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1,113 bytes added ,  17:08, 29 July 2014
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#They must all be rectangular
 
#They must all be rectangular
 
#The perimeter and area must be the same.<br>
 
#The perimeter and area must be the same.<br>
How many different flowerbeds can the gardner make if one of sides is 3 units less than the other side.
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How many different flower beds can the gardener make if one of the sides ia 3 units less than the other side.
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#How many different flower beds can the gardener make if both the sides are of same length.
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#notes for teacher-
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The aim of this activity is to make a situation that leads to the quadratic equation-<br>
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x(x-3)=4x-6<br>
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x^2=4x
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Students need to use their own strategies to solve the equations.
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Students may, for example establish a set of equivalent quadratic equations trough the balancing method which they are familiar in the context of linear equations.
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#.1.x^2-3x = 4x-6 => x^2-7x= -6
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#.2.x^2-4x = 0
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However ,students will probably have no other methods available but to solve using numerical method. They might set up tables from original eqn.
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They need to be encouraged to move through the numbers to find the solutions and to make sense of the solution.
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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.
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#note- In using the balancing method pupil might very well divide both sides of equation<br>
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x^2 =4x by x <br>
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x=4
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This must be discussed.
    
==Concept #2 - Types of equations==
 
==Concept #2 - Types of equations==
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