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LESSON PLAN - B

NAME: Barry Lewis DATE: Day Two

SUBJECT OF LESSON: Factoring- procedures NO. OF STUDENTS: 20

TIME ESTIMATE: 85 minutes GRADE LEVEL: 11th.

I. INTENDED STUDENT OUTCOMES (Behavioral Objectives)

1. In the study of algebra, students will extend their understanding of factors and they will learn the
procedures for factoring quadratic trinomials into binomial pairs.

2. Maine Learning Results-- H. Algebra Concepts: Formulate and solve equations and inequalities.
NCTM-- Algebra Standard, Grades 9–12: write equivalent forms of equations, inequalities, and
systems of equations and solve them with fluency.

II. ASSESSMENT

1. Students will work in pairs on the binomial product/area worksheet (11 problems). NN and I will
circulate among students in order to clarify instructions and correct misconceptions. Students will
be evaluated for their ability to determine the product of two binomial expressions. Upon
completion, we will compare results as a class and discuss differences, if any.

2. Students will work either alone or in groups on a quadratic trinomial factoring worksheet (12
problems). NN and I will circulate among students in order to clarify instructions and guide students
as needed. Upon completion, or at such time as seems prudent, sample problems will be worked
out on the board. Students will be invited to demonstrate their solutions at the board, in which case
I will ask for the student’s step by step analysis of her/his work and also invite questions and
comments from classmates.

III. MATERIALS

1. Student materials:

a. Binomial Product & Area worksheet

b. Factoring Quadratic Trinomials worksheet
c. TOOLBOX-- quadratic factoring logic table
d. THINKBOX-- quadratic trinomial with leading coefficient other than 1

2. Teacher materials:
a. TOOLBOX summary on sticky easel paper
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b. THINKBOX summary on sticky easel paper

IV. PROCEDURES

1. Start class as usual, with 60 seconds of silence.

2. First Illustration: binomial products [35 minutes: 10 min presentation; 25 min student work]
a. Begin with one square and recall the formula for area: A = L · W = 52 = 25

b. Add more rectangles to create a larger rectangle:

5 2
5
3

c. DISCUSS and illustrate different ways of determining the area of the larger rectangle:
i) (5 · 5) + (5 · 3) + (5 · 2) + (3 · 2) = 25 + 15 + 10 + 6 = 56

ii) (5 + 2) (5 + 3) = (7 ) (8 )= 56

iii) distribution of multiplication over addition:

(5 + 2) (5 + 3) = (5 · 5) + (5 · 3) + (2 · 5) + (2 · 3)

= 25 + 15 + 10 + 6 = 56

d. Move on to a square with side length of x and recall area: A = x2

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x
e. Add more rectangles as before:

x 3

x
4

f. Repeat discussion and illustration of area:

A = ( x + 3) (x + 4)

= x2 + 4x + 3x + 12

= x2 + 7x + 12

g. Hand out Binomial Product & Area worksheet (see attachment). The class should work in pairs
for this assessment. NN and I will roam, check-in, guide, etc.

h. Collect papers from those students who have finished. The other papers constitute out-of-class
work for those students who have not finished.

3. Second Illustration: quadratic trinomial factoring [49 minutes: 14 min presentation; 35 min
student work]

a. Recall the (5)(r + s) = 5r + 5s distribution model: “the product of a monomial and a binomial.
We can also have the product of two binomials, which is what you’ve just been working on.”
Now consider (x + r)( x + s) where the two binomials represent the sides of the rectangle,

“i.e., x is the variable x and r, s represent actual numbers for some particular rectangle. So
this is a generalized expression, for rectangles in general. Let’s multiply the binomials.” (x +
r)( x + s) = x2 + (r+s)x + rs. “Now, if this is looking a little too strange-- a bunch of letters
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x+r

