Final Project Draft 1

Running head: FINAL PROJECT DRAFT

Final Project: Evaluating Quadratic Polynomials Using the Quadratic Formula

Jennifer Nguyen

Arizona State University

MTE 482: Methods Teaching Math Secondary School

Date Submitted: November 23rd, 2021

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Topic: Evaluating Quadratic Polynomials Using the Quadratic Formula

Section 1: Concept Map

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Section 2: Prerequisite Meanings Expected and Justifications

● When evaluating quadratic polynomials using the quadratic formula, the general or

2
standard formula: 𝑓(𝑥) = 𝑎𝑥 − 𝑏𝑥 + 𝑐 defines a quadratic relationship where a, b,

and c, are known values and a cannot equal 0. If the values are switched or not clearly

stated, one must algebraically manipulate the function until the values are clear. These

values will be used when introduced to parts within the quadratic formula as well as the

formula itself.

● Quadratic functions are not linear functions where quadratic functions have an equal

change in x which results in the change of y changing by uniform amounts. In this

2
example below from the textbook, 𝑓(𝑥) = 𝑥 , the average rates of change over

equal-sized intervals are always increasing. The change in the change in the area of the

square, however, is always constant.

● When determining the roots of x-intercepts of the function, the x-intercepts can be found

by looking at when the function’s graph or by solving the function algebraically.

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○ Graphically, the roots are shown when the function’s graph touches the x-axis.

When the graph touches the x-axis, the x value is where the function touches the

graph and this is considered the root or x-intercept of the function. In the prior

2
example for function f, where𝑓(𝑥) = 𝑥 , the function’s graph touches the x-axis

only once at x=0. The graph can touch the axis more than once or not at all in

some cases.

○ Algebraically, the roots could be found by setting the function equal to 0 and we

2
are solving for the variable. In the prior example of𝑓(𝑥) = 𝑥 , we need to set

𝑓(𝑥) = 0 and get that x = 0. The root or x-intercept of function f is at x = 0.

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Section 3: Learning Goals and State Standards

Standards:

● RFR.AF.1 Interpret parameters of a function defined by an expression in the context of

the situation.

● RV.MP.1 Model real-world contexts with parametric equations.

● RFR.BF.1 Model relationships between quantities that require adding, subtracting,

multiplying, and/or dividing functions

Student Learning Goals:

● 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.

This is further emphasized when comparing average rates of change and constant rates of

change.

𝑏
● Moving forward from graph representations of the vertex, the formula𝑥 = − 2𝑎
will

be interpreted as the equation that 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
● The function notation 𝑓( 2𝑎 )will be used to find the output of the vertex, or the minimum

or maximum value of the function. The input is from the previous formula which gave

the x value of the vertex. To find the maximum or minimum values, the input value found

from that equation is being plugged into our given function and returns the output value.
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● When introduced to the discriminant, depending on the sign of the value, it will

determine whether the solutions or roots of the quadratic equation are real solutions or

complex solutions. Imaginary numbers are then used if the solutions are complex. When

the solution is complex, the function doesn’t cross the x-axis. When the discriminant is

zero, there exists only one real solution where the roots are equivalent.

● By using arithmetic operations such as adding and subtracting, we are able to determine

2
𝑏 −4𝑎𝑐
the root values by adding or subtracting the expression ± 2𝑎
to the location of the

line of symmetry.

2
𝑏 −4𝑎𝑐
● When 2𝑎
= 0 it’s confirmed that any function roots must be on the line of

symmetry and interpreted as the vertex and the function’s maximum or minimum value is

0.

● When the entire quadratic formula is introduced, all of the prior concepts will piece

together and each portion of the formula will be able to be identified. Each portion allows

the student to find a different aspect of the function as well as be utilized to support their

prior findings.

● 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.
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Section 4: Complete Lesson Plan

Day 1 Outline:

Warm-Up:

● Creation of a Concept Map/Diagram of Prior Knowledge:

○ Students will be creating a diagram/map about everything they may know or is

related to quadratic functions and polynomials. This warm-up activity will

emphasize the importance of the prior ideas leading up to solving quadratic

equations using the quadratic formula. The concept map will allow the students to

sort, organize, and connect their prior ideas while also solidifying their

understandings of quadratic functions overall. The key ideas expected in these

maps include the general or standard formula of quadratics, the difference

between linear and quadratic functions, average rates of change, and prior

knowledge of roots using graphical representations and algebra. These ideas are

important for the lesson because, without a strong understanding of the format

and meaning of quadratics, they will not be able to connect their prior knowledge

to the new concepts being learned. Students will be able to represent their ideas in

multiple ways depending on their creativity and preferences. Accepted are

bulleted lists, diagrams, images, and charts.

