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This lesson provided by:
Author: Tonia Bevelle
System:Tuscaloosa City
School:Tuscaloosa City Board Of Education
Lesson Plan ID: 33169

 Zero to Hero in Quadratics


Students will solve quadratics using a variety of methods and discover that the quadratic method is related to solving equations.  Students prerequisite skills are solving equations, factoring, and substitution.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
MA2013(9-12) Algebra II4. Solve quadratic equations with real coefficients that have complex solutions. [N-CN7]
Local/National Standards:  
Primary Learning Objective(s):

Students will determine if a problem has a real coefficient and generalize if the quadratic formula can be used to solve the equation.




Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Students need paper and pencil; however, NO CALCULATORS at this point.


Technology Resources Needed:


Student computers

Teacher computer with internet access

Interactive board

LCD projector

(Modify if needed)


Students need skills with factoring quadratics and solving quadratics and solving equations.


Before Activity: To engage learners and collect data (10-15 minutes)

Start the fire burning with quadratics.  Let the students investigate to discover the importance of learning quadratics and allow to determine the value of the quadratic equations as it relate to real-life.  


Essential Questions:  

Do Engineers use the Quadratic Equation? (Add additional questions, if you desire.) (If your school system does not allow you to access youtube, you may use Keepvid to download the clip prior to the lesson.)

Preassessment Data

1.  Have students take the following pre-assessment quiz viewed from the interactive whiteboard.

During:  The students get to EXPLORE. Students work and teacher facilitate. (15-20 minutes)

Activity 1: Divide the class into smaller groups and ask them to brainstorm (Instructional Strategy: Think-Pair-Share) to determine if engineers use the quadratics to build roller coasters. (2 minutes)

Activity 2: Read the article Do Engineers Use the Quadratic Equation?. (Instructional Strategy:  Quick Write: After reading the article, Students will write the answer to the question ....) (3 minutes)

Activity 3: Teacher will teach the quadratic formula including the definition of quadratic. 

Activity 4: Students will watch video to get a clear understanding of objective.  Utilize the note-taking and summarizing instructional strategy to enhance student understanding of standard. (5-10 minutes)


After : Students to practice concept taught.

1.  Students will work in partners to practice quadratic formula.  They should use the following link

2.  Teacher will closely observe and monitor groups as students talk, and investigate.


Student groups will research and print an example of where the quadratic formula was used on a roller coaster.  This is to be shared with the class.  Example:

Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment Strategies:

Exit Slip:  Have students write and solve their own quadratic equation.



Homework:  EXTEND for practice, connection to next lesson, etc.. (2 minutes)  

Have assignment and rubric ready and give to students

Have students conduct research to verify if there exist a relationship between discriminants and quadratics.  If a relationship exist, then prove the relation between the two and how it relates to the quadratic formula and real coefficients.  

Rules or Norms for assignment: Use formulas and/or rules. Complete an example if you can; however, you can just submit a problem to be worked. A summary statement must be written with the vocabulary included in this assignment.  Teacher should create a rubric to grade homework because it is practice. Include the norms in the rubric. (Idea- use to create rubric)


Students who struggle with solving equations can utilize a quadratic equation solver website for assistance in understanding solving quadratic equations.  All the tools you need for intervention (video, graphic organizer, handouts, PowerPoints, etc.) is on the website below. You can modify and tweak as needed.

Intervention: Instructional Strategy-Note-taking and Summarizing

Quadratic Equation Solver


Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
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The Malone Family Foundation
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