Teaching & Learning Plans. Quadratic Equations. Junior Certificate Syllabus

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1 Teaching & Learning Plans Quadratic Equations Junior Certificate Syllabus

2 The Teaching & Learning Plans are structured as follows: Aims outline what the lesson, or series of lessons, hopes to achieve. Prior Knowledge points to relevant knowledge students may already have and also to knowledge which may be necessary in order to support them in accessing this new topic. Learning Outcomes outline what a student will be able to do, know and understand having completed the topic. Relationship to Syllabus refers to the relevant section of either the Junior and/or Leaving Certificate Syllabus. Resources Required lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing the topic. Lesson Interaction is set out under four sub-headings: i. Student Learning Tasks Teacher Input: This section focuses on possible lines of inquiry and gives details of the key student tasks and teacher questions which move the lesson forward. ii. Student Activities Possible Responses: Gives details of possible student reactions and responses and possible misconceptions students may have. iii. Teacher s Support and Actions: Gives details of teacher actions designed to support and scaffold student learning. iv. Assessing the Learning: Suggests questions a teacher might ask to evaluate whether the goals/learning outcomes are being/have been achieved. This evaluation will inform and direct the teaching and learning activities of the next class(es). Student Activities linked to the lesson(s) are provided at the end of each plan.

3 Teaching & Learning Plan: Junior Certificate Syllabus Aim To enable students recognise quadratic equations To enable students use algebra, graphs and tables to solve quadratic equations To enable students form a quadratic equation to represent a given problem To enable higher-level students form quadratic equations from their roots Prior Knowledge Students have prior knowledge of: Simple equations Natural numbers, integers and fractions Manipulation of fractions Finding the factors of x 2 + bx + c where b, c Z Finding the factors of ax 2 + bx + c where a, b, c Q, x R (Higher Level) Patterns Basic algebra Simple indices Finding the factors of x 2 a 2 Learning Outcomes As a result of studying this topic, students will be able to: understand what is meant by a quadratic equation recognise a quadratic equation as an equation having as many as two solutions that can be written as ax 2 + bx + c = 0 solve quadratic equations represent a word problem as a quadratic equation and solve the relevant problem form a quadratic equation given its roots Project Maths Development Team

4 Catering for Learner Diversity In class, the needs of all students, whatever their level of ability level, are equally important. In daily classroom teaching, teachers can cater for different abilities by providing students with different activities and assignments graded according to levels of difficulty so that students can work on exercises that match their progress in learning. Less able students, may engage with the activities in a relatively straightforward way while the more able students should engage in more open ended and challenging activities. In interacting with the whole class, teachers can make adjustments to suit the needs of students. For example, more challenging material similar to that contained in Question 11 in Section A: Student Activity 1 can be provided to students where appropriate. Apart from whole-class teaching, teachers can utilise pair and group work to encourage peer interaction and to facilitate discussion. The use of different grouping arrangements in these lessons should help ensure that the needs of all students are met and that students are encouraged to verbalise their mathematics openly and to share their learning. Relationship to Junior Certificate Syllabus Topic Number 4.7 Equations and inequalities Description of topic Students learn about Using a variety of problem solving strategies to solve equations and inequalities. They identify the necessary information, represent problems mathematically, making correct use of symbols, words, diagrams, tables and graphs. Learning outcomes Students should be able to solve quadratic equations of the form x 2 + bx + c where b, c Z and x 2 + bx + c is factorisable ax 2 + bx + c where a, b, c Q, x R (HL only) form quadratic equations given whole number roots (HL only) solve simple problems leading to quadratic equations Project Maths Development Team

5 Student Learning Tasks: Teacher Input Teaching & Learning Plan: Quadratic Equations Lesson Interaction Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Section A: To solve quadratic equations of the form (x-a)(x-b) = 0 algebraically What is meant by finding the solution of the equation 4x + 6 = 14? Why is x =1 not a solution of 4x + 6 = 14 How do we find the solution to 4x + 6 = 14? Remember to check your answer. We find a value for x that makes the statement (that 4x + 6 = 14) true Because 4(1) Students write the solution in their copies. -6 4x + 6 = x = 8 4 x = 2 4 or 4x + 6 = 14 4x = x = 8 x = 2 Write 4x + 6 = 14 on the board. Ask students to write the solution on the board. Do students remember what is meant by solving an equation? Can students see why x =1 is not a solution? Do students know how to check their answer? 4 (2) + 6 = 14 True What is 4 x 0? What is 5 x 0? What is 0 x 5? What is 0 x n? What is 0 x 0? Write the questions and solutions on the board. 4 x 0 = 0 5 x 0 = 0 0 x 5 = 0 0 x n = 0 0 x 0 = 0 Do students understand that multiplication by zero gives zero? When something is multiplied by 0 what is the answer? 0 Project Maths Development Team KEY: next step student answer/response 3

