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## Lesson Plan

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 This lesson provided by: Author: Sheila Mitchell System: Cullman County School: Fairview High School
Lesson Plan ID: 23918
Title:

Multiplying Polynomials

Overview/Annotation:

Students will be introduced to multiplication of polynomials by looking at an area example. They will have an opportunity to use an interactive website to manipulate an area problem. (optional activity) A PowerPoint presentation will be used to demonstrate that the multiplication of polynomials is an extension of the distributive property. A worksheet is provided for skill practice.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
 MA2015(6) 21. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. [6-G1] MA2015(9-12) Algebra 10. Understand that polynomials form a system analogous to the integers; namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. [A-APR1]
Local/National Standards:

AHSGE I-3 - Multiply polynomials
NCTM Standard
Understand meanings of operations and how they relate to one another.

Podcast(s):
Primary Learning Objective(s):

Students will multiply polynomials.

Students will apply the distributive property and will simplify polynomials by adding like terms. Students will be able to find the area of regular and irregular plane figures.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Worksheets 'A Knotty Thought' (attached), Algebra tiles(optional) may be used if necessary, paper, and writing instruments.

Technology Resources Needed:

Internet access, a computer with PowerPoint and a LCD Projector or other computer projection device (optional). Student access to computers for the interactive activity.

Background/Preparation:

Students should be able to apply the distributive property and simplify expressions by combining like terms.

Procedures/Activities:
1.)Prior to the lesson, print the attached worksheet and make copies for the students. Set up the PowerPoint presentation. If you do not have a way of projecting the PowerPoint, you can print the slides and make transparencies. Prepare a set of index cards with numbers on them to use for cooperative grouping purposes. For example: if you have a class of 24 and you want to group them in groups of 4, you will put numbers one through 6 on 24 different cards. You will need to have 4 of each of these numbers so that you will wind up with 4 members in each group. Review the interactive Internet site by clicking the highlighted icon below.

2.)Show the video clip from Guzer (click the 'Guzer' icon listed below). After the clip, discuss the importantance of the correct procedure for performing basic operations. This is a good time to remind them that these basic skills build on each other. Tell them that they will soon learn about factoring polynomials and that they will not be able to learn that without knowing how to multiply.
(Guzer)
This is a film clip featuring Ma & Pa Kettle arguing with their son about how to do a simple math problem.

3.)Explain to the students that they will be taking notes and working example problems during the presentation. Make sure that they have paper and writing instruments ready before the presentation begins.

4.)Cooperative Computer Activity. Each group will need access to at least one computer for this activity. You will want to write the URL (http://illuminations.nctm.org/activity?ID=127) on the board so that it is visible to all students. (You may access the activity by clicking the highlighted Icon below.) Students should follow through each step of the 'Exploration' and record their individual answers to questions #3-7 in their journals. Interact with the students as they are working to offer clarification when needed.
(Icon)
This web site will allow your students to explore an interactive demonstration of why (a + b)^2 = a^2 +2ab + b^2.

5.)Begin the PowerPoint presentation. Pause and give the students time to work the problems. In addition, have students copy down the examples and any other notes that will be helpful as they solve the problems. Allow the students to present their answers as you go through the PowerPoint. One way that you might do this is to let them work them on an interactive pad or board; of course, you could allow them to put their work on the whiteboard as well. Allow opportunities for student interaction and questions.

6.)When finished with the PowerPoint, have students answer the remaining questions and assign worksheet, 'A Knotty Thought.' If students do not complete worksheet, assign it for homework. Allow students to use website to provide practice.
(Multiply Polynomials)
Provides problems and feedback for student practice.

Attachments:**Some files will display in a new window. Others will prompt you to download. Powerpoint - Multiplying Polynomials.ppt
Worksheet - Multiplying Polynomials.JPG
Worksheet Key - Multiplying Polynomials.JPG
Assessment Strategies:

Use the PowerPoint sample problems to assess initial understanding. The journal entries containing the write-up of the Internet activity will also serve as a check for understanding. The worksheet 'A Knotty Thought' will be graded and a test will be given at the end of the section covering adding, subtracting, and multiplying polynomials.

Extension:

Students who can multiply polynomials can write real world application problems using multiplication of polynomials.

Remediation:

Provide extra practice with peer tutors for students who are struggling.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users: