Lesson Plan 

Teacher: ​Shara Drummond

Date: ​September 10, 2018

Subject / grade level: ​Mathematics Grade 10

Materials: ​Resource Text, Mathematics A Complete Course Volume 2, calculator, Worksheets

NC SCOS Essential Standards and Clarifying Objectives

Students will understand the concept of factorization

Lesson objective(s):

❖ Review simplifying expression using the distributive law.

❖ Review factorization using the distributive concept and difference of two squares.

ENGAGEMENT

Students will be given a few expressions to complete in groups of five in a specific time.

The group that finish first having all responses correct will be awarded.

EXPLORATION

Groups will be selected at random to go to the board and explain how they arrived at their answers.

EXPLANATION

A demonstration will then be done by the teacher on factorization and common mistakes will be
highlighted.

ELABORATION

A discussion will be done and misconceptions cleared up if there is any. Two more questions will be
given and a male and female chosen at random will be required to explain their responses to the
class.

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EVALUATION

Students will be required to complete Pg 753 Ex.13d Question 1 and Pg 763Ex.13e Question 4 in
their groups.

Teachers Evaluation:
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 Lesson Plan 
 

Teacher: ​Shara Drummond

Date: ​ September 11, 2018

Subject / grade level: ​Mathematics Grade 10

Topic: ​Factorization of Quadratic Expressions

Materials:

Resource Text:​ ​Mathematics a Complete Course Volume 2, calculator

NC SCOS Essential Standards and Clarifying Objectives

Students will understand the concept of factorizing quadratic expression

Lesson objective(s): ​At the end of the lesson students should be able to​:

❖ Identify the terms a, b and c in any given quadratic expression.

❖ Find specific factors of a given number.
❖ Accurately factorize a given quadratic expression that is already in the general form.

ENGAGEMENT

A deck of composite number will be placed on a table. Students will be asked to randomly take a card,
which ever card is chosen they will be asked to give two factors of that number that will add or subtract
to give another specific number.

EXPLORATION

Students will be placed into two teams. Random numbers will be thrown out to both teams and each
team will decide the composite number and the specific number the factors of the composite number
should add up to.

EXPLANATION

The general form of a quadratic expression will be written in the board followed by a quadratic
expression. Students will be asked to identify the a, b and c term from the expression. They will also be
asked to determine AC of the given expression and find two factors that when added or subtracted will
give the B term. The factors will then be used to expand the expression.

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ELABORATION

The question below will be written on the board. With student’s participation the solution will be done
on the board. After which they will be given the table on strip of paper, a discussion regarding the table
will follow.

Question: factorize x2 + x + 6 completely.

AC+ AC-

B​+ B​- B​+ B​-

Both factors are Both factors are The larger factor The larger factor
positive negative positive negative

EVALUATION

Students will complete an activity sheet.

Homework: write down the factors of the expressions on pg 778 13j Questions 1- 4

Teachers Evaluation:
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Factorizing Quadratic Expression

Worksheet#1
Instruction:​ Factorize the following completely
1. x2 + 6x + 8

2. x2 + 5x + 4

3. x2 + 2x − 15

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 Lesson Plan 
 

Teacher: ​Shara Drummond

Date: ​ September 13, 2018

Subject / grade level: ​Mathematics Grade 10

Topic: ​Factorization of Quadratic Expressions

Materials:

Resource Text:​ ​Mathematics a Complete Course Volume 2, calculator

NC SCOS Essential Standards and Clarifying Objectives

Students will understand the concept of factorizing quadratic expressions.

Lesson objective(s): ​At the end of the lesson students should be able to​:

❖ Accurately factorize a given quadratic expression where its ‘a’ coefficient is greater than one.
❖ Accurately write quadratic expressions in its general form before factorizing them.

ENGAGEMENT

Teacher will begin the class by writing a quadratic expression on the board (4x​2​ + 4x + 3x + 3) and
ask students how different this expression is to the ones that they have being factorizing in the
previous classes. Students will answer the question, (expected answer the ‘a’ coefficient is larger
than 1). Teacher will explain to students that when factorizing expressions of this sort the same
approach is taken as previously learnt. Teacher will ask students to factorize the expression in their
books.

EXPLORATION

Teacher will then write a quadratic expression on the board but not in its general form. Students will
be asked to copy the question in their books and write it in the general form.

EXPLANATION

Teacher will explain to the students that when given questions as such they should first write it in
the general form before they start factorizing it.

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ELABORATION

Teacher will demonstrate the factorization process of the quadratic expressions given that the ‘a’
value is larger than one and when it is not written in the general form. Questions will be taken from
the book CXC Mathematics made simpler page ten and students will be asked to factorize those
expressions in their books.

EVALUATION

Students will be given a worksheet to complete for home work.

Teachers Evaluation:
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Worksheet #2

Factorize each of the following:

1. 3x2 − 5x + 2

2. 2x2 − 5x + 3

3. 2 + x − 3x2

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Teacher: ​Shara Drummond

Date: ​September 24, 2018

Subject/Grade level: ​Mathematics Grade 10

Topic: ​Simplifying algebraic fractions

Materials:
Textbook, Oxford Mathematics for the Caribbean book 3

NC SCOS Essential Standards and Clarifying Objectives

Students will ​understand the concept of simplifying algebraic fractions

Lesson objective(s):
At the end of this lesson students should be able to:
❖ Simplify simple algebraic fractions
❖ To add or subtract algebraic fractions.

