Today was rough.

Algebra is just getting into solving quadratic equations. We looked first looked at solving linear equations like **3x + 4 = 10** and talked about how these were solved and what was happening to x in equation.

After a while I threw up **x² + 4x = -3.**

Students tried to solve it by moving the 4x over and were frustrated that they couldn’t get the equation down to just one x. They whole group divided and conquered on different values of x, and eventually they reached two solutions.This took a lot of time, time students don’t have, they asked for a better way.

Then I messed everything up.

No matter how I modified the lesson between periods, students struggle with the process of setting the equation equal to 0, graphing the related function, heading back to the equation to remember they were looking for x-values that produced y-values of 0, then using the graph to help them.

Too much.

I had blank stares all day, something is wrong on my end. Maybe I haven’t emphasized WHY graphs are useful, but, we talked a lot about how graphs generate y-values based on chosen x-values. This is almost the same thing.

I also probably shouldn’t have made them suffer by graphing each equation by hand…

Let me know below how you navigate into solving equations by graphing.