![]() (15 minutes) Students will complete the exit slip for completing the square.ĭay 4: FACTORING AND ZERO PRODUCT PROPERTY.(15 minutes) Students will complete the Kahoot Review Game that will assess their knowledge of using completing the square.(10 minutes) Students will watch a video of me giving an example of using the complete the square method.(10 minutes) Students will read the article about how and when to use the complete the square method.(30 minutes) Students will follow the Emaze presentation that will show them how to use the square root method and when to use it.(20 minutes) Students will follow a Khan Academy Youtube video that will show an example of solving quadratic equations using the square root method.(15 minutes) Students will complete a Google Forms exit slip over the quadratic formula.(5 minutes) Students will watch a Youtube video that plays a song to help students memorize the quadratic formula.(30 minutes) Students will follow along with the Powerpoint presentation that introduces them to solving quadratic equations with the quadratic formula.Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Ĭ.SSE.B.3.A- Factor a quadratic expression to reveal the zeros of the function it defines.Ĭ2-Reason abstractly and quantitatively.Ĭ4-Model with mathematics.Ĭ6-Attend to precision. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Ĭ.CED.A.1- Create equations and inequalities in one variable and use them to solve problems. Derive the quadratic formula from this form.Ĭ.REI.B.4.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. Google Classroom that supports these lessons can be accessed with code: lpazqtbĮMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.ĬREATIVE COMMUNICATOR 6C- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.Ĭ.REI.B.4- Solve quadratic equations in one variable.Ĭ.REI.B.4.A- Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions.Some of the questions are based on this textbook:.Each Module is based on some of the material from the Open Stax Elementary Algebra 2e:.Each Module is made to be completed within a 5-day week.Each Lesson is made to be used within a 50 minute period.This is your inverse function.Module 3: Solving Quadratic Equations Teacher Version The final equation should be (1-cbrt(x))/2=y. These steps are: (1) take the cube root of both sides to get cbrt(x)=1-2y (2) Subtract 1 from both sides to get cbrt(x)-1=-2y (3) Divide both sides by -2 to get (cbrt(x)-1)/-2=y (4) simplify the negative sign on the left to get (1-cbrt(x))/2=y. ![]() Now perform a series of inverse algebraic steps to solve for y. Then invert it by switching x and y, to give x=(1-2y)^3. First, set the expression you have given equal to y, so the equation is y=(1-2x)^3. Nevertheless, basic algebra allows you to find the inverse of this particular type of equation, because it is already in the "perfect cube" form. Your question presents a cubic equation (exponent =3). The article is about quadratic equations, which implies that the highest exponent is 2. For the inverse function, now, these values switch, and the domain is all values x≥5, and the range is all values of y≥2.įirst, let me point out that this question is beyond the scope of this particular article. Recall that for the original function the domain was defined as all values of x≥2, and the range was defined as all values y≥5.
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