6 Student Learning Tasks: Teacher Input If xy = 0 what do we know about x and or y? Student Activities: Possible Responses x = 0 or y = 0 or both are equal to 0. Teacher s Support and Actions Write xy = 0 on the board. Assessing the Learning Can students find the solution to (x - 3) (x - 4) = 0? Compare (x - 3)(x - 4) = 0, with xy = 0 and what information can we arrive at? If x - 3 = 0, what does this tell us about x? If x - 4 = 0, what does this tell us about y? How do we check if x = 3 is a solution to (x - 3)(x - 4) = 0? How do we check if x = 4 is a solution to (x - 3)(x - 4) = 0? Write in your copies in words what x = 3 or x= 4 means in the context of (x - 3)(x - 4) = 0. When an equation is written in the form (x - a) (x - b) = 0, what are the solutions? x - 3 = 0 or x - 4 = 0 or both are equal to 0. x = 3 x = 4 Insert x = 3 into the equation and check if we get 0. Insert x = 4 into the equation and check if we get 0. Allow students to discuss and compare answers. Write on the board: xy = 0 (x - 3) (x - 4) = 0 x - 3 = 0 or x - 4 = 0 x = 3 or x = 4 Write on the board: (3-3) (x - 4) = 0 0(x - 4) = 0 0 = 0 Write on the board: (x - 3) (4-4) = 0 (x - 3) 0 = 0 0 = 0 Students write in words in their copies what this means and discuss with the student beside them. x = a or x = b Write on the board: (x - a)(x - b) = 0 x - a = 0 x - b = 0 x = a x = b Do students understand what is meant by the solution to this equation? Can students write in words what x = 3 and x = 4 means? Can students generalise the solution to (x - a)(x - b) = 0? Project Maths Development Team KEY: next step student answer/response 4

7 Student Learning Tasks: Teacher Input Solve (x - 1)(x - 3) = 0 Student Activities: Possible Responses (x - 1) (x - 3) = 0 (x - 1) = 0 or (x - 3) = 0 x = 1 or x = 3. Teacher s Support and Actions Assessing the Learning (1-1) (x - 3) = 0 (1-1) (x - 3) = 0 0 (x - 3) = 0 0 = 0 Write the solution on the board. Can students detect that if an equation is of the form (x a) (x b) = 0, then x = a and x = b are both solutions? How do we check that these are solutions? (x - 1) (3-3) = 0 (x - 1) 0 = 0 0 = 0 True Is it sufficient to state x = 3 is a solution to (x - 1) (x - 3) = 0? Answer questions 1 to 11 on Section A: Student Activity 1. No, both x = 3 and x = 1 are solutions. Distribute Section A: Student Activity 1 If students are unable to make the jump from (x - a) (x - b) = 0 to (x + a) (x + b) = 0. Are students able to solve equations of the form (x - a) (x - b) = 0? If students are having difficulty, allow them to talk through their work so that misconceptions can be identified and addressed. Project Maths Development Team KEY: next step student answer/response 5

8 Student Learning Tasks: Teacher Input How does the equation x (x - 5) = 0 differ from the equation (x - 0)(x - 5) = 0? Student Activities: Possible Responses It is the same. Teacher s Support and Actions Write on the board: x (x - 5) = 0 and (x - 0) (x - 5) = 0 x = 0 and x - 5 = 0 x = 0 or 5 0 (x - 6) = 0 True x (6-6) = 0 True Assessing the Learning Why are they the same? Hence what is the solution? What are the solutions of x (x - 6) = 0? Because x and x - 0 are the same, i.e. x = x - 0. x = 0 or x = 5 Answer questions on Section A: Student Activity 1. x = 0 and x = 6 Write on the board: x (x - 6) = 0 x = 0 and x - 6 = 0 x = 0 or 6 0 (x - 6)= 0 True x (6-6) = 0 True On completion of questions those students who need a challenge can be encouraged to do question 17 on Section A Student Activity 1. Do students recognise that the solutions to x(x-a) = 0 are x= 0 and x = a? Can students solve x (x - a) = 0? Project Maths Development Team KEY: next step student answer/response 6

