Lesson Plan (Revised 2014 09)

Name: Jacques Pierre

Lesson Title & #: 6.5 - Factoring Quadratic Relations of the Form
y = ax2 + bx + c Where a is a Common Factor
Unit Title: Quadratic Relations of the Form y = ax2 + bx + c

Course: Foundations of Mathematics, Grade 10, Applied

(MFM2P)
Curriculum Document: The Ontario Curriculum,
Grades 9 and 10: Mathematics

Purpose: instruction of new concept

Expectations
Overall:
manipulate algebraic expressions, as needed to understand quadratic relations
identify characteristics of quadratic relations
solve problems by interpreting graphs of quadratic relations
Specific:
factor binomials and trinomials involving one variable up to degree two, by determining a common factor using algebra tiles
determine the connections between the factored form and the x-intercepts of a quadratic relation
Learning Goals
Student Success Criteria
How will students know they have achieved it? Growing Success
factor binomials and trinomials involving one variable up to
degree two, by determining a common factor using algebra tiles (155) What will they do to demonstrate understanding?
determine the connections between the factored form and the xintercepts of a quadratic relation
Assessment
List the lesson activities beside the applicable heading.
Refer to Growing Success(31) chart
For learning:
As learning:
Of learning:

Materials / Resources
algebra tiles
graphing calculators
BLM 6.5.1, 6.5.2, 6.5.3
glue stick

Prior Knowledge
familiarity with the following forms of quadratic equations:
standard form
factored form
graphical form
chart representation
algebra tiles representation
Introduction:
label four stations
standard form
factored form
graphical form
chart or algebra tiles representation
review the different forms of a quadratic equation
standard form
factored form
graphical form
chart representation
algebra tiles representation
randomly hand out the cards (BLM 6.5.1)
students move to the corner represented by their card
students check that everyone has the same form
students then find the other 3 people holding the related cards
groups justify they have different representations of same quadratic

Procedure/Organization
Individual, partners, small group,
class group
Instructional strategy: Three-Part-Lesson, Four
Corners
Time

Teacher Notes

10 min. Four Corners strategy

Instruction:
Pairs Investigation:
in pairs students complete BLM 6.5.2
discuss investigated ideas
extend to relations that include negative coefficients for b and c,
e.g., y = x2 x 6
students should understand that (r) x (s) = c and r + s = b, yielding
factors (x + r)(x + s) and x-intercepts of r and s
students complete BLM 6.5.3
Remember sequence of steps!
Use bullets & point form
Whole Class Guided Instruction
introduce common factoring by displaying overhead tiles for 3x+3
demonstrate this is 3 groups of (x + 1), so can be expressed as 3(x+1)
repeat for 2x + 4 and 5x 10
display the overhead tiles needed to factor 2x2 + 2x + 2
ask: Can these be placed into groups where each type of tile is equally
represented in all groups? Why or why not?
How many groups did you get? What are the contents of each group?
Complete several more examples, such as: 3x2 + 6x + 12, 2x2 + 6x 8,
2x2 8x + 10, 4x + 8x + 8.
For 4x2 + 8x + 8, some students may think that 2 groups of (2x2 + 4x +
4) would be appropriate when 4 groups of (x2 + 2x + 2) is the most
appropriate answer. Use this example to discuss the greatest common
factor.

Time

Teacher Notes

50 min.
r x s = -6, r + s = -1 => r = -3, s = 2
factors are (x-3)(x+2)
x-intercepts 3 and -2

Answer:
y = 2x2 + 2x + 2 = 2(x2 + x + 1)
i.e. 2 sets of x2 + x + 1

Another similar example:

y = 4x2 + 12x + 12

Summary Conclusion:
Individual Journal
Students summarize how to factor a trinomial, including conditions that
make it possible for a trinomial to be factored and how to determine a
common factor.

Time

Teacher Notes
Housekeeping tasks: clean-up, reminders for
next lesson, homework etc.

12 min.

Modifications/Accommodations:
Date:
Length: 72 min. or 1 period