Factoring Polynomials
Student Learning Objective:
Students will be able to factor quadratic trinomials using the area model and x-box method as measured by the completed Ticket Out The Door exercise
Students will be able to factor quadratic trinomials using the area model and x-box method as measured by the completed Ticket Out The Door exercise
Apps being used during the lesson
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Anticipatory Set
(9 MINUTES)
Show the students the simulation below (or go to the link). If that doesn't work, try this one. Kids love watching things fly. Once you have some information at your disposal, and simulations have been run, get into the math behind the simulation itself. However, be careful - this gets addicting quick!
It isn't necessary to have the students solve. Instead, have them set up their own diagram of what saw and write out a reflection of why they think this might be helpful to know. In doing so, you will set the foundation for the "when would I ever need to know this".
Show the students the simulation below (or go to the link). If that doesn't work, try this one. Kids love watching things fly. Once you have some information at your disposal, and simulations have been run, get into the math behind the simulation itself. However, be careful - this gets addicting quick!
It isn't necessary to have the students solve. Instead, have them set up their own diagram of what saw and write out a reflection of why they think this might be helpful to know. In doing so, you will set the foundation for the "when would I ever need to know this".
Lesson Introduction
(20 MINUTES)
Originally, I had taught factoring polynomials through a t-chart and a laborious process of finding the right pair of factors for a trinomial to work. Then I was introduced to the X-Box Method and the Area Model and I haven't looked back since. It is a much more efficient way to teach and to understand the conceptual basis of factoring a trinomial and the students have an easier time remembering the setup. Review the video below. The instructor is rather boring, so I recommend watching the video, writing down the problems, and teach this yourself using the ShowMe app.
Originally, I had taught factoring polynomials through a t-chart and a laborious process of finding the right pair of factors for a trinomial to work. Then I was introduced to the X-Box Method and the Area Model and I haven't looked back since. It is a much more efficient way to teach and to understand the conceptual basis of factoring a trinomial and the students have an easier time remembering the setup. Review the video below. The instructor is rather boring, so I recommend watching the video, writing down the problems, and teach this yourself using the ShowMe app.
Guided Practice
(15 MINUTES)
Using the iAnnotate PDF app, have students factor 2-3 problems from this worksheet. I recommend numbers 4, 6, and 7 to start off with because they give a good understanding of finding the factors using the X-Box Method. Give 2-3 minutes for each problem, followed randomized questioning to have students explain each step of the process.
Students can check their solutions using the iFactor app. This is helpful while other students are still working their problems to completion.
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference!
Using the iAnnotate PDF app, have students factor 2-3 problems from this worksheet. I recommend numbers 4, 6, and 7 to start off with because they give a good understanding of finding the factors using the X-Box Method. Give 2-3 minutes for each problem, followed randomized questioning to have students explain each step of the process.
Students can check their solutions using the iFactor app. This is helpful while other students are still working their problems to completion.
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference!
Closing
(7 MINUTES)
From this same worksheet, choose two problems for the students to write down on a quarter sheet of paper as their "Ticket Out The Door". Ideally, you would have about 7 minutes in order to explain if necessary and to really check for understanding.
**I am not a huge advocate for worksheets, but there are times when making up your own problems gets to be tedious and painful (especially when they don't work). Therefore, using the Kuta worksheet as a starting point to guide the lesson is helpful.**
From this same worksheet, choose two problems for the students to write down on a quarter sheet of paper as their "Ticket Out The Door". Ideally, you would have about 7 minutes in order to explain if necessary and to really check for understanding.
**I am not a huge advocate for worksheets, but there are times when making up your own problems gets to be tedious and painful (especially when they don't work). Therefore, using the Kuta worksheet as a starting point to guide the lesson is helpful.**
Resources to Reference
Easy Practice Problems
Hard Practice Problems (I recommend using some of these for Day 2 or 3)
Blog post to help with why/how/cool stuff with factoring
Text version of factoring polynomials
Happy Fishing
Hard Practice Problems (I recommend using some of these for Day 2 or 3)
Blog post to help with why/how/cool stuff with factoring
Text version of factoring polynomials
Happy Fishing
