First Draft Learning Goals and Topic Summary 1

Running head: FIRST DRAFT LEARNING GOALS AND TOPIC SUMMARY

Final Project - First Draft Learning Goals and Topic Summary

Jennifer Nguyen

Arizona State University

MTE 482: Methods Teaching Math Secondary School

Date Submitted: October 13th, 2021

 First Draft Learning Goals and Topic Summary 2

Summary Of Topic

The topic I chose for my Final Project is Evaluating Quadratic Polynomials Using the

Quadratic Formula. I want my students to understand not only what the quadratic formula is, but

how to unpack it, what they can derive from it, and to truly understand how different pieces of

the formula come together to solve different things within a quadratic polynomial. I want them to

go beyond the memorization aspect and instead, have a deeper level of understanding of each

portion to where they can formulate it by piecing together different concepts such as finding the

vertex, maximum and minimum values, line of symmetry, the Discriminant, complex and real

solutions, and how they all tie to finding the roots of quadratic equations. In my lesson, in the

first class session, I expect to gauge and review the student’s prior knowledge of what quadratic

functions are, the difference between linear and quadratic functions, and determining the roots of

the function through the graph or simpler algebra such as factoring. As this should only take the

first portion of the class, I will then move forward to connecting their knowledge of using the

graphical representation of quadratic functions to introducing parts of the quadratic formula to

confirm their findings.

For example, they have worked on finding the maximums and minimums as well as the

vertex of quadratic functions with the visual of the graph given to them. I will introduce how

𝑏
𝑥= − 2𝑎
can also help them confirm or find the x-coordinate of the vertex when they are only

𝑏
given the function. We will then go over what 𝑓(− 2𝑎
)represents and compare the graphical

representation to support their findings. This class period will also consist of the Discriminant,

2
𝑏 − 4𝑎𝑐 , which I expect to be a more complicated concept since it can involve complex

solutions depending on whether the Discriminant is positive or negative. After some examples
 First Draft Learning Goals and Topic Summary 3

2
𝑏 −4𝑎𝑐
and practice with these concepts, we will then get into the expression ± 2𝑎
to go over the

line of symmetry, connecting their prior knowledge to this new concept. To help students

understand these concepts, I plan on creating an interactive technology-based practice where

they are utilizing what was learned in class to find the different parts within the quadratic

equation. At this point, I have not introduced the quadratic formula and only have gone over

these portions of it. I do not plan on presenting the whole formula until the second session after

students have had time to practice and take in the previous concepts.

As the second day begins, I will begin it by going over the most missed questions in the

practice set of questions they did in the first lesson. After clearing misconceptions and questions,

I will introduce the entire quadratic formula by bringing all the prior concepts together and

formulating them. To help the students from making common errors, I will spend a bit of class

time going over two ways they can break down the formula. The first way is color-coding the

2
coefficients to match the variables from the general equation 𝑓(𝑥) = 𝑎𝑥 − 𝑏𝑥 + 𝑐to the

2
𝑏 𝑏 −4𝑎𝑐
quadratic formula 𝑥 = − 2𝑎
± 2𝑎
. The second way is by creating a 4 by 2 table to help

visualize each coefficient and which term they belong to. Afterward, I plan on implementing the

example problems I mentioned in my First Steps draft. I will be going from the most procedural

example to a straightforward use of the ideas, to an example where they are applying the

concepts to a real-world situation. The first two examples will be done in groups and as their exit

ticket, they will be applying their knowledge to complete the last one. The work done will be

turned into me as well as a mini-reflection of 1 thing they thought was interesting about the

lesson, 1 question or muddy point, and if they believed they met the mathematical learning goals
 First Draft Learning Goals and Topic Summary 4

of this concept. This will help me see their level of understanding and what I need to do to better

support them to meet the mathematical learning goals.

Draft of Learning Goals

● When students are reviewing the general formula of a quadratic function, they should

determine that a, b, and c, are known values and cannot equal 0. They should also

demonstrate that a quadratic function is not a linear function by expressing that quadratic

functions have an equal change in x which results in y changing in uniform amounts.

2
● As students look at the example of 𝑓(𝑥) = 𝑥 , they should realize that the average rates

of change over equal-sized intervals are always increasing. They should relate this to the

fact that quadratic functions can have average rates of change that are either always

increasing or always decreasing and support the fact that quadratic functions are not

linear functions.

● When students connect their prior knowledge of determining the vertex from looking at a

𝑏
graph to now using the formula 𝑥 = − 2𝑎
, they are interpreting that this equation also

demonstrates the input or x value where the function hits either the highest or lowest

peak, the x-coordinate of the vertex, the input value to get the maximum or minimum

value, and as the equation of the line of symmetry.

𝑏
● Students should realize that 𝑥 = − 2𝑎
can be used to find the output of the vertex, or

the minimum or maximum value of the function. They will connect these concepts by

𝑏
using function notation and utilizing 𝑓(− 2𝑎
)to find the maximum values. These ideas
 First Draft Learning Goals and Topic Summary 5

will be supported by their prior knowledge of graphical representations of the given

function.

● When introduced to the Discriminant, the students should see that depending on the sign

of this, it will determine whether the solutions or roots of the quadratic equation are real

solutions or complex solutions. They will then use imaginary numbers if the solutions are

complex. They should also see that when the solution is complex, the function doesn’t

cross the x-axis. When the Discriminate is zero, the students will determine that there

exists only one real solution where the roots are equivalent.

● Students should analyze that by using arithmetic operations such as adding and

subtracting, they are able to determine the root values by adding or subtracting the

2
𝑏 −4𝑎𝑐
expression ± 2𝑎
to the location of the line of symmetry, as found in a prior concept.

They will use this expression to confirm the roots they’ve found previously.

2
𝑏 −4𝑎𝑐
● When 2𝑎
= 0, the students should confirm that any function roots must be on the

line of symmetry and interpret this as the vertex and the function’s maximum or

minimum value being 0. They will confirm this by utilizing their prior knowledge of

identifying the roots and maximum or minimum on the graph.

● As students are introduced to the entire Quadratic Formula, they will be able to combine

all of their prior knowledge from the previous day to piece together and identify each

portion of the formula. They will demonstrate how each portion allows them to find a

different aspect of the function as well as be utilized to support their prior findings.
 First Draft Learning Goals and Topic Summary 6

● By reviewing common errors when using the quadratic formula and ways to combat

them, students will have two techniques to prevent them from occurring and should have

a stronger understanding of differentiating between each term and its relation to the

quadratic formula.