10 Student Learning Tasks: Teacher Input Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Copy the table on the board into your exercise book and complete it. x (x - 1) (x - 2) Display the following table on the board: x (x - 1) (x - 2) Are students able to complete the table, read from the table the values of x when (x - 1) (x - 2) = 0 and hence solve the equation? For what values of x did (x - 1)(x - 2) = 0? x = 1 and x = 2 3 What name is given to the value(s) of x that make(s) an equation true? Solution(s) or roots. Draw a graph of the information in the table, letting y = (x - 1) (x - 2). Draw the graph on the board Are students able to draw the graph and read from the graph the values of x when (x - 1) (x - 2) = 0? For what values of x did the graph cut the x axis? x = 1 and x = 2 What is meant by the solution of an equation? The equation is true for the value of x. What was the value of y =(x - 1)(x - 2) when x = 1 and x = 2? 0 Project Maths Development Team KEY: next step student answer/response 8

11 Student Learning Tasks: Teacher Input When using algebra to solve, what were the values of x for which (x - 1) (x - 2) = 0 called? Student Activities: Possible Responses Solutions, roots Teacher s Support and Actions Write the student's answers on the board. Assessing the Learning How can we get the solution by looking at the table? How can we get the solution by looking at the graph? When (x - 1) (x - 2) has the value zero. Where it cuts the x axis or where the y value is zero Do students understand that: solving the equation using algebra finding the value of x when the equation equals zero in the table finding where the graph of the function cuts the x axis are all methods of finding the solution to the equation? Complete the exercises in Section B: Student Activity 2. Distribute Section B. Student Activity 2. Project Maths Development Team KEY: next step student answer/response 9

12 Student Learning Tasks: Teacher Input Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Section C: To solve quadratic equations of the form x 2 + bx + c = 0 that are factorable What does it mean to find the factors of a number? What does it mean to find the factors of x 2 + 3x + 2? What is the Guide number of this equation? How did you get this Guide number? What are the factors of 2? Which pair shall we use? Why would I not use the pair -1 and -2? Ask students if this looks familiar to any other type of factorising they have done before? Rewriting the number as a product of two or more numbers. It means to rearrange an algebraic expression so that it is a product of its prime factors. 2 Multiplied 1 x 2 because comparing this equation to the form ax 2 + bx + c = 0, a = 1 and c = 2. 1 and 2 or -1 and -2 1 and 2 because added together 1x + 2x gives us +3x. They would give you -3x which is not a term in the original equation. This is Factorising by Grouping Write on the board: x 2 + 3x + 2 = 0 a =1, b =3, c =2 Guide number =1 x 2 = 2 Write on the board 1 x 2 = 2 and -1x - 2 = 2. Write on the board: x 2 + 3x + 2 = 0 x 2 + 2x + 1x + 2 = 0 Write on the board x 2 + 1x + 2x + 2 = 0 Allow students to compare their work. Ask two students to come to the board and write down their solution to x 2 + 2x + 1x + 2 = 0 and x 2 + 1x + 2x + 2 = 0 Do students understand the Guide number method of finding the factors of a quadratic? Can students find the factors of a simple equation? Do students understand why they should use 1 and 2? Can students connect this to their prior knowledge of Factorising by Grouping? Could I have written 1x plus 2x instead of 2x and 1x? Students work on factorising each. Project Maths Development Team KEY: next step student answer/response 10

13 Student Learning Tasks: Teacher Input I want you to investigate this for yourselves by Factorising by grouping each of these x 2 + 2x + 1x + 2 = 0 x 2 + 1x + 2x + 2 = 0 Student Activities: Possible Responses One student writes on board: x 2 + 2x + 1x + 2 = 0 x(x + 2) + 1(x + 2) = 0 (x + 1) (x + 2) = 0 x = -1 or x = -2 Teacher s Support and Actions Assessing the Learning Why does the first solution have (x+2) in each bracket and the second solution have (x+1) in each bracket? How would you check that both are correct? Solve the equation: x 2 + 4x + 3 = 0 Answer questions 1-8 on Section C: Student Activity 3. Another student writes on the board: x 2 + 1x + 2x + 2 = 0 x(x + 1) + 2(x + 1) (x + 2) (x + 1) = 0 x = -2 or x = -1 (x + 1) (x + 3) = 0 x + 1 = 0 or x + 3 = 0 x = -1 or x = -3 (-1 + 1) (x + 3) = 0 True (x + 1) (-3 + 3) = 0 True Write the solution on the board. Are students able to factorise the equation and hence solve it? Distribute Section C: Student Activity 3. Circulate and see what answers the students are giving and address any misconceptions. Can students factorise an expression of the form and solve an equation of the form x 2 + bx + c = 0? Ask individual students to write their answers on the board. Project Maths Development Team KEY: next step student answer/response 11

