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Lesson Length: 1 class session of 50 minutes CCSS content standards addressed: Algebra - Reasoning with Equations and Inequalities - Solve equations and inequalities in one variable A.REI.4: Solve quadratic equations in one variable. b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b. CCSS College and Career Readiness standards addressed: MP.4 Model with mathematics Lesson objective(s): Students will be able to Solve monic and non-monic quadratic equations by factoring. Overview of activities: Day 1 Collaborative Activity discovering how to solve quadratic equations and checking for extraneous solutions. Overview of lessons implementation of CCSS: Students develop an understanding of solving quadratic equations by factoring. This lesson was designed to follow a lesson on factored form of a quadratic function, allowing students to recognize the connection between the graphic representation of zeros and the algebraic solution of a quadratic equation called its roots.

Academic language objective(s): Students will be able to Produce elements of equations or formulas from word/phrase banks and models (e.g. labeling diagrams) TIER ONE: EVERYDAY TERMS USED IN EVERYDAY LIFE wide / long pathway twice painting TIER TWO: GENERAL ACADEMIC TERMS CROSS CURRICULUM measures dimensions TIER THREE: MATH CONTENT TERMS MATH ONLY square feet width / length

Learning Progressions: Prior Knowledge A.REI: Solve equations and inequalities in one variable 3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Students will learn how to solve linear equations. This will be taught earlier in an Algebra I course.

Current Knowledge A.REI: Solve equations and inequalities in one variable 4: Solve quadratic equations in one variable. b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Students will learn how to solve quadratic equations by factoring.

Future Knowledge A.APR: Understand the relationship between zeros and factors of polynomials 3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Students will solve polynomials. This will be taught in an Algebra II course.

Detailed Lesson Plan Steps and Learning Activities Day 1 Introduction: (10-15 minutes) Present students with the following problems. Tell them to solve for the value of x. Students may use their graphing calculators to try to find the solutions to each equation. Questions that you can use to guide the student into using factoring instead of the graphing calculator: How accurate is your solution to the equation? Is there a way to be more accurate without using the calculator A.REI.4b The quadratic equations posed in the lesson can be efficiently solved by factoring. MP.4 Students will interpret mathematical word problems to determine the solution to the problem. A.REI.4b The lesson presents quadratic equations that can be factored to solve using the zero product property. Anticipated Student Responses and Teacher Support Analysis of Common Core State Standards implementation

Posing the task: (35-40 minutes) Divide students into groups of 2-3*. Provide students with the Solving Equations by Factoring worksheet. Students should complete the questions. After they have finished the problems, hold a class discussion. Students should present their work and their explanations of their work to the class for discussion. Be sure to focus on student explanations to ensure their understanding of solving problems with factoring, as well as checking for extraneous solutions. *This can be done as an individual assignment as well.

Students may have difficulty knowing where to begin with these problems. Questions that you can use to assist them: What is the question asking? What information are you given in the problem? What do you know about the area of a rectangle?

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