Starter Main teaching Notes Consolidation/Plenary Including key questions, key teaching points, models Including Support and Extension Including key questions and and resources homework 2 Solving Quadratics and Proof Is there a different way to order the Reflect upon: cards and still have a convincing Lead students through the proof with structure if argument? How could you prove the result necessary. using slightly different steps? Can use a structured sheet where fill in the blanks to make it more Summarise 3 learning points accessible. from the two most recent lessons. Homework: Routine practise from old resources or Integral section 1 level 1 exercise 3 working on Sketching and Turning Points Students could challenge each Use a diagram to help with this & computers or with other by giving their own examples one 4 graphical calculator What are the key features of a quadratic? Which of quadratics, including some questions gave you a lot of information? Did you where the equations are not in make the most of the information you were given? completed square form. Homework: Could you have avoided asking any of your questions? Students should think carefully about the advantages of the in groups of 4 working in two pairs different forms of the equations. students will need to have access to Geogebra app Students could use Desmos to Routine practise from old or Geogebra on a computer check their solutions. resources or Integral section 1 level 2 exercise Which of these approaches would work best for cubic polynomials? Explain your thinking. Can any of these approaches be generalised for other polynomials? Starter Main teaching Notes Consolidation/Plenary
Starter Main teaching Including key questions, key teaching points, models and resources Notes Including Support and Extension Consolidation/Plenary Including key questions and homework 2 Solving Quadratics and Proof Lead students through the proof with structure if necessary. Is there a different way to order the cards and still have a convincing argument? Can use a structured sheet where fill in the blanks to make it more accessible. Reflect upon: How could you prove the result using slightly different steps? Summarise 3 learning points from the two most recent lessons. Homework: Routine practise from old resources or Integral section 1 level 1 exercise 3 & 4 working on computers or with graphical calculator Sketching and Turning Points What are the key features of a quadratic? Which questions gave you a lot of information? Did you make the most of the information you were given? Could you have avoided asking any of your questions? in groups of 4 working in two pairs students will need to have access to Geogebra app or Geogebra on a computer Students could challenge each other by giving their own examples of quadratics, including some where the equations are not in completed square form. Students should think carefully about the advantages of the different forms of the equations. Students could use Desmos to check their solutions. Which of these approaches would work best for cubic polynomials? Explain your thinking. Can any of these approaches be generalised for other polynomials? Use a diagram to help with this one Homework: Routine practise from old resources or Integral section 1 level 2 exercise Starter Main teaching Notes Consolidation/Plenary
03_quadratic_functions_as_bom_sow.docx