these quadratic functions.

The teacher will then explain that not all quadratic functions can be solved using the methods

learned to this point, but that we can always use the Quadratic Formula. To present this new

material to the class the teacher will model working through several example problems

explaining the steps and processes. Using the MOBI Interwrite tablet, the teacher will be able to

move about the room and allow students to take control of the MOBI to work through and
explain a problem to the class in their own words. This will allow students to work out an

example and share their thoughts on the process. All students will have an opportunity to ask

questions about that students work or about the problems in general.

Day 2: The bell work will lead directly into a discussion of what the discriminant is,

where it comes from, how we use it, and what its value indicates about a given function. The

computation used in finding the value is not difficult, so there will be no need for prolonged

direct instruction. To this point in the unit we will have discussed the types and number of roots

for a quadratic function, but now we have a way to find that information up front, thanks to the

part of the Quadratic Formula known as the discriminant.

Step 3: Learner Participation

Day 1: Some students will get the opportunity to work problems with the MOBI for the

class to see. After instruction and questions are addressed students will begin working on the

problem set from the textbook (page 361 numbers 2-11). Problems 2-6 can be done with their

shoulder buddy. The others should be completed individually. After students have had a chance

to complete the first five problems with their partner, the class will participate in a Kahoot game.

This will give the students an opportunity to put their newly learned skills to the test and

compete with their peers. After the Kahoot, students will finish the rest of their problem set.

Day 2: In this activity there will be a lot of moving pieces. Each student will be assigned

as either an a, b, or c term. They will also be given a numeric value. They will meet in

groups of three around the classroom (ensuring each group has an a, b, and c present) and

determine the number and type of roots/zeroes a quadratic function with their values would have.

After a full rotation around the classroom where individuals have met with 6 groups, the class

will reconvene. As a class we will discuss a handful of the dozens of combinations and then we
will see if any group came up with a particularly interesting solution. Meeting in numerous

different groups with other students of all ability levels will allow for plenty of opportunities to

receive feedback. If there are questions remaining when the class comes back together, they can

be addressed at that time. After the activity, students will work on a problem set from the

textbook (page 361 numbers 14-16, 30-35, and 42). Problems 14-16 can be completed with their

shoulder buddy and the remainder will be completed individually.

Step 4: Assessment

Informal assessment occurs as the teacher monitors interactions during partner work and

group discussion. Students will be assessed on their textbook exercises, their group work, and

the Kahoot. At the end of the unit, students will also be formally assessed on this performance

objective via an exam on day 10 (See Appendix A).

Step 5: Follow-Through Activities

Solving using the Quadratic Formula is the most critical skill students will learn in this

unit. This is because it is a fail-safe. If students did not learn or totally forget how to use the

other methods, this will always work. In the lesson to follow, the problems will get more

difficult and being able to use this method is a must. Also, identifying the type and number of

solutions is an important skill because students can identify what their answer should look like

before they solve for it. They can use this to make sure their solutions make sense.