14 Student Learning Tasks: Teacher Input The width of a rectangle is 5cm greater than its length. Could you write this in terms of x? Student Activities: Possible Responses x (x + 5) Teacher s Support and Actions Assessing the Learning If we know the area is equal to 36cm 2, write the information we know about this rectangle as an equation. Solve this equation. A = (length) (width) x (x + 5) = 36 x 2 + 5x - 36 = 0 (x + 9) (x - 4) = 0 x + 9 = 0 x - 4 = 0 x = -9 or x = 4 (-9 + 9) (x - 4) = 0 True (x + 9) (-4-4) = 0 True Get the students to draw a diagram of a suitable rectangle. Allow students to adopt an explorative approach here before giving the procedure. Ask a student to write the solution on the board explaining what they are doing in each step. Challenge students to explain why x= -9 is rejected. Are students extending their knowledge of quadratic equation? What is the length and width of the rectangle? The length is equal to 4cm and width is equal to 9cm. Do students understand why x = -9 was a spurious solution? Is it sufficient to leave this question as x = 4? No. You must bring it back to the context of the question. Do students understand that saying x = 4 is not a sufficient answer to the question, but that it must be bought back into context of the question? Project Maths Development Team KEY: next step student answer/response 12

15 Student Learning Tasks: Teacher Input Complete the remaining exercises on Section C: Student Activity 3. Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Teacher may select a number of these questions or get students to complete this activity sheet for homework. Can students answer the problems posed in the student activity? Ask individual students to do questions on the board when the class has done some of the work. Students should explain their reasoning in each step. Project Maths Development Team KEY: next step student answer/response 13

16 Student Learning Tasks: Teacher Input Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Section D: To solve quadratic equations of the form ax 2 + bx + c that are factorable (Higher Level only) Solve the equation 2x 2 + 5x + 2 = 0. Find the factors of 3x 2 + 4x +1 and hence solve 3x 2 + 4x +1 = 0 Answer questions contained in Section D: Student Activity 4. 2x 2 + 5x + 2 = 0 Guide number is: 4 [coefficient of x 2 and 2 the constant] 2 x 2 = 4 Factors of 4 are 4 x 1 or 2 x 2 Use 4 x 1 because this gives you a sum of 5 2x 2 + 4x +1x + 2 = 0 2x (x + 2) + 1 (x + 2) = 0 (2x + 1) (x + 2) = 0 2x + 1 = 0 or x + 2 = 0 x = -1/2 or x = -2 (3x + 1)(x + 1) 3x + 1 = 0 x + 1 = 0 3x = -1 x = -1 x= -⅓ x = -1 Ask a student to come to the board and explain how they factorised this. 2x 2 + 4x +1x + 2 = 0 2x (x + 2) + 1 (x + 2) = 0 (2x + 1) (x + 2) = 0 2x + 1 = 0 or x + 2 = 0 x = -1/2 or x = -2 or 2x 2 + 1x +4x + 2 = 0 x (2x + 1) + 2 (2x + 1) = 0 (x + 2) (2x + 1) = 0 x + 2 = 0 or 2x + 1 = 0 x = -2 or x = -1/2 Circulate and see what answers the students are giving and address any misconceptions. Distribute Section D: Student Activity 4. Circulate and check the students work ensuring that all students can complete the task. Do students understand that 2x 2 + 5x + 2 = (2x + 1) (x + 2)? Can students factorise expressions of the form ax 2 + bx + c and hence solve equations of the form ax 2 + bx + c = 0? Ask individual students to do questions on the board when some of the work is done using the algorithm, table and graph. Can students solve equations of the form ax 2 + bx + c = 0 by algorithm, table and graphically? Project Maths Development Team KEY: next step student answer/response 14