x+s
and only that one, little exponent-- don’t worry. We’re going to turn this logic into a
simple tool in just a minute!”
b. Compare this general expression to (x2 + 7x + 12) from above (and also from the last
problem on the Factoring Polynomials worksheet). Can this be factored? Can two binomials
be found whose product is that quadratic trinomial? If it can be factored, it would look like:
(x2 + 7x + 12) = (x ? )(x ? ); “we have the x2; all we’re missing are the two numbers
b, c. What do we know about b, c?”
c. Construct quadratic factoring table (see attachment), labeling and focusing on
the fact that b + c is the middle coefficient and b • c is the last term. Model solution
process for the current example and two others:
(x2 + 7x + 12) = (x + r) (x + s) = (x + 3) (x + 4);
x2 + 3x – 10 = (x - 2) (x + 5).
d. Post TOOLBOX to board. This will be a support area for the development of the
procedural knowledge that will be involved in this lesson plan. The TOOLBOX for today is a
model of the quadratic factoring logic table.
e. “One more example?” x2 + 10x + 16 = (x + 8) (x + 2)
f. Distribute TOOLBOX-- Quadratic Factoring Logic Table and Factoring Quadratic
Trinomials worksheet. Students can work independently or in groups. NN and I will roam,
check-in, guide, etc.
g. Post THINKBOX to board. This is a challenge area for any student who feels inclined to
push him/herself a little further. The THINKBOX for this lesson contains ideas about
factoring quadratic trinomials with coefficients other than
1.
h. PERFORMANCE: After about 15 minutes, choose one problem from the worksheet to
work out on the board. Invite a volunteer. Analyze and discuss the process step by step.
Students will complete the worksheet outside of class.
4. Differentiation:

THINKBOX and TOOLBOX (see III. 1. c and d) are idea spaces intended to support students who
are interested in digging a little deeper into the concepts that drive the lesson plan or acquiring skills
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for related, more complex procedures (THINKBOX), as well as students who need additional
support with, or even occasional review of, the more fundamental ideas and methods upon which
continued success in mathematics rests (TOOLBOX). TOOLBOX is also an instructional aid for the
development of procedural knowledge.

Other methods of differentiated instruction are: varied groupings (independently, pairs, groups),
alternative process formats (diagrams, symbolic language), and alternative manners of demonstration
(private, public).
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TO O L B OX
Quadratic Factoring Logic Table
Step One.
Write the quadratic equation that you want to factor in the general form: y = Ax2 + Bx + C, if it isn’t already in
that form. For example, you would rewrite 7x + 12 + x2 as x2 + 7x + 12 where A = 1, B = 7 and C = 12.

Step Two.
Build the factoring table for your equation. Label those columns that represent B, which is the middle term’s
coefficient, and C, which is the constant at the end of the expression. Remember that the factoring table is a way of
comparing x2 + Bx + C and x2 + (u+v)x + uv. For example, set up x2 + 7x + 12 as follows:

middle last

general form is: Ax2 + Bx + C u v u+v uv

= x2 + 7x + 12
1 12 13 12
= (x ? ) (x ?)
2 6 8 12
= x2 + (u+v)x + uv
= (x + u) (x + v) 3 4 7 12

Since 3 and 4 are the right choices for u and v, (x + 3) and (x + 4) are the factors of the quadratic expression, so:
x2 + 7x + 12 = (x + 3) (x + 4). Check this for yourself.
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T H I N K B OX
Quadratic Trinomials, a ≠ 1

The general form for a quadratic trinomial is ax2 + bx + c, where x is a variable and a, b, c are numbers.
What if a = 0? If a = 0, is ax2 + bx + c a quadratic expression?

As long as a = 1, ax2 + bx + c = x2 + bx + c, and we can use our Quadratic Logic Table method to find b
and c in many (but not all) instances. But what if a is some number other than 0 or 1?

Revise the Quadratic Logic Table for quadratic trinomials that have a leading coefficient other than 1. Recall
the steps: ax2 + bx + c = ( ? + r)( ? + s) and build the table from there. Remember to label the columns
for the coefficient of the middle term and the last term.

First, build your new table. Use your table to factor these quadratic trinomials:

2x2 + 7x +5

3x2 + 2x – 16

5x2 – 19x + 12
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Name: ________________________________ FACTORING QUADRATIC TRINOMIALS

Block: ___________ Due Date: ___________ Distribution and Logic Table

HOW _____ / 4
Factor each quadratic trinomial expression.

x2 + 7x + 6 2x2 + 10x + 12

n2 – n – 12 y2 + 10y + 16

x2 – 5x + 36 t2 – 2t – 15

3r2 + 33r + 72 x2 – 19x – 42

x2 – 9 s2 + 7s – 18

x2 – 10x + 25 x2 – 36
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Name: ________________________________
BINOMIAL PRODUCTS AND AREA
Block: ___________ Due Date: ___________ Distribution Property

HOW _____ / 4 Find areas of rectangles. Find products of binomials.

x 5 (x + 4) ( x + 9)
x

(2d – 7) ( d + 4)
12

2x + 11 (–g + 9) ( 3g – 1)
3x – 3

(w + 8) ( –3w + 6)

(n + 8)2

(k – 5) (k + 5)

(y + 6) (y + 7)

(5t – 3) (7t – 6)
These three rectangles each have an area of 24
square units. They are drawn to scale and all
lengths are natural numbers. What are the lengths
of the sides of each rectangle?