Activity What are students What is the teacher Questions Asked Total Time
doing during the doing during the in Lesson
activity? What activity?
questions are Justification?
being asked?
Opening of Students will start The teacher will be What connections could be 0:00-10:00
Class: with a warm-up of asking students to work made between what you
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Warm-Up them brainstorming together and to create a know about quadratics and
Activity and creating a map concept map to see other mathematical
(on paper) about what level of prior concepts?
everything they knowledge the students
currently know have. The reasoning What are some topics you
about quadratic behind this activity is to need to understand in
functions and summarize and sort order to have a strong
polynomials. their prior ideas on understanding of
quadratics since the quadratics?
new concepts rely on a
strong understanding of
the prior concepts
taught before.
Direct Students will be The teacher will be How can you use 10:00-25:00
Instruction - following along to asking questions while 𝑥= −
𝑏
to verify or
2𝑎
Breaking the presentation and instructing to promote
support your current
down how writing in their engagement and
understandings of
to find the guided notebooks understanding. The
quadratics?
vertex, input as the teacher teacher will be going
value of introduces over a graph of a
What’s the meaning of
max/min, 𝑥 = − 2𝑎 as
𝑏 quadratic function and 𝑏
and line of relating it to the new 𝑓(− 2𝑎
)and why do we
another way to find
symmetry concept of the formula. use it?
the vertex, the input
The graph will help the
value and the
students make the
output value of the
connections between
max/min, and the
their previous
line of symmetry.
knowledge of
The students will
identifying the
be collaborating in
concepts, and now will
groups to answer
be using the formula to
prompting and
find the values.
purposeful
questions.
Direct Students will be The teacher will be What does the 25:00-40:00
Instruction - writing in their asking questions while discriminant do? In other
Finding the guided notebooks instructing to promote words, what is the
Discriminan while following engagement and meaning behind it?
t, real and along to the understanding. The
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complex presentation as the teacher will be How may the discriminant

solutions, teacher introduces incorporating examples affect the graph of the
imaginary the discriminant, or where students are quadratic function?
numbers 2
𝑏 − 4𝑎𝑐 . They given quadratic
will go over the functions and asked to
many possible find and break down
outcomes such as the discriminant. The
how the sign affects students will be asked
whether the to categorize their
solutions are real or varying solutions. By
complex, when is breaking down and
there none, one, or categorizing their
two solutions, and solutions, the students
the relation to are using their schemas
imaginary numbers. and new concepts to
sort and connect their
ideas.
Student-Led Students will be The teacher will be How can we relate the 40:00-48:00
Discussion - using their asking students to work function’s roots and the
Distance knowledge from the together to scaffold and line of symmetry?
between beginning of the formulate ideas relating
each root lesson to scaffold to the line of symmetry Is there a way where we
value to the any connections and function’s roots. can utilize the line of
line of between the line of The importance of the symmetry to help support
symmetry symmetry and the discussion is for us find the roots?
roots. They will student-to-student
work in groups to interaction where they
form ideas and are sharing and
share their ideas acknowledging each of
with the class in a other’s viewpoints and
student-led connections.
discussion
Common The students will The teacher will be How can these techniques 48:00-60:00
Misconcepti be actively listening going over two prevent errors from
ons and Exit and writing notes techniques to help happening?
Ticket about common students prevent
misconceptions making mistakes with Will you utilize any of
when breaking incorrectly breaking these techniques in the
down the quadratic down the quadratic future? Why or why not?
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function into function. The two

smaller techniques involve
expressions. They color-coding and
will be learning and creating a table that
trying two labels and breaks down
techniques to help each portion of the
them prevent quadratic standard
making common form.
errors.

Reflection Opportunity or Exit Ticket:

● Students will be doing a reflective exit ticket in groups where they will be randomly

given one of the four concepts to summarize and share why they believe that concept was

the most important. This activity will help students share how they interpret the concepts

and by being assigned a random concept, each student has a role in explaining the

significance of each. When they share with each other their reasonings and thought

processes, other students will view different perspectives and thought processes.

Day 2 Outline:

Warm-Up:

● Create a one-sentence story using the words: quadratic, roots, vertex, and discriminant.

