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__FORCETOC__
 
__FORCETOC__
=Activity - Name of Activity='''Rectangular garden'''
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=Activity - Name of Activity=
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'''Rectangular garden'''<br>
 
A gardner wants his garden to have a geometrical shape. He decides on the following rules for building the flowerbeds.<br>
 
A gardner wants his garden to have a geometrical shape. He decides on the following rules for building the flowerbeds.<br>
#They must all be rectangular
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#They must all be rectangular<br>
 
#The perimeter and area must be the same.<br>
 
#The perimeter and area must be the same.<br>
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 one of the sides ia 3 units less than the other side.<br>
    
How many different flower beds can the gardener make if both the sides are of same length. <br>
 
How many different flower beds can the gardener make if both the sides are of same length. <br>
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==Estimated Time==30min
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==Estimated Time==
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'''30min'''<br>
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==Materials/ Resources needed== paper and pen
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==Materials/ Resources needed==  
==Prerequisites/Instructions, if any==Students need to use their own strategies to solve the equations.
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'''paper and pen'''<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.
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==Prerequisites/Instructions, if any==
==Multimedia resources==nil
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Students need to use their own strategies to solve the equations.<br>
==Website interactives/ links/ simulations/ Geogebra Applets==
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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>
==Process (How to do the activity)==draw suitable diagram for the problem.<br>
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==Multimedia resources==
[[File:images.jpeg|200px]]
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nil<br>
==Developmental Questions (What discussion questions)==How to find the area and perimeter of the rectangle?<br>
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==Website interactives/ links/ simulations/ Geogebra Applets==<br>
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==Process (How to do the activity)==
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draw suitable diagram for the problem.<br>
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[[File:images.jpeg|200px]]<br>
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==Developmental Questions (What discussion questions)==
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How to find the area and perimeter of the rectangle?<br>
 
The aim of this activity is to make a situation that leads to the quadratic equation-<br>
 
The aim of this activity is to make a situation that leads to the quadratic equation-<br>
 
x(x-3)=4x-6<br>
 
x(x-3)=4x-6<br>
x^2=4x<br>
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<math>x^2=4x/math><br>
Students need to use their own strategies to solve the equations.
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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.
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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>
#.x^2-3x = 4x-6 => x^2-7x= -6
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<math>x^2-3x = 4x-6 => x^2-7x= -6/math><br>
#.x^2-4x = 0
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<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.
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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.<br>
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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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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.
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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.<br>
 
#note- In using the balancing method pupil might very well divide both sides of equation<br>
 
#note- In using the balancing method pupil might very well divide both sides of equation<br>
x^2 =4x by x <br>
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<math>x^2 =4x   by x</math><br>
x=4
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x=4<br>
==Evaluation (Questions for assessment of the child)==how many roots does the linear equation can have?<br>
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==Evaluation (Questions for assessment of the child)==
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#how many roots does the linear equation can have?<br>
 
==Question Corner==
 
==Question Corner==
#Can this equation has any other solutions?
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#Can this equation has any other solutions?<br>
 
==Activity Keywords==
 
==Activity Keywords==
  
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