In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Tracy Leeper. Her topic, from Algebra: completing the square.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

Muhammad ibn Musa al-Khwarizmi wrote a book called *al-jabr *in approximately 825 A.D. He was in Babylon and he worked as a scholar at the House of Wisdom. Al-Khwarizmi had already mastered Euclid’s *Elements, *which is the foundation for Geometry. So in his book he posed the challenge “What must be the square which, when increased by ten of its own roots; amounts to 39?” or in other words: how to solve he turned to geometry and drew a picture to figure out the answer. By doing so, al-Khwarizmi found out how to solve equations by completing the square. He also included instructions on how he solved the problem in words. His book *al-jabr *become the foundation for our modern day algebra. The Arabic word al-jabr was translated into Latin to give us algebra, and our word for algorithm came from al-Khwarizmi, if you can believe it. Later on, his work was used by other Arab and Renaissance Italian mathematicians to “complete the cube” for solving cubic equations.

How does this topic extend what your students should have learned in previous courses?

In previous courses my students should have already been introduced to prime factorization, the quadratic formula, parabolas, coordinates graphs and other similar topics. Completing the square is another way for students to find the roots of a quadratic equation. The first way taught is by using nice numbers that will factor easily. Then the math progresses to using the quadratic equation for the numbers that don’t factor easily. Completing the square is just another way to solve a quadratic that does not easily factor. Some students prefer to go straight to the quadratic equation, whereas other students will favor completing the square after they learn how to do it. It gives the students another “tool” for their toolbox on how to solve equations, and will enable them to solve equations that previously were unsolvable, such as the quadratic . By giving students a variety of ways to solve a problem, they can pick whichever way they are most comfortable with, which in turn will boost their confidence in their ability to learn math.

How could you as a teacher create an activity or project that involves your topic?

Usually the simplest way to learn something is to see something concrete of what you are trying to do. For completing the square, I can give the students the procedure to follow, but they probably won’t be able to fully understand why it works. In order to help them visualize it, I would use algebra tiles. One long tile is equal to x, since its length is x and its width is 1. The square is equal to since the length and the width are both equal to x. However, when you try to add to the square by a factor of x, you end up having a corner missing. This is the part that is missing from the initial equation. Then the students see that you don’t have a complete square, but by adding the same amount to both parts, we can get a complete square that can then be factored. Like so…

References:

http://bulldog2.redlands.edu/fac/beery/math115/m115_activ_complsq.htm

http://www.youtube.com/watch?v=JXrj5Dtgpss