○ Students will be creating a one-sentence story using the important vocabulary

words involved in this lesson. This activity incorporates writing, creativity, and

synthesizing the information they learned in the past day in order to create a

coherent story. By doing so, they are reviewing the key ideas from Day 1 and

creating meaningful connections between all of the concepts. Students should

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review the concepts involved and depending on the fluidity of their constructed

sentence, it will demonstrate their depth of understanding. This activity also steps

back from the procedural solving and gives them the opportunity to relate the

concepts to real-world situations. When reading the sentences, the teacher will

also have a better insight into how their brain works and their thinking processes.

○ Sample Sentence: Sally slid down the quadratic-shaped water slide and crossed

the roots where the slide touched the water and before she knew it, she was

underwater at the vertex and noticed one discriminant was marked 3 feet away so

she swam to it.

Activity What are students What is the teacher Questions Asked Total Time
doing during the doing during the in Lesson
activity? What activity?
questions are Justification?
being asked?
Opening of Students will start The teacher will be What was the point of this 0:00-10:00
Class: with a warm-up of asking students to work activity?
Warm-Up them brainstorming together in groups to
Activity and creating a create a one-sentence Did you have trouble
one-sentence story story involving forming a sentence? Why
using the main important vocabulary or why not?
vocabulary words: from day 1 of this
quadratic, roots, lesson. They will be What did this activity help
vertex, and using their skills in you realize?
discriminant. writing, creativity,
teamwork, and
synthesizing to create a
meaningful connection
of the important
concepts.
Direct Students will be The teacher will be How has what we’ve 10:00-18:00
Instruction - utilizing everything presenting the quadratic learned in this unit
Bringing it they have learned formula, emphasizing
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all together in the past day to how it is not about connected to the quadratic
into the bring it all together memorization but the formula?
Quadratic when introducing idea that all of the
Function the entire quadratic concepts learned are Why is this format:
formula. They will interconnected and 𝑏
2
𝑏 −4𝑎𝑐
𝑥 = − ±
be actively helped us get to this 2𝑎 2𝑎

listening, engaging point. This part of the of the quadratic formula

with the lesson will confirm the used instead of the
presentation, and student’s knowledge of “traditional” one?
having an “aha” the reasoning behind
moment when they this formula and how it
see that everything helps them solve
they learned is various things.
related to this
formula.
Practice Students will be The teacher will be What was the process of 18:00-
Problem 1: working in groups presenting a problem solving this problem? 28:00
Using the to solve this for them to do in these
Quadratic procedural groups. This problem is What went through your
Formula to problem. The a procedural one that mind using the formula to
Solve The problem and will allow them to solve this?
quadratic solution are listed directly apply the
Equations below. formula to solve for the
roots of the quadratic
equations.
Practice Students will be The teacher will be How does the discriminant 28:00-38:00
Problem 2: working together to asking students to work affect the overall problem?
Quadratic solve this practice together to solve this
Function problem that is a less-straightforward How could the solutions
With less-straightforward problem involving be verified using the
Non-Real use of the concepts non-real roots. This content we’ve learned up
Roots learned. The problem involves the to this point?
problem and discriminant and the
solution are below. students will be
expected to determine
how this affects the
solution(s). They will
also be practicing their
concepts of imaginary
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numbers since this is a

more complex problem.
Practice Students will be The teacher will be When there are two 38:00-55:00
Problem 3: working presenting this solutions for real-context
Real-World individually to contextual problem to problems, is it possible for
Scenario: solve this students to work on both the solutions to be
Rock real-world example individually where they correct? In the context of
Throw: where they are are applying all of the this problem, why is this
Solving by applying the concepts learned in possible or not possible?
Quadratic concepts learned. these lessons. They will
Formula The problem and be making meaningful What are the independent
solution are listed connections and and dependent quantities?
below. They are breakdowns using What is their relationship?
expected to write visual representations,
meaningful drawings, and What connections of
responses along deep-level reasonings concepts could you make
with their algebraic to solve each portion. from this contextual
steps This problem is problem?
significant because it is
testing their knowledge
of the important
concepts as well as the
connectedness of the
concepts.
End of Class Students will fill The teacher will What meaningful 55:00-60:00
Reflection out a Google Form provide a Google Form connections have you
about how they felt for the students to made from parts of the
the last two days reflect on the last two quadratic formula related
went and their level days and hear their to quadratics overall?
of understanding of feedback about their
the concepts. This connections, reasoning, Are there concepts you are
form will touch on and misconceptions. still confused with? What
the meaningful This activity is for both could I do to help?
connections and the student and teacher,
reasoning they’ve meaning that while the Did you find this lesson
made, any student shares their meaningful to your life?
obstacles, and what perspective, levels of Why or why not?
the teacher could understanding, and
input, the teacher is
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do to help clear any receiving data about

misconceptions. their instructional
activities and if what
the teacher taught was
meaningful.