18 Student Learning Tasks: Teacher Input How can you use the following diagrams of two squares to graphically show that x 2 - y 2 = (x + y) (x - y)? y 2 x 2 Student Activities: Possible Responses Area of the small square is y 2 and the area of the big square is x 2. Area of the unshaded region is x 2 - y 2. Teacher s Support and Actions Draw the squares on the board. y 2 x x-y x-y Assessing the Learning Can students see how this is a physical representation of x 2 - y 2 = (x + y) (x - y)? The area of the unshaded region is also x(x - y) + y(x - y). y 2 y y Hence x 2 - y 2 = x(x - y) + y(x - y). Hence x 2 - y 2 = (x + y) (x - y)? Complete Section E: Student Activity 5. Distribute Section E: Student Activity 5. Circulate the room and address any misconceptions. If students are having difficulties, allow them to talk through their work.this will help them identify their misunderstandings and misconceptions. Difficulties identified can then be addressed. Project Maths Development Team KEY: next step student answer/response 16

20 Student Learning Tasks: Teacher Input Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Solve x 2 + 3x + 1 = 0 using the formula. x = and x = Challenge students to find the factors on their own before going through the algorithm. Write on the board x = or x = Complete the exercises in Section F: Student Activity 6. Distribute Section F: Student Activity 6. Can students use the formula to solve quadratic equations? Project Maths Development Team KEY: next step student answer/response 18

21 Student Learning Tasks: Teacher Input Simplify Student Activities: Possible Responses Teacher s Support and Actions Assessing the Learning Section G: To solve quadratic equations given in rational form Now solve the equation. Write x + 3 = 10/x in the form ax 2 + bx + c = 0 How did you do this? Hence solve x + 3 = 10/x Attempt the questions on Section G: Student Activity 7. 3x 2-2x = 0 x (3x - 2) = 0 x = 0 or x = 2/3 x + 3 = 10/x x 2 + 3x -10 = 0 Multiplied both sides by x. (x + 5) (x - 2) = 0 x = -5 or x = 2 (-5) (-5) -10 = 0 True (2) (2) -10 = 0 True Get individual students to write the solution on the board and explain their work. Get an individual student to write the solution on the board and explain their reasoning. Distribute Section G: Student Activity 7. Circulate the room and address any misconceptions. Can students convert equations given in simple fraction form to the form ax 2 + bx + c = 0? Can students simplify the equation and then solve it? Can students correctly answer the questions on the activity sheet? Project Maths Development Team KEY: next step student answer/response 19

22 Student Learning Tasks: Teacher Input Student Activities: Possible Responses Teacher s Support and Actions Section H: To form quadratics given whole number roots (Higher Level Only) What are the factors of x 2 + 6x + 8? What is the solution of x 2 + 6x + 8 = 0? If we were told the equation had roots x = -4 and x = -2, how could we get an equation? Given that an equation has roots 2 and 5, write the equation in the form (x - s) (x - t) = 0. Then write it in the form ax 2 + bx + c = 0. Given that an equation has roots 1 and -3, write the equation in the form ax 2 + bx + c = 0. What do you notice about the following equations: x 2 + 2x - 8 = 0 2x 2 + 4x - 16 = 0 8-2x - x 2 = 0? (x + 4) (x + 2) x = -4 and x = -2 (x - (-4)) (x- (-2)) = 0 (x + 4) (x + 2) = 0 x 2 + 4x + 2x + 8 = 0 x 2 + 6x + 8 = 0 (x -2) (x -5) = 0 x 2-2x -5x + 10 = 0 x 2-7x + 10 = 0 (x -1) (x + 3) = 0 x 2-1x + 3x - 3 = 0 x 2 + 2x -3 = 0 They are the same equations but are arranged in a different order. Challenge the students to find the equation for themselves. Get individual students to write the solution on the board and explain their work. Write students responses on the board. Write students responses on the board. Write each equation on the board. Now complete Section H: Student Activity 8. Distribute Section H: Student Activity 8. Assessing the Learning Given the roots, can students write the equation in the form ax 2 + bx + c = 0? Can students recognise that the equations are the same? Project Maths Development Team KEY: next step student answer/response 20

