Subject-specific terminology found within the content descriptions VCAA Mathematics glossary: A glossary compiled from VCAA Sample Program: A set of sample programs covering the Solve simple quadratic equations using a range of strategies
X = − b ± b 2 − 4 a c 2 aStudents will then apply this process to solving other non-linear relationships. Once students have an understanding of the Null Factor Law, move onto solving quadratics given in different formats where they have to factorise first before solving and then incorporate completing the square and the quadratic formula to solve quadratics in the form of y = a x 2 + b x + c, that do not have rational factors. Displaying graphs of different quadratics will help students visualise and understand the number of solutions can be zero, one or two depending on the relationship. Then relate this process back to finding the x- and y-intercepts of a graph. if a × b = 0, then either a = 0 and/or b = 0. The idea is for students to understand what solving an equation means and that this process is similar for all relationships.īegin with quadratic equations given in factor form and introduce the concept of the Null Factor Law. Ask students to use their knowledge of sketching linear equations to determine how they would sketch a quadratic more accurately or without plotting using a table of values.
Solving quadratic equations should be taught as a follow on from graphing quadratic relationships so that the purpose of solving is clear.
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