Worked Problems and Solutions (From Pathways to Calculus):

1. Example 23: Using the Quadratic Formula to Solve Quadratic Equations

2
Consider the function 𝑓(𝑥) = − 2𝑥 − 8𝑥 + 20 and suppose we want to know the

values of x such that 𝑓(𝑥) = 15. Use the quadratic formula to evaluate the function.

Solution:

This problem is more procedure-based. Students will begin with identifying how

𝑓(𝑥) = 15 relates to the given function. They will then rewrite the equation in the

2
standard form: 𝑓(𝑥) = 𝑎𝑥 − 𝑏𝑥 + 𝑐 . They should have replaced f(x) with 15,

2
getting 15 = − 2𝑥 − 8𝑥 + 20. Then, the student should be working towards

2
moving the 15 in order to get the equation into the form 𝑎𝑥 − 𝑏𝑥 + 𝑐 = 0 . At this

2
point, the students should have the equation − 2𝑥 − 8𝑥 + 5 = 0 and determine

which values represent a, b, and c. When they do this, they are preparing to set up these

values into the quadratic formula. They should have at this point that a = -2, b = -8, and c

= 5. A common error would be ignoring that f(x)=15 and assuming c = 20. This is where

reading and breaking down the problem would be emphasized before they rush to plug

numbers into the formula. Students should then complete these algebraic steps:
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2
𝑏 𝑏 −4𝑎𝑐
𝑥 = − 2𝑎
± 2𝑎

2
(−8) (−8) −4(−2)(5)
𝑥= − 2(−2)
± 2(−2)

104
𝑥=− 2 ± −4

𝑥 ≈ − 2 ± (− 2. 55)

𝑥 ≈ − 4. 55 𝑎𝑛𝑑 0. 55

The students should take note that since the function was adjusted to accommodate when

𝑓(𝑥) = 15, the roots they found are not the roots from the original function. The

students should be able to reason why the roots are different and why the corresponding

y-coordinate to their roots are 15.

2. Example 22: Quadratic Function With Non-Real Roots

2
Solve the equation 2𝑥 + 4𝑥 + 7 = 0 using the Quadratic Formula.

Solution:

This problem is a less straightforward use of the ideas presented in my topic. The

students will be solving this problem involving non-real roots. The students will

determine and define what a, b, and c are defined as in relation to the quadratic formula.

Since this equation is in standard form, students should be able to define a = 2, b = 4, and

c = 7. When they are substituting these values in the quadratic formula, they should get:

2
𝑏 𝑏 −4𝑎𝑐
𝑥 = − 2𝑎
± 2𝑎
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2
(4) (4) −4(2)(7)
𝑥= − 2(2)
± 2(2)

4 16−56
𝑥= − 4
± 4

4 −40
𝑥= − 4
± 4

At this particular step, something should pop out to the students. Students should be able

2
to see that the Discriminant or the 𝑏 − 4𝑎𝑐is negative (-40) and determine that this

will affect the outcome of their roots. They should analyze that due to this factor, there

are no real solutions to this quadratic equation, instead, they will use the imaginary

number “i” to simplify the complex solution. The students will use the fact that

2
𝑖 = − 1 which means𝑖 = − 1 . This definition will help them simplify their

solution as follows:

4 −40
𝑥= − 4
± 4

−40
𝑥= − 1 ± 4

4 × −1 × 10
𝑥= − 1 ± 4

2𝑖 10
𝑥= − 1 ± 4

10
𝑥= − 1 ± 2
𝑖

To verify these solutions, the student should graph the function to see where the quadratic

function touches the x-axis. This should confirm their thought process that the graph will

not touch the x-axis at all because their solutions included complex numbers that involve

imaginaries.
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3. Example 21: Rock Throw: Solving by Quadratic Formula

Suppose a rock is thrown upward from a bridge into a river below. The height of the rock

above the surface of the water h, measured in a number of feet, can be modeled by the

2
functionℎ = 𝑓(𝑡) = − 16𝑡 + 23𝑡 + 37where t is the number of seconds since

the rock was thrown.

Solution (Starting): When students see this word problem, the first thing they should do

is imagine and draw a visual representation of an estimate of how this quadratic equation

will look like. They should pick apart what the quantities represent and how the

quantities are changing in terms of one another.

2
a. Use the quadratic formula to solve the equation− 16𝑡 + 23𝑡 + 37 = 0.

