Lesson Plan Template

*sections pertaining to Vocabulary and Mini-Lesson written in red

Date: 2/18/18 Teacher’s Name: Daniel Ferrara

Subject: Algebra II Grade level: 11
Unit: Quadratic Functions Length of lesson: 50 minutes

Central Focus:
Lesson Title: The Quadratic Formula
For unit, 4 out of 5:

Essential Question(s):
 Is there a single procedure that can solve any quadratic equation?
 Do all quadratic equations have real solutions?
 How are the real solutions of a quadratic equation related to the graph of the related
quadratic function?

Learning Standards:
Math:
 Reasoning with Equations & Inequalities A-REI (4a,4b)
Literacy:
 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades
11– 12 texts and topics.

Pre-Assessment: Prior to starting the lesson, have an informal discussion recalling what was
learned in previous lessons that is necessary for today in order to gauge student understanding
and readiness for this lesson.
Learning Experience Outcomes Assessments
 Students will be able to recite the quadratic  Students will complete the accompanying
formula and utilize it in solving quadratic semantic question map for “Quadratic Formula”
equations  Students will complete the exercises on the
 Students will be able to identify the coefficient accompanying worksheet with a partner.
values and roots of a quadratic equation.

Differentiation
Approaching
 Prior to completing the
semantic question map, the
students will be given a
chance to discuss with their
neighbor possible ways to fill
it in. We will discuss our
findings as a class, giving
those students who aren’t as
On-level
 Students who are on-level
should benefit from a
varying range of activities
such as nonlinguistic
representing of vocabulary,
procedural exercises and
class discussion.
Beyond
 Students at the beyond level
are encouraged to work
collaboratively with
approaching level students to
provide aid in filling out the
semantic question map, thus
helping their classmates as well
as solidifying their present
 Lesson Plan Template
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familiar with the material more than satisfactory

the chance to ask any understanding of the material.
lingering questions and voice
any concerns. Students with
disabilities and ELL’s will
benefit from the diagram
and from interactions with
fellow students

Academic Language:
 Vocabulary: quadratic formula, standard form, coefficients, roots, x-intercepts
 Language Functions:
- Identify each component of the quadratic formula with relation to an equation
- Interpret solutions given from the formula as roots of the equation
 Syntax: Students will properly draw and label graphs and functions as well as follow the
order of operations when calculating roots with the quadratic formula.
 Discourse: Students will remain polite and respectful when speaking to each other and
the teacher.

Procedure:

Anticipatory Set
a. First, have students look at the complex, slightly intimidating quadratic formula.
Then write the following sentences on the board: “Samantha and her dog,
Sparkles walked around the park until it got dark outside. Then they went
home.” Tell the students to memorize these sentences in under a minute. Once
they do, and correctly recite them, tell them it contains the same amount of
syllables as the quadratic formula, so it isn’t a difficult task to learn after all.

Initial Phase
a. Construct a semantic question map similar to the one attached on the board.
Direct instruction will occur as the students and teacher fill it out together,
touching other vocabulary terms such as “roots”, “x-intercepts” and
“coefficients”
b. Students will become more familiarized with the formula itself as well as its
purpose in solving quadratic equations.

Middle Phase
a. Students will work in pairs to use the quadratic formula to complete exercises on
the attached worksheet.

Concluding Phase
a. Spend one more minute ensuring each student can recite the entire formula and
have a couple of pairs present solutions to some of the exercises on the
 Lesson Plan Template
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worksheet. End the lesson by briefly introducing the concept of the next lesson:
breaking down the formula to be able to learn more about the equation in
question.

Follow up: Students will complete supplementary exercises from the following web address on
their own time for homework.
http://www.mesacc.edu/~scotz47781/mat120/notes/quad_formula/quad_formula_practice.ht
ml

Materials:
 Worksheet
 Computer
 Projector
 Whiteboard/Markers
 Internet access

References and Resources:

 Quadratic Formula Worksheet:
https://cdn.kutasoftware.com/Worksheets/Alg1/Quadratic%20Formula.pdf
 Supplementary Exercises website:
http://www.mesacc.edu/~scotz47781/mat120/notes/quad_formula/quad_formula_pra
ctice.html
 Lesson Plan Template
*sections pertaining to Vocabulary and Mini-Lesson written in red
 Lesson Plan Template
*sections pertaining to Vocabulary and Mini-Lesson written in red

Semantic Question Map: