Solving Quadratic Equations by Factoring
Grade Level: 9 Subject: Algebra I Time: 80 minute block
Overview & Purpose (What will be
learned and why it is useful.) Students will learn how to solve quadratic equations using various methods during this unit. This skill will help students
understand how to recognize different types of quadratic function problems and determine the most appropriate
strategies or methods to solve quadratic equations effectively. Students can apply this skill to solving real world
situations and scenarios.
Education Standards Addressed NYS/CCSS
(The state/national education standards NYS Next Generation Math Learning Standards Key Idea/Strand Performance indicator #
that this lesson satisfies.) Algebra I Reasoning with Equations & Algebra Strand - A.A.27 Understand and apply the
Inequalities Students will perform multiplication property of zero to
AI-A.REI.1a Explain each step when solving a algebraic procedures solve quadratic equations with
linear or quadratic equation as following from the accurately. integral coefficients and integral
equality of numbers asserted at the previous roots.
step, starting from the assumption that the Representation Strand - A.R.1 Use physical objects,
original equation has a solution. Students will create and use diagrams, charts, tables, graphs,
AI-A.REI.4b Solve quadratic equations by: representations to organize, symbols, equations, or objects
inspection, taking square roots, factoring, record, and communicate created using technology as
completing the square, the quadratic formula, mathematical ideas. representations of math concepts.
and graphing.
ISTE*S 2016
1. Empowered Learner 4. Innovative Designer
2. Digital Citizen 5. Computational Thinker
3. Knowledge Constructor X 6. Creative Communicator - Students communicate
clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.
7. Global Collaborator
Objectives
(Specify skills/information that will be By creating an infographic sequence chart using Canva, SWBAT correctly solve and explain the steps to solve a
learned.) Be sure to include all 4 quadratic equation algebraically by factoring without error.
elements.
Essential Question(s) How can we solve quadratic equations algebraically?
Information/Content to be covered Do Now/ Prior Knowledge to recall when beginning today’s lesson- How to factor a quadratic equation:
(Give and/or demonstrate necessary
information; for ex. Outline of teacher
notes)
Solution:
Therefore, (x-6) would be the factor that represents the width of the rectangle.
New Concept- Zero- Product Property:
For any real numbers a and b, if ab=0, then a=0 or b=0
ex: (4X + 1)(X - 2)=0 then,
4X +1 =0 or X-2=0
Visual and language support diagram:
You can also use the zero-product property to solve equations of the form ax2+bx+c =0 if the quadratic equation can be
factored.
Important Note: You may need to add or subtract terms from each side in order to write the equation in standard form,
then factor the quadratic expression (ex. x2 + 14x =-49)
Steps for Success:
❏ Make sure the quadratic equation is equal to 0
❏ Write the quadratic equation in standard form
❏ Identify a, b, & c in ax2+bx+c =0
❏ Factor- looking for two numbers that multiply to your c term and add/subtract to your b term
❏ Apply the zero-product property to set each factor equal to 0
❏ Use inverse operations to solve your new separate equations and identify the solutions
❏ Use a calculator to check your work by graphing the equation and identifying x-intercepts as solutions
Model Examples of Solving Quadratic Equations by Factoring:
Instructional Introductory Instructional Method(s):
Design Activity and X Lecture X Video/DVD
adaptations: Procedures X PowerPoint Computer
Simplify directions (include time Presentation Outside speaker
Publicly post frames) as you X Notes Field Trip
directions provide details be Board work Other (specify):
Condense new sure to include Details about this segment of lesson:
content and instructional
display method(s) used. If 1. Students will complete the Do Now activity mentioned above independently for approximately 5 minutes to recall
instructions on use groups be factoring a quadratic equation
screen sure to specify 2. Review Do Now as a whole class and teacher will address any misconceptions
Learning size and means of 3. Teacher will review new concept of zero-product property to factor and solve quadratic equations mentioned above
Strategies: group creation. and provide students with the diagram for visual and language support
Peer-Assisted 4. Students will watch a short 5 minute video modeling an example of how to solve quadratic equations by factoring
Learning Strategy. 5. Teacher will remind students of steps for success mentioned above that they should keep in mind as a helpful tip
USE A PEER TO when solving quadratic equations by factoring
HELP IN 6. Students will work with a partner for approximately 10 minutes to complete a “Think-Pair-Share” activity and practice
STARTING solving the following quadratic equations by factoring. Students should also conduct peer and self reflections and
ASSIGNMENTS. check their solutions by graphing (students have learned how to graph quadratic equations as a method to identify the
If a student finds it solutions in a previous lesson).
difficult to get Find the solutions of the following quadratic equations:
organized and a: (x+3)(x+2)=0
begin independent b: (2x + 3)(x - 4)=0
seatwork
activities, select a c : x2 + 8x + 15=0
supportive peer or d : p2 + p - 20=0
adult in the e: x2 - 9x + 14=0
classroom who f: 2x2 - 5x -3=0
can get the g: x2 - 9x =-14
student organized 7. Teacher Check for Understanding/Pulse: How confident do you feel with finding solutions to quadratic equations
and started on the algebraically?
assignment. Explain expectations/assessment criteria for the rest of the lesson.
