March 24, Let the students work in groups of members. At this point, students should be able to realize that there are real-life situations that can be represented by quadratic equations. However, it is not a solution of the original equation. To sum up, in all the lessons in this module, the students are given the opportunity to use their prior knowledge and skills in learning quadratic functions. Activity 8 allows the students to apply what they have learned in DRAFT transforming the graph of a quadratic function into standard form.

Ask them to explain how they came up with the equation that represents the area of the shaded region. Emphasize to the students the relevance of these mathematical knowledge and skills to their new lesson. Place Me on the Table! All real numbers March 24, 7. Important information and unimportant information are separated.

The lesson provided the students with opportunities to describe the nature of the roots prlblem quadratic equations using the discriminant even without solving the equation. The first two equations are linear equations while the third is a quadratic 2. The revenue function R x is defined as: Let the students read and understand some important notes on quadratic inequalities. Let the students formulate mathematical sentences that will describe the given situation squages ask them to describe these.

This lesson was about solving real-life problems involving quadratic equations. March 24, Let the students work in groups of members. March 24, Quadratic Function 5. After allowing time for discussion, the teacher has the students in the outside circle move one or more to the DRAFT right or left, therefore greeting a new partner. Fair, Jan and Sadie C.

# Lesson 8 problem solving practice roots

You can also ask the students to identify first the unknown quantity in each situation and solve for it using the equation formulated. Answer Key 9 1. Let the students explain the mathematical concepts they applied to solve the problem.

Ask them to solve problems involving quadratic equations with varying conditions.

Quadratic equations are mathematical sentences of degree 2 while linear equations are mathematical sentences of degree 1. Using the sketch plans, they will formulate quadratic equations and solve these by completing the square.

Moreover, they were given the chance to demonstrate their understanding of the lesson by doing a practical task. This lesson was about the nature of the roots of quadratic equations.

## Solving quadratics by taking square roots

This lesson was about quadratic equations and how they are illustrated in real life. The mathematical sentences make use of inequality symbols while the quadratic equations make use of equality symbol. Let the students have a closer look at some aspects of quadratic equations and the ways of solving these by doing Activity 7. The radical symbol indicates the nonnegative or principal square root.

The other group of the students creates an outside circle by facing a peer from the inner circle.

March 24, Lesson 1: The activity provides the students March 24, with an opportunity to solve problems involving quadratic functions.

Discuss the slving example given at the end of the activity for them to have a better understanding on the procedure in finding the equation of a quadratic function given the zeros. If k is positive, the equation has two solutions or roots. You have noticed that the parabola opens upward or downward. Objects or situations in real life where quadratic equations, quadratic inequalities, and rational algebraic equations are illustrated c.

DRAFTStudents are expected to demonstrate an understanding of key concepts of the quadratic function, formulate real-life problems involving the concepts of quadratic functions, and ledson these using a variety of strategies. Activity 7 Answer Key 1. Ask the students to solve quadratic equations by completing the square by performing Activity 5.

DRAFT Ask the students to draw and interpret the graph that represents the solution set of one of the mathematical sentences formulated.

What does the point 2, 20 represent on the. Furthermore, they will be given a squarea to apply the concepts learned in real- life problems and also to formulate their own real-life problems involving quadratic functions.

Sum and Product of 8.