This lesson serves two main purposes: to reiterate that some solutions to quadratic equations are irrational, and to give students the tools to express those solutions exactly and succinctly.
Students recall that the radical symbol (\(\sqrt{\phantom{3}}\)) can be used to denote the positive square root of a number. Many quadratic equations have a positive and a negative solution, and up until this point, students have been writing them separately. For example, the solutions of \(x^2=49\) are \(x=7\) and \(x=\text7\). Here, students are introduced to the plusminus symbol (\(\pm\)) as a way to express both solutions (for example,\(x=\pm7\) ).
Students also briefly recall the meanings of rational and irrational numbers. (They will have a more thorough review later in the unit.) They see that sometimes the solutions are expressions that involve a rational number and an irrational number—for example,\(x=\pm \sqrt8+3\) . While this is a compact, exact, and efficient way to express irrational solutions, it is not always easy to intuit the size of the solutions just by looking at the expressions. Students make sense of these solutions by finding their decimal approximations and by solving the equations by graphing. The work here gives students opportunities to reason quantitatively and abstractly (MP2).
Lesson overview
 15.1 Warmup: Roots of Squares (5 minutes)
 15.2 Activity: Solutions Written as Square Roots (15 minutes)

15.3 Activity: Finding Irrational Solutions by Completing the Square (15 minutes)
 Includes "Are you Ready for More?" extension problem
 Lesson Synthesis
 15.4 Cooldown: Finding Exact Solutions (5 minutes)
Learning goals:
 Coordinate and compare (orally and in writing) solutions to quadratic equations obtained by completing the square and those obtained by graphing.
 Understand that the “plusminus” symbol is used to represent both square roots of a number and that the square root notation expresses only the positive square root.
 Use radical and “plusminus” symbols to express solutions to quadratic equations.
Learning goals (student facing):
 Let’s find exact solutions to quadratic equations even if the solutions are irrational.
Learning targets (student facing):
 I can use the radical and “plusminus” symbols to represent solutions to quadratic equations.
 I know why the plusminus symbol is used when solving quadratic equations by finding square roots.
Required materials:
 Graphing technology
Required preparation:
 Acquire devices that can run Desmos (recommended) or other graphing technology.
 It is ideal if each student has their own device. (Desmos is available under Math Tools.)
Glossary:
 irrational number  An irrational number is a number that is not rational. That is, it cannot be expressed as a positive or negative fraction, or zero.
 Access the complete Algebra 1 Course Glossary
Standards:
 This lesson builds on the standard: CCSS.8.EE.A.2MS.8.EE.2MO.8.EEI.A.2aMO.8.EEI.A.2b
 This lesson builds towards the standard:CCSS.HSNRN.BMS.NRN
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