Student
Behavior: (30 minutes total)
Work
collaboratively
with a partner and
participate in class
discussions
Use
predetermined
help signal as
needed
Teacher
Behavior:
Allow think time
Elicit responses
Create pairs for
activity and
facilitate work
time, checking for
common
misconceptions
and overall
understanding
Instructional Developmental Instructional Method(s):
Design Activity and Lecture Video/DVD
adaptations: Procedures PowerPoint X Computer
Simplify directions (include time Presentation Outside speaker
Publicly post frames) as you Notes Field Trip
directions provide details be Board work Other (specify):
Display sure to include Details about this segment of lesson:
Instructions and instructional
model example of method(s) used. If Laptop cart is scheduled to be in the room during this math blocked time.
design on screen use groups be
Learning sure to specify Students have already learned how to use Canva to generate an infographic in their technology class.
Strategies: size and means of Students will be provided with a model example of what is expected for the infographic design.
CUE IMPORTANT group creation.
INFORMATION. 1. Students will take turns walking to the laptop cart to retrieve their pre-assigned laptop by number.
Identify concepts, 2. Directions for the infographic they will create are posted largely for reference on the screen. Students will be
ideas, or other instructed to create an infographic on solving quadratic equations by factoring:
academic content - Create a title for your infographic
to be evaluated. - Choose ONE quadratic equation
Teacher can draw - Display the algebraic steps to solve this quadratic equation by factoring
attention to - Write an explanation of what you did to solve at each step of the way
important content - Indicate your final solution at the bottom of the infographic
while explaining - TIP: check your work by graphing the quadratic equation and ensuring that the x-intercepts of the
task graph match the solutions you solved for! (students have learned how to graph quadratic equations as
PROVIDE WORK a method to identify the solutions in a previous lesson)
SAMPLES AND
EXEMPLARS.
Provide samples Students will be reminded every 5 minutes of the time they have left to complete this activity in order to best pace
of successfully themselves through the task.
completed Students will check in with the teacher at the halfway point and before they are ready to submit their work, to ensure
academic items they are on the right track.
(e.g., math Students will be asked to turn in their work by sharing a link on the Google Classroom page. Students will then be
computation or asked to return their laptops to the appropriate location in the cart and plug them back in to charge 5 minutes before
word problems) or the period block ends.
exemplars (e.g.,
samples of (40 minutes total)
well-written
paragraphs or
essays) for the
student to refer to
when working
independently.
Student
Behavior:
Independently
focus on task and
continuously
check in with
teacher
Use
predetermined
help signal as
needed
Teacher
Behavior:
Conduct progress
checks with
individuals
USE TEACHER
COMMANDS.
Maximize the
likelihood of
student
compliance with
teacher
commands by (1)
gaining attention
of the student, (2)
stating the
command calmly
in clear and
simple language
as a ‘do’
statement, (3)
presenting
multi-step
commands one
step at a time, and
(4) waiting for
compliance with
each step before
moving to the
next.
Instructional Concluding Instructional Method(s):
Design Activity Lecture Video/DVD
adaptations: (Describe the PowerPoint Computer
Simplify directions independent/concl Presentation Outside speaker
Publicly post uding activity to Notes Field Trip
directions reinforce this Board work X Other (specify): individual reflection
Display lesson) as you Details about this segment of lesson:
Instructions on provide details be
screen and sure to include
indicate instructional Exit Slip:
submission method(s) used. If In the final 10 minutes of the period block, students will be asked to independently complete an exit slip and hand it in
method use groups be on their way out of class.
Learning sure to specify 1. Explain using key vocabulary words from today’s lesson: How can you solve a quadratic equation by factoring?
Strategies: size and means of 2. Describe one way solving quadratic equations can be applied to a real life situation.
CUE IMPORTANT group creation.
INFORMATION. The teacher will analyze the exit slips as a way to evaluate the students’ overall understanding of solving quadratic
Identify concepts, equations by factoring and provide feedback for students.
ideas, or other
academic content (10 minutes total)
to be evaluated.
Teacher can draw
attention to
important content
while explaining
task
CREATE
LOW-DISTRACTI
ON WORK
AREAS. For
students who are
off-task during
independent
seatwork, set up a
study carrel in the
corner of the room
or other
low-distraction
work area. The
teacher can then
either direct the
distractible
student to use that
area whenever
independent
seatwork is
assigned or can
permit the student
to choose when to
use the area.