Solution:

This problem is the contextual problem. Students should be familiar to this task

since they practiced this in the first couple of problems. The first steps look

familiar and they should be working out the a, b, and c values in relation to the

quadratic formula. After determining a = -16, b = 23, and c = 37, they should

substitute the values into the formula. Instead of using x, students should notice

that the variable in this problem is t which represents the number of seconds since

the rock was thrown.

2
𝑏 𝑏 −4𝑎𝑐
𝑡 = − 2𝑎
± 2𝑎
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2
23 (23) −4(−16)(37)
𝑡= − 2(−16)
± 2(−16)

𝑡 ≈− 0. 72 ± (− 1. 68)

𝑡 ≈2.4 and 𝑡 ≈-0.96

At this point, students should have two possible solutions but realize that only one

solution is valid and makes sense. When looking at the variable and what it

represents, time, time cannot be negative. Students should see that 𝑡 ≈-0.96 would

represent a time before the rock was thrown which does not make sense in this

context. This solution is then eliminated and we are left with 2.4 seconds.

Students should define what the 2.4 represents, which is the time when the rock

hits the surface of the river is about 2.4 seconds after it was thrown. Students can

then verify their solution by evaluating the function at t = 2.4 or 𝑓(2. 4).

b. Determine when the rock will reach its maximum height above the water.

Solution:

To determine when the rock will reach the maximum height, students need to

break down the quadratic formula into the smaller parts previously mentioned to

first find the input value of when the maximum height occurs. To do this, they

𝑏
need to recognize that we will use the equation𝑥 = − 2𝑎
, or in this case,

𝑏
𝑡= − 2𝑎
.

Solving this algebraic equation looks like this:

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23
𝑡= − 2(−16)

𝑡 = 0. 72

At this point, students should add meaning to their solutions. t = 0.72 meaning it

takes 0.72 seconds for the rock to reach its maximum height. They should also be

able to realize that this doesn’t get them the maximum value, but the time it takes

for the rock to reach its maximum height. To find the rock’s maximum height, the

student will need to find𝑓(0. 72), or the output value when it’s been 0.72 seconds

since the rock is thrown. Their algebraic steps should look like this:

2
𝑓(𝑡) = − 16𝑡 + 23𝑡 + 37

2
𝑓(0. 72) = − 16(0. 72) + 23(0. 72) + 37

𝑓(0. 72) ≈ 45.27

The student should add units to their solution at this point, stating that the

maximum height occurs after 0.72 since the rock is thrown and the maximum

height is about 45.27 feet. Students could also check their solution by graphing

the quadratic equation. When they found the input, this is also known as the

vertex which is where the maximum value occurs at. On the graph, they can find

the center of the function (vertex) which demonstrates the x value (time since the

rock was thrown) as input and maximum height as the output. They can then

verify the solution matches up with the y-coordinate of the vertex, known as the

function’s maximum.
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Reflection Opportunity or Exit Ticket:

● Students will be filling out a Google Form reflecting on the last two days and sharing

what meaningful connections they may have made. This activity will allow students to

not only share their feedback and thought processes, but it helps the teacher collect data

and reflect on the instructional activities and lesson plans overall. The meaning behind

this activity is for students to reflect on their learning processes, the topics that connected

with them, and to identify areas where they didn’t feel as confident. It’s encouraging

them to speak with meaning. The teacher is asking for their input to see if the way they

taught spread the meaning they intended to as well as data to reflect on.
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Section 5: Application of Lesson in Future

● When learning about the roots and end behavior of polynomial functions, I will

emphasize the importance of the expressions that we can derive from the formula to

demonstrate how these ideas can help students support their findings of the vertex,

discriminant, axis of symmetry, roots of the function, and finding the distance between

the axis of symmetry to the root(s). These concepts will be applied when diving deeper

into the roots of the function and the behaviors surrounding them.

● A strong understanding of quadratic equations is necessary for students in the future

when calculating areas of boxes, profits, speed, and other real-world related problems. I

will ensure students have chances of working with examples that allow them to apply

these concepts further. We will do this by discussing and breaking down real and complex

solutions, imaginary numbers, and overall more complicated problems involving the use

of the quadratic formula.

● I aim to emphasize to students that the quadratic formula isn’t something just to

memorize and they move on from. By showcasing the full formula after going through

each expression within the formula, I can demonstrate how they can create the formula as

2
𝑏 𝑏 −4𝑎𝑐
well as derive it. I will also use the formula format: 𝑥 = − 2𝑎
± 2𝑎
to further

support this.
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Section 6: Evaluation Rubric