binomials and come up with aquadratic equation that needs tobe solved. Circulate around to get a feel. Give hints to teams that need it or facilitate a classdiscussion as necessary.
Each team shares out theirprogress and where they are inthe problem. Students shouldhave new need to knows.NTK:How do I solve this equationfor x?Ask for a volunteer team to showtheir work so far and why theyhave a new need to know. Haveclass participate in likes andwonders for their work. Each teamshould leave the share out with aquadratic equation to solve.
The equation will need to be put into ax
+bx+c =0 format. Theteacher should judge whether direct instruction is needed here or if student work time here is moreappropriate.
Informal assessment of
students’ ability to
multiply binomials tocreate a quadraticequation.
Propose solution methods,graphing, trial and error, etc.
Let students begin attempting tosolve problem
it should requireonly 5 minutes
. Circulate around to get a feel. Give hints to teamsthat need it or facilitate a classdiscussion as necessary.
When the groups have madesome progress, or some are juststuck, then ask for a volunteer tobriefly explain the
strategy. Ask for at least one othergroup to come up as well, so thatthe class can see a variety of approaches.
will depend on the extent of previous exposure to quadratics.Some options: graph the equation,trial and error.
10 min,depending on how much teamsare struggling)
Assess collaborationthrough observation.
Direct instruction *(this can occur atdifferent times, aslong as studentswork on the problemfirst)
Taking notes, participating inclasswork and classdiscussions.Workshop on solving quadraticequations using quadratic formula.Self directionassessment forcompletion of classwork.Informal assessment of
students’ ability to use
the quadratic formula.
Work on final solution to theproblem.Circulate around while studentsare working on final solution.Offer hints and support asnecessary.Assess collaborationthrough observation.
Final Action onProblem
Students participate in a classdiscussion to come toconsensus about theadvantages of each strategy.Make a class chart of the answersand justifying reasons. Ask clarifyingquestions as necessary. (5 min perteam)Have teams come to aconsensus about the advantages of
each strategy (“I likes” and “Iwonders” are a good way to get at
Collaborationassessment forparticipation in classdiscussion.