Martin Delgadillo

Kathryn Suk
Education Field Experience EDUC 230-01
Professor Suk
Fall 2014
Middle School Lesson Plan
Grade Level: 8
Subject: Middle School Algebra

Topic: FOIL Method

Objective: (SWBAT) properly use the FOIL method to solve the algebraic equation.
Standards: CCSS.MATH.CONTENT.8.EE.C.7.B (Professional Development in New
Jersey, 2014)
Solve linear equations with rational number coefficients, including equations
whose solutions require expanding expressions using the distributive property and
collecting like terms.

Materials: (students): notebook, pencils, and calculator, (Teachers): deck of cards, white
bored, markers, outline of lesson.

Prerequisite Skills and Knowledge: Students should have learned the distributive
property in last lesson, making sure they understand how it is used and how it will help
them with this lesson.

Anticipatory Set: Students will be given problems showing how FOIL method must be
used. Since they havent learned it yet, I am going to see if students can find a way of
solving the quadratic equations. If students use the FOIL method then it is good, and if
students cant seem to understand it then it is fine for I am going over the lesson once
they are done with the warm up.
Warm up: 8(2+3x)

(4+5x)(2+8x)

Input and Modeling: FOIL broken down means (first, outer, inner, last) lets take for
example problem 2. It goes (4+5x)(2+8x) the first rule in FOIL is the first term in each
parentheses and multiply them (4*2) and that equals 8. Next, we multiply the outer term
in the second set of the parentheses with the first term in the first parentheses, (4*8x) that
comes out to 32x. Now, we have 8+32x. Next we multiply the inner term of the first set
with the first term of the second set, (5x*2) = 10x and last we multiply the inner term
again with the last term of the second set which is, (5x*8x) and our last term is 40x^2.
We put all our answers together and get 8+32x+10x+40x^2, we must combine like terms
and our simplified answer is 8+42x+40x^2. I give the students a FOIL problem knowing
that they do not understand what it is, I would like to see how creatively a student solves
the problem given to them. As the teacher I walk around the class to see who gets it and
who doesnt, it is fine if a student doesnt understand it or doesnt solve it yet.

Student Practice and Checking for Understanding:

1. To get students more engaged in the lesson I developed a game a pair of students
can play. I give a pair of students a deck of 20 cards, the cards have FOIL

problems on them, kids must never see cards until I say go, and the pair of
students get half the deck. When I say go the pairs will flip a card over and solve
the problem, first one to finish the deck wins.
2. I will walk around and view all students work and help when needed, I would like
to see the different ways a student solve the problem and ask how it is they came
up with that outcome.
3. The most important thing is to see that my students understand the lesson and that
I should accept their creative viewpoints on how to solve a specific problem.

Closure: Lesson Wrap-up and Culminating Activity

1. Once done with the game, I will put a brand new problem on the board, it is a
problem to introduce them to the next lesson, my old math teacher would always
do this to see if anyone understands the problem. Now, that students know the
FOIL method they should be able to understand the new problem, (x+4)
(5x^2+2x+6), like the warm up before if students understand it then thats good
and if they dont it is fine for I will go over it with them next time.
2. Homework will be given to them a worksheet with 10 FOIL problems and one
from the new lesson.