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24 Section B: Student Activity 2 (continued) 1. a. Compete the following table: x x + 2 x + 1 y = f (x) = (x + 2) (x + 1) b. From the table above determine the values of x for which the equation is equal to 0. c. Solve the equation (x + 2) (x + 1) = 0 by algebra. d. What do you notice about the answer you got to parts b. and c. in this question? e. Draw a graph of the data represented in the above table. f. Where does the graph cut the x axis? What is the value of f (x) = (x + 2)(x + 1) at the points where the graph cuts the x axis? g. Can you describe three methods of finding the solution to (x + 2) (x + 1) = Solve the equation (x - 1) (x - 4) = 0 a) by table, b) by graph and c) algebraically. 3. Write the equation represented in this table in the form (x a)(x b)=0. x f(x) Project Maths Development Team

25 Section B: Student Activity 2 4. The graph of a quadratic function f (x) = ax 2 + bx + c is represented by the curve in the diagram below. Find the roots of the equation f (x) = 0 and so identify the function. 5. The graph of a quadratic function f (x) = ax 2 + bx + c is represented by the curve in the diagram below. Find the roots of the equation f (x) = 0 and so identify the function. 6. Where will the graphs of the following functions cut the x axis? a. f (x) = (x - 7) (x - 8) b. f (x) = (x + 7) (x + 8) c. f (x) = (x - 7) (x + 8) d. f (x) = (x + 7) (x - 8) 7. For what values of x does (x - 7) (x - 8) = 0? Project Maths Development Team

26 Section C: Student Activity 3 Note: It is always good practice to check solutions. It is recommended you use the Guide number method to find the factors. 1. Solve the following equations: a. x 2 + 6x + 8 = 0 b. x 2 + 5x + 4 = 0 c. x 2-9x + 8 = 0 d. x 2-6x + 8 = 0 2. Solve the equations: a. x 2 + 2x = 3 b. x (x - 1) = 0 c. x (x - 1) = 6 3. Are the following two equations different x (x - 1) = 0 and x (x - 1) = 6? Explain. 4. When a particular Natural number is added to its square the result is 12. Write an equation to represent this and solve the equation. Are both solutions realistic? Explain. 5. A number is 3 greater than another number. The product of the numbers is 28. Write an equation to represent this and hence find two sets of numbers that satisfy this problem. 6. The area of a garden is 50cm 2. The width of the garden is 5cm less than the breadth. Represent this as an equation. Solve the equation. Use this information to find the dimensions of the garden. 7. A garden with an area of 99m 2 has length xm. Its width is 2m longer than its length. Write its area in term of x. Solve the equation to find the length and width of the garden. 8. The product of two consecutive positive numbers is 110. Represent this as an algebraic equation and solve the equation to find the numbers. 9. Use Pythagoras theorem to generate an equation to represent the information in the diagram below. Solve this equation to find x. Project Maths Development Team

27 Section C: Student Activity 3 (continued) 10. One number is 2 greater than another number. When these two numbers are multiplied together the result is 99. Represent this problem as an equation and solve the equation. 11. Examine these students work and spot the error(s) in each case and solve the equation fully: Student A Student B Student C x 2-6x - 7 = 0 (x + 7) (x + 1) = 0 x = -7 x = -1 x 2-6x - 7 = 0 (x - 7) (x + 1) = 0 x = 7 x = 1 x 2-6x - 7 = 0 (x - 1) (x + 7) = 0 x = 1 x = a. Complete a table for x 2-2x + 1 for integer values between -2 and 2. b. Draw the graph of x 2-2x + 1 for values of x between -2 and 2. Where does this graph cut the x axis? c. Factorise x 2-2x + 1 and solve x 2-2x + 1 = 0. d. What do you notice about the values you got for parts a), b) and c)? 13. a. Complete a table for x 2 + 3x + 2 for integer values between -3 and 3. b. Draw the graph of x 2 +3x+2 for values of x between -3 and 3. Where does this graph cut the x axis? c. Factorise x 2 +3x +2 and solve x 2 +3x +2=0. d. What do you notice about the values you got for parts a), b) and c)? Project Maths Development Team

