# Quadratic equations introduction to quadratic equation actvity 2

=Activity - CCE ACTIVITY=

Name of Activity
**Rectangular garden**

A gardner wants his garden to have a geometrical shape. He decides on the following rules for building the flowerbeds.

- They must all be rectangular
- The perimeter and area must be the same.

How many different flower beds can the gardener make if one of the sides ia 3 units less than the other side.

How many different flower beds can the gardener make if both the sides are of same length.

## Estimated Time

**30min**

## Materials/ Resources needed

**paper and pen**

## Prerequisites/Instructions, if any

Students need to use their own strategies to solve the equations.

Students may, for example establish a set of equivalent quadratic equations through the balancing method which they are familiar in the context of linear equations.

## Multimedia resources

nil

==Website interactives/ links/ simulations/ Geogebra Applets==

## Process (How to do the activity)

draw suitable diagram for the problem.

## Developmental Questions (What discussion questions)

How to find the area and perimeter of the rectangle?

The aim of this activity is to make a situation that leads to the quadratic equation-

x(x-3)=4x-6

**Failed to parse (MathML with SVG or PNG fallback (recommended for modern browsers and accessibility tools): Invalid response ("Math extension cannot connect to Restbase.") from server "https://en.wikipedia.org/api/rest_v1/":): {\displaystyle x^2=4x/math><br> Students need to use their own strategies to solve the equations.<br> Students may, for example establish a set of equivalent quadratic equations through the balancing method which they are familiar in the context of linear equations.<br> <math>x^2-3x = 4x-6 => x^2-7x= -6/math><br> <math>x^2-4x = 0/math><br> However ,students will probably have no other methods available but to solve using numerical method. They might set up tables from original eqn.<br> They need to be encouraged to move through the numbers to find the solutions and to make sense of the solution.<br> It also needs to be made explicit here that we are now dealing with an equation that involves a term with an unknown of second degree. This is one feature that distinguishes it from linear equation.<br> #note- In using the balancing method pupil might very well divide both sides of equation<br> <math>x^2 =4x by x}**

x=4

## Evaluation (Questions for assessment of the child)

- how many roots does the linear equation can have?

## Question Corner

- Can this equation has any other solutions?

## Activity Keywords

**To link back to the concept page**
Quadratic_Equations