Josh Greene

9.6 Factor

a x + bx+ c

I.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
HAS.APR.B.3: Identify zeros of polynomials when suitable factorizations are
available.

II.

Behavioral Objective:
The students will be able to:
Use the zero product property to solve polynomial equations in
factored form.
Take the greatest common monomial factor out to solve polynomial
equations in factored form.
Factor a trinomial in the form

a x 2+ bx+ c

into two binomials and

solve.
III.

Anticipatory Set:
On the board to begin class there will be two solutions. The students will
need to find out where the mistake our mistakes are for each solution.

IV.

Objective/Purpose:
We have already covered the three sections needed before the quiz. We are
going to take today to make sure everyone is ready for the quiz that is
Monday. These three sections are a large portion of the chapter and your
future math careers, so we want to make sure everyone understands these
concepts before we move on to quiz and the next section of the chapter.

V.

Input:
A. Task Analysis:
1. Discuss anticipatory set/warmup.
2. Go over questions students had on their 9.6 homework.
3. Evenly divide students into eight groups. Go over expectations of the
review activity.
4. Students move around the room to each station for the review activity
answering the posed questions, then there answer tells them where to
go next. Anyone that completed the activity early will be allowed to
begin their homework.
5. Discuss results/Closure. What did the students get for answers? How
did the students solve each station and why did they chose the method
they chose?
6. Homework is assigned. Students can work with their tables to
complete homework if they wish.
B. Thinking Levels:
1. Knowledge: How do you factor? What are the signs of my factors
when c is positive and b is positive? What about when c is positive
and b is negative? Etc.

2. Comprehension: Understand at least one of the ways to factor

2

a x + bx+ c . That is the ac method or the x-method. Understand

how to take out the G.C.M.F.
3. Application: Where do we see factoring in the real world? Where do
we see solving quadratic equations in the real world?
4. Evaluation: Students are sent back to a station that has already
been done before. Where do you go wrong? Evaluate your work to
find your mistake?
C. Learning Styles:
1. Kinesthetic: Students move around the room from station to station
to solve problems. Each station should be visited once.
2. Tactical: Certain procedure is needed to follow to factor
2

a x + bx+ c .
3. Visual: Students are able to visually see how the x-method is used
to factor.
4. Interpersonal: Students work with their groups at each station.
Allowed to work on homework with their groups if time permits.
5. Intrapersonal: Students allowed to work on homework by
themselves if time permits.
D. Methods and Materials:
1. Simulation and Recitation
2. Stations, stations handout, pencil, calculator, desks
VI.

Modeling:
1. Review how to take out the Greatest Common Monomial Factor
2. Review how to factor and solve.
3. Discuss stations activity and that if you get sent back to a station you
have previously attended, then you made a mistake somewhere.
4. Review any stations that any students had troubles with.

VII.

Checking for Understanding:

1. Continuously check students while they are attending stations.
2. If notice a mistake somewhere, where do you think you went wrong at
this station?
3. Which way do you prefer to factor? How do you factor then?
4. What is a good way to check if your answer is correct?
Guided Practice:
1. Review the ways of factoring before we start the stations activity.
2. Review solving equations in factored form, and how to take a GCMF
out.
3. Students should be leading the way while we review since we have
already covered these topics.
4. Students evaluate themselves if they make a mistake at a station.
Independent Practice:
1. Students are to finish the stations activity.
2. Students are to complete pg.
Closure:

VIII.

IX.
X.

For each station, discuss how students solved each problem at the station
and why they chose the specific method. Random students will be called on.