28 Section D: Student Activity 4 Note: It is always good practice to check solutions. It is recommended you use the Guide number method to find the factors. 1. Find the factors of 2x 2 + 7x + 3. Hence solve 2x 2 + 7x + 3 = Find the factors of 3x 2 + 4x + 1. Hence solve 3x 2 + 4x + 1 = Find the factors of 4x 2 + 4x + 1. Hence solve 4x 2 + 4x + 1 = Find the factors of 3x 2-4x + 1. Hence solve 3x 2-4x + 1 = Find the factors of 2x 2 + x - 3. Hence solve 2x 2 + x - 3 = a. Is 2x 2 + x = 0 a quadratic equation? Explain your reasoning. b. Find the factors of 2x 2 + x. Hence solve 2x 2 + x = Factorise 4x 2-1x Hence solve 4x 2-1x = Twice a certain number plus four times the same number less one is 0. Find the numbers. 9. a. Complete the following table and using your results, suggest solutions to 2x 2 + 3x + 1 = 0. x 2x 2 3x 1 2x 2 + 3x b. Using the information in the table above, draw a graph of f(x) = 2x 2 + 3x + 1, hence solve the equation. c. Did your results for a. agree with your results in b? 10. Find the function represented by the curve in the diagram opposite in the form f (x) = ax 2 + bx + c = 0. Then solve the equation. Project Maths Development Team

29 Section E: Student Activity 5 1. Factorise: a. x 2-25 b. x Solve: a. x 2-36 = 0 b x 2 = 0 c. n2-625 = 0 d. x 2 - x = 0 e. 3x 2-4x = 0 f. 3x 2 = 11x g. (a + 3) 2-25 = 0 3. Think of a number, square it, and subtract 64. If the answer is 0, find the number(s). 4. Given an equation of the form x 2 - b = 0, write the solutions to this equation in terms of b. 5. Solve the equation x 2-16 = 0 graphically. Did you get the results you expected? Explain your answer. 6. Calculate: a b Higher Level Only 7. Solve the following equations: a. 4x 2-36 = 0 b. 4x 2-9 = 0 c. 4x 2-25 = 0 d. 16x 2-9 = 0 8. A man has a square garden of side 20m. He builds a pen for his dog in one corner. If the area of the remaining part of his garden is 144m 2, find the dimensions of the dog s pen. Project Maths Development Team

30 Section F: Student Activity 6 1. Using the formula solve the following equations: a. x 2 + 5x + 4 = 0 b. x 2 + 4x + 3 = 0 c. x 2 + 4x -3 = 0 d. x 2-4x + 3 = 0 e. x 2-4x -3 = 0 f. x 2-4 = 0 g. x 2 + 3x = 4 h. x 2 + 2x -3 = 0 2. Solve the equation x 2-5x - 2 = 0. Write the roots in the form a± b. 3. Given 2+ 3 as a solution to the equation ax 2 + bx + c = 0 find the other solution. 4. When using the quadratic formula to solve an equation and you know x = 3 is a solution, does that mean that x = -3 is definitely the other solution? Explain your reasoning with examples. 5. a. Solve the equation x 2 + x = 0 by using a: i. Table. ii. Graph. iii. Factors. iv. Formula. b. Did you get the same solutions using all four methods? Project Maths Development Team

31 Section G: Student Activity 7 Solve the following equations: 2. Square a number add 9, divide the result by 5. The result is equal to twice the number. Write an equation to represent this and solve the equation. 3. A prize is divided equally among five people. If the same prize money is divided among six people each prize winner would get 2 less than previously. Write an equation to represent this and solve the equation. Project Maths Development Team

32 Section G: Student Activity 7 Higher Level Only 1. If the roots of the following quadratic equations are as follows write the equations in the form (x - s) (x - t) = 0: a. 2 and 3 b. 2 and -3 c. -2 and -3 d. -2 and 3 e. 2 and ¾ 2. What is the relationship between the roots of a quadratic equation and where the graph of the same quadratic cuts the x axis? 3. The area of the triangle below is 8cm 2. Find the length of the base and the height of the triangle. 4. A field is in the shape of a square with side equal to x metres. One side of the field is shortened by 5 metres and the other side is lengthened by 6 metres. If it is known the area of the new field is 126m 2, write an equation that represents the area of the new field. Solve the equation and find the dimensions of the original square field a. Draw the graph of f (x) = 3x 2-10x + 8 for values between -3 and 3. Where does this graph cut the x axis? b. Factorise and solve 3x 2-10x + 8 = 0 c. What do you notice about the values you got for part a and part b? 6. Find the factors of 2x 2-5x +3. Hence solve 2x 2-5x + 3 = 0 Project Maths Development Team

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