Student
Behavior:
Focus on
summary task
Use
predetermined
help signal as
needed
Teacher
Behavior:
Allow think time
Monitor student
brainstorming and
reflecting
Plans for students with diverse Accommodations:
needs X Seating Assignment notebook
Include self-regulation strategies to Segmented assignments Test/quiz accommodations
help students make adjustments to Assignment length Peer tutor
aid learning X Directions clarified Resource room
X Copy of teacher notes X Other (specify): Additional Support Videos and notes
Details about accommodations for student(s):
Student X needs to be seated close to the board and receive a copy of teacher notes due to lack of vision abilities.
Student Y needs directions read aloud individually for any assignment or task due to individual learning needs.
Additional videos and notes will be provided for any student who needs more support in understanding the lesson.
Alternative activities
(emergency plans/flexibility) If the laptop cart has not been charged, students will solve their quadratic equation and begin to create a draft of their
infographic sequence chart on paper first.
Evaluation/Verification Type of Assessment(s):
(Steps to check for student Homework check Review
understanding which can but are not Test/Quiz Presentation
limited to assignments, in-class work, X Project Oral Responses
etc.) Participation X Observation
Include reference to the objective(s) Class work Other (specify)
Details & Connection to Objectives:
The rubric given below will be used to evaluate student understanding of how to correctly solve and explain the steps
to solve quadratic equations by factoring. Appropriate use of technology will be used as a resource to demonstrate
their work and understanding.
Materials Needed X Textbook : Pearson Savvas Realize: Algebra I Digital Textbook
Paper X Overheads (specify): Mini Lesson and Task Instructions on Screen
Pencil Workbook/Handouts (specify):
Others Multimedia Materials (specify):
Other Resources X Hands-on materials (specify): Laptops
(e.g. Web, books, etc. be sure to X Reference materials (specify): web resources
include source information) Glossary, examples, practice questions:
https://www.storyofmathematics.com/factoring-quadratic-equations
http://www.mesacc.edu/~scotz47781/mat120/notes/factoring/solving_by/quadratics/quadratics.html
Graphic design platform for students to create infographic: https://www.canva.com/
Other (specify):
Support video for students with diverse needs: https://www.youtube.com/watch?v=KbFwLvCOBUI
Support material for students with diverse needs:
https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:quadratic-functions-equations/x2f8bb115
95b61c86:quadratics-solve-factoring/a/solving-quadratic-equations-by-factoring
Grading Rubric: Infographic
Exemplary Meets Work in Progress Needs Work Earned
Task (3) Expectations (1) (0) Points
(2)
Math Content The work The work The work The work
demonstrates a demonstrates a demonstrates some demonstrates a
Student complete nearly complete understanding of the limited or no
accurately understanding of understanding of mathematical understanding of
reflects the the mathematical the math concepts concepts math concepts
important math in concepts needed for solving needed for solving needed for
the problem and needed for solving quadratic quadratic equations solving quadratic
its solution quadratic equations equations by by factoring with equations by
by factoring with factoring with accuracy factoring with
accuracy accuracy accuracy
Problem Identifies/ illustrates Identifies/ Identifies/ illustrates Does not
Solving all important illustrates most some identify/ illustrate
algebraic steps for important important algebraic Important
There is solving the algebraic steps for steps for solving the algebraic steps
evidence the quadratic equation solving the quadratic equation for solving the
student by factoring and quadratic equation by factoring and quadratic
proceeded from shows a complete by factoring and shows limited equation by
a plan and their understanding of shows a general understanding of the factoring and
approach to the the relationships understanding of relationships shows little or no
problem was among them. the relationships between them apparent
thoughtful and among them strategy
logical
Communication Written Written Written explanations Little or no
explanations explanations attempt to explain written
Able to clearly and explain how to how to solve explanation of
understand the precisely explain solve quadratic quadratic equations the solution
student’s thinking how to solve equations by by factoring, but are process is
quadratic equations factoring at each vague or difficult to provided
by factoring at each step using key interpret.
step using key vocabulary
vocabulary
Neatness and The work is The work is The work is Illegible,
Organization presented in a presented in a presented in a unorganized
highly organized neat, clear, somewhat or no attempt
Work is way demonstrating organized fashion organized fashion made
structured and a higher level of that is easy to but is hard to know
easy to see thinking. read what goes together
at times
Setup of Includes title, Correctly designs Correctly designs 1 Does not
infographic quadratic equation, 3 of the 4 or 2 of the 4 correctly design
steps, solution any of the 4
Timeliness Completed on time 1 day late 2 days late Over 2 days late
Total Points: /18
16-18 = A 13-15 = B 10-12 = C 7-9 = D <7 = F
Teacher Notes:
Sample model of infographic: How to Solve a Quadratic Equation Infographic