CONTENT

A common fraction is a number that is written in the form or ​a/​ ​b,​ where ​a​, the numerator,
and ​b,​ the denominator, are both integers. A common fraction is used to describe a part or fraction
of a whole object.

An algebraic fraction is one whose numerator or denominator are algebraic expressions. Two
examples of algebraic fractions are

and

To add or subtract algebraic fractions:

● Find the lowest common multiple of the denominators.

● Express all fractions in terms of the lowest common denominator.

● Simplify the numerators to obtain the numerator of the answer.

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ENGAGEMENT
Two fractions will be written on the board with different denominators to be added (common
fraction) and students will be asked to simplify it given three minutes’ maximum. Individual
students will be asked to share their final answer with the class.
3 1
4
+ 12

EXPLORATION
Two fractions will be written on the board to be added using algebraic terms in the numerator
instead of numbers and students will be asked to simplify it. Students work will be checked.
Teacher will then demonstrate the calculation on the board for all to see and to clear up any
misconception.

EXPLANATION
Teacher will take the opportunity to reinforce the rule that governs addition and subtraction of
fractions and it will be make known to the students that in adding or subtracting algebraic
fractions the same rule would apply.

ELABORATION
Two other fractions will be written on the board but this time with the algebraic terms in the
denominator. Students will be asked to share how they will go about subtracting those two
fractions. A demonstrate will then be done for the students. Students will copy the calculation in
their books.

EVALUATION
Students will be given​ six questions from Oxford Mathematics book 3, exercise 4f to complete in
class. They will also be given a home work exercise.

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Teachers Evaluation:
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 Lesson Plan 
 

Teacher: ​Shara Drummond

Date: ​September 25, 2018

Subject/Grade level: ​Mathematics Grade 10

Topic: Algebra- Simplifying Algebraic Fractions

Materials:

Textbook: Oxford Mathematics for the Caribbean book 3

NC SCOS Essential Standards and Clarifying Objectives

Students will ​understand the concept of simplifying algebraic fractions

Lesson objective(s): ​At the end of the lesson students should be able to​:

❖ Simplify algebraic fraction with bi-nominal expression in the numerator.

❖ Apply the correct procedure when simplifying algebraic fractions with denominators containing
bi-nominal expressions.

CONTENT

When subtracting fractions:

When adding fractions:

ENGAGEMENT

A question will be written on the board with the numerators containing bi-nominal expressions. Students
will be engaged in a question and answer discussion.
x+4 x−3
3
+ 4

Questions such as: Can we add or subtract these fractions as is? (expected answer no).

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Why is it that we cannot add these fractions? (expected answer because the
denominators are not the same).
At this point teacher will select individual students to tell what the lowest common denominator would
be for those two fractions. Teacher will take a number of the students’ responses. Students will be given
three of such questions to simplify in class.

EXPLORATION

Another set of questions will be written on the board this time with the bi-nominal expressions in their
denominators. Students will be randomly selected to tell the lowest common denominator. A student
with the correct denominator will be asked to work the question on the board.
x+2 x
x
− x−2

EXPLANATION

Teacher will reinforce the concepts if the solution is correct however if incorrect teacher will give the
opportunity to other students. Students will copy the solution in their books, not before the teacher
reinforce the concepts when dealing with the product of two bi-nominal expressions.

ELABORATION

Students will be given two questions to work in groups of four. Each group member will be required to
assist each other to fully understand the procedure in working each question.

1.

2.

EVALUATION

Students will be given five questions on their own in class. Solutions will be
checked by the teacher.

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Teachers Evaluation:
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Teacher: ​Shara Drummond

Date: ​September 27, 2018

Subject / grade level: ​Mathematics Grade 10

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 Lesson Plan 
 

Topic: ​Simplifying algebraic fractions

Materials:
Textbook, Oxford Mathematics for the Caribbean book 3

NC SCOS Essential Standards and Clarifying Objectives

Students will ​understand the concept of simplifying algebraic fractions

Lesson objective(s):
At the end of this lesson students should be able to:
❖ Simplify algebraic fractions involving multiplication

CONTENT
Multiplying two algebraic fractions produces a new algebraic fraction. Multiply the two
numerators to get the new numerator and multiply the two denominators to get the new
denominator:

Then simplify by reducing the new fraction to lowest terms​.

Examples:

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ENGAGEMENT
An algebraic fraction involving multiplication operation will be written on the board. Students will
be asked how they would simplify it. A selected student will be asked to show simplification
process on the board. The teacher will review the procedure on the board making any necessary
corrections.

3​x​ 6​x2​​
·​
   x​ + 1 x​ − 1

2 5
·​
x x
 

EXPLORATION
Students will be given two questions to work in groups of four (no two groups will be given the
same questions), one with multiplication and one with division. At the end of ten minutes each
group will be asked to exchange their solution with another group for it to be checked. Each group
will check the others response and state if it was done correctly.

EXPLANATION
Teacher will take the opportunity to reinforce the rule that governs multiplication of fractions and
it will be make known to the students that in multiplying algebraic fractions similar/same rule
would apply.

ELABORATION
An exercise from Mathematics a complete course page 235 will be given to students to complete.
Students will work individually to complete task by the end of class.

EVALUATION
Students will be asked to demonstrate procedures on the board to the questions they were given;
the teacher will make clarifications if still necessary.
Students assessment will be taken from Mathematics a complete course page 235.

Teachers Evaluation:
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