SAMPLE HIGH SCHOOL
CRITICAL THINKING
LESSON PLAN
Name: ________________
Date: ________________
Age/Grade Level: 9
Subject: Algebra I
# of Students: ___
Major Content: Solving Quadratic Equations with the Quadratic Formula
Unit Title: Quadratic Equations and Functions
Core Common Standards:
HIGH SCHOOL MATHEMATICS STANDARDS:
MA-HS-5.1.5: Students will determine the maximum, minimum, and intercepts
(roots/zeros) of a quadratic function.
MA-HS-5.3.6: Students will model, solve, and graph quadratic equations in realworld and mathematical problems.
ACTIONS – Described prior to observation
Goals and Objectives –
 Students will COMPREHEND and ANALYZE the quadratic formula by
knowing when a quadratic equation will have zero real roots, when it will
have one real root, when it will have two real roots: giving examples of each.
 Students will APPLY their KNOWLEDGE of the quadratic formula by
solving quadratic equations using the quadratic formula.
 Students will EVALUATE when it is best to solve a quadratic equation by
using the quadratic formula (as opposed to factoring, completing the square,
finding square roots, and graphing).
 Students will SYNTHESIZE their understanding of the quadratic formula by
creating a quadratic model for the flight of a hit baseball, modifying factors
of the model to understand what factors affect the height of the ball and what
factors affect the distance the ball when hit.
Essential Question –
 How is the quadratic formula beneficial in the real-world situations, such as
business or industry?
Chuck Hayden, 2010
SAMPLE HIGH SCHOOL
Key Vocabulary For The Unit –
 Linear equation
 x-intercept
 Quadratic equation
 Square root
 Irrational number
 Radical expression
 Roots
 Quadratic Function
 Discriminant
 Parabola
Resources –
 Teacher Laptop for internet and Interwrite Pad
 Projector
 Student laptop for electronic book and internet
 Critical Thinking Skills FlipChart [Student Version]
Procedures –
1. Begin the lesson by watching the quadratic formula video on YouTube.
2. Model solving a quadratic equation by the quadratic formula.
3. Guided practice: have students solve three quadratic equations by using the
quadratic formula (one will have zero real roots, one will have one real root,
and one will have two real roots) [KNOWLEDGE][APPLICATION]. Discuss
solutions.
4. Teacher COMPREHENSION and ANALYSIS questions: a) if we were to
graph those three quadratic equations, how would the roots be represented
on the graph? b) What determines how many real roots a quadratic equation
has? c)When will a quadratic equation have zero real roots? One real root?
Two real roots?
5. Teacher questions: We solved all three quadratic equations by the quadratic
formula. Was there a better way to solve the equations? Why? When should
you use the quadratic formula to solve a quadratic equation? Students will
think, pair, and share [EVALUATION].
6. Discuss how the quadratic equation is useful for evaluating certain
parameters of the flight of projectiles. Use the flight of a hit baseball as an
example.
7. Have the students create the equation for the flight of the baseball and then
to determine what factors will affect how high and how far the ball is hit
[SYNTHESIS].
8. Discuss answers.
9. Independent Practice: students will work on an assignment in the text [ALL
SIX LEVELS].
Chuck Hayden, 2010
SAMPLE HIGH SCHOOL
Student Assessment –
 Students will assess themselves by the in class practice and a self-check quiz
the following class.
Formative Assessment –
 Students will be formatively assessed through their participation and effort
in discussion, solutions to guided and independent practice, and assignment.
Summative Assessment –
 Students will be summatively assessed later through an activity where a
tennis ball is thrown and parameters about the flight of the ball are found
and a cumulative test.
IMPACT – Prepared after the lesson and post-observation conference
Reflection/Analysis of Teaching and Learning –
REFINEMENT – Prepared after the lesson and post-observation conference
Chuck Hayden, 2010