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Line 44: − • Pupils will be encouraged to use their own informal methods before being − introduced to formal solution procedures. − • We will revisit the concept (meaning) of the solution of an equation. The number − of solutions of an equation (no solution; 1 solution, 2 solutions or many solutions) − will be dripped. − • Out of this we will extract the notion of a quadratic equation, so as to distinguish it − from linear and other equations. − -A gardener wants his field to have an interesting geometrical appearance. So, he decides upon the following rules for his flowerbeds:+ − 1.They must all be rectangular. − 2.Their perimeters and areas must be the same. − a) How many different flowerbeds can the gardener make if one of the sides is − 3 units less than the other side as shown in the diagram below:
→Activities
===Activities===
===Activities===
#Activity No #1 '''introduction to quadratic equation '''
#Activity No #1 '''introduction to quadratic equation '''
Please use the link below:
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