Lesson Plan Template (Long Form)
Subject: Algebra 1
State Standard: 11.1.2, 11.1.2b, 11.1.2.c, 11.2.1, 11.2.1.a, 11.2.2.d, 11.2.2k
Name of Lesson: Factors
I.
Goal:
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II.
Objectives:
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III.
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For students struggling with the context.
i. Fill in the blank note packs to help them stay up to date on task.
Visual models and aids
Materials:
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V.
To use tiles while factoring trinomials.
To factor trinomials with positive numbers.
To factor trinomials with negative numbers.
To factor trinomials with both negative and positive numbers.
Adaptations for Diverse Learners:
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IV.
To be able to find the factors of trinomials
Paper/Notebook
Pencil
Textbooks
Calculator
Procedure:
A. Set / Hook
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On the board there will be problems that the students will factor or FOIL.
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Ex:
105
21
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Ex:
5
7
3
(x+5)
(x-6)
1
=
5
x^2-1x-30
B. Transition
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What I could/would say:
o
Now that we have practiced some of the skills we have already learned let’s
get our textbooks out and turn to page 582.
o
We will be working on factoring trinomials. Do not get scared of the term
trinomial; because we have already been working with trinomials and if we
look in our notes we will know that it stands for an algebraic expression of 3
terms. Can anyone give me example of one?........................Ex: x^2+5x+6
o
Instead of using FOIL to find the trinomials today we are going to work with
trinomials to find their factors.
C. Main lesson
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First: Using Models to factor trinomials
o
Draw models to help find the factors of the trinomials
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The model needs to be made up of squares and rectangles to represent
the numbers in the trinomial that we will use as the factor numbers
later on. To make the model useful to find the factors we need to
make all of those boxes fit into one large rectangle.
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We will need to create a key to know what boxes will stand for x^2, x,
and #.
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Ex:
=x^2
=x
=#
Then they will solve problems such as x^2+6x+8 using models
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Ex:
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From this model we know the factors are (x+2)(x+4) because
there is one big navy blue box that stands for the x. Then we
know the numbers are 2 and 4 because on the sides on the navy
blue box are 2 red rectangles and on the other is 4 red
rectangles.
Second: Reverse factoring to find the trinomials
o
Rules we need to know:
 x^2+bx+c=(x+p)(x+q)
 To make that true
 p+q=b
 pq=c
o
Do practice problems on the board from pg. 583
o
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Ex: x^2+3x+2
 What I would say
 Ok class let’s focus on the 3x first. What plus what equal
3?...............Good 1+2=3
 Does anything else work?............No it doesn’t good.
 So now that we know only 1+2=3 let’s focus on the 2 in the
equation.
 What times what equals 2?..............Awesome 1*2=2.
 So the rule to factoring trinomials tell us that the factors have
to add up to the sum of the second term (ours being 3x) and be
the product of the third term (ours being 2). Does the numbers
1 and 2 work as factors?
 Awesome so our factors are……………(x+1)(x+2)
Third: Focusing on positive and negative signs
o
Some rules to think of
 When b is + and c is + the factors are +
 When b is – and c is – the factors are one + and one –
 When b is + and c is – the factors are one + and one –
 When b is – and c is + the factors are –
o
We would factor some trinomials as a class using these rules
D. Transition
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Does anyone have any questions?
Class let’s review everything we have gone over
E. Conclusion
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V.
Assessment:
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VI.
Questions on the board for everyone to do and then to review as a class
o Ex: use modeling to find the factors for x^2+6x+5
o Ex: Find the factors using the rules we have learned:
 x^2+9x+14
 x^2-4x+3
 x^2+x-20
Check practice problems we have been working on to show me if they are getting them
correct
Show me thumbs
i. Thumbs up got it
ii. Thumbs down don’t get it at all
iii. Thumbs in fist I’m starting to get it but not ready to stand alone and do it on my
own
Assignment:
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Page 586-589
Questions: 1, 4-18 evens, 20-28 evens