Reflection: Coherence The Quadratic Formula-Day 1 - Section 2: Direct Instruction


The direct instruction portion of this lesson is designed to develop coherence among the three methods.  When first deciding how to approach this lesson, I thought about just doing several examples using the quadratic formula.  In truth, I probably could have let students practice much more had I done that.  The downside, is that students would have thought, "Forget completing the square and factoring, now this is the way we should solve."  I wanted them to see the coherence among multiple methods that could work in each case.  I was very up-front with the students in explaining to them that they will not, ultimately, have to solve the same problem three different ways.  It is sometimes a "hard sell" to get students to solve a problem more than one way because, as they would say, "I already know the answer, why do I need to solve it again?"  Try to move them away from "the answer" as the goal, but rather seeing how to apply different techniques as the goal.

  Developing Multiple Strategies Simultaneously
  Coherence: Developing Multiple Strategies Simultaneously
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The Quadratic Formula-Day 1

Unit 6: Quadratic Functions
Lesson 11 of 21

Objective: SWBAT solve a quadratic equation using the quadratic formula

Big Idea: Although it is not as efficient as other methods, the quadratic formula can be used to solve any quadratic equation.

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