# Lesson_Plan_Outline

**Lesson Plan Outline for I**^{2}T^{2}
Project

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“Factoring Trinomials Station Activity”

** Grade Level:** 8

^{th}

__Algebra__

**Course:**__Approximately 40 minutes (1 class period)__

**Time:****Algebra Tiles or Lab Gear Algebra Blocks**

__Technology/Manipulatives Used:__**:**

__Submitted by__Melanie R. Grabek

__Table of Contents__

**1. Lesson Outline Page 1
2. Picture of Lab Gear Page 4
3. Activity Worksheet **:Factoring Trinomials

**Page 5**

**4. Personal Video Tape Release Form Page 7**

5. Student Video Tape Release Form Page 8

5. Student Video Tape Release Form Page 8

__Lesson Plan Outline__

__ Title:__ Factoring Trinomials Station Activity

__8__

**Grade Level:**^{th}

__Materials:__• Algebra Blocks or Algebra Tiles

• Corner Piece

• 3x5 cards

__New York State__

Learning Standards:Learning Standards:

• __Problem Solving Strand :__

8.PS.9 Work backwards from a solution

8.PS.11 Work in collaboration with others to solve problems

• __Communication Strand:__

8.CM.4 Share organized mathematical ideas through the manipulation of objects,
numerical tables,

drawings, pictures, charts, graphs , tables, diagrams, models and symbols in
written and

verbal form

• __Connections Strand:__

8.CN.1 Understand and make connections among multiple representations of the
same

mathematical idea

• __Representation Strand:__

8.R.1 Use physical objects, drawings, charts, tables, graphs, symbols,
equations , or objects

created using technology as representations

8.R.6 Use representations to explore problem situations

8.R.8 Use representation as a tool for exploring and understanding mathematical
ideas

• __Algebra Strand:__

8.A.5 Use physical models to perform operations with polynomials

8.A.8 Multiply a binomial by a monomial or a binomial ( integer coefficients )

8.A.11 Factor a trinomial in the form ax^2 + bx + c; a=1 and c having no more
than three sets of

factors

**Objectives:**

**Upon completion of this lesson, students will:**

• Be able to factor trinomials using Lab Gear Algebra
Blocks (See attached

sheet with picture of blocks) or Algebra Tiles.

• Visualize factoring through use of algebra blocks/tiles and the area model.

**Developmental Activity:**

(See attached worksheet)

**Summary:**

The students will be working in groups of four . Stations
should be set up around the classroom,

each with its own set of algebra blocks/tiles. Each group will be provided with
a different 3x^5

card with the multiplication of two binomials displayed on it. (The instructor
creates these before

the lesson, with multiplication problems of varying degrees. Start out with a
problem such as

(x + 1)(x +1) and then progress to problems such as (3x + 2)(x + 2)). The
students will then use

the algebra blocks to perform the operation. Next, the students will remove the
blocks

representing the binomial multiplication from their block set-up, and leave the
rectangular array

representing the answer to the multiplication problem in the middle. Each group
will then proceed

to visit the other groups’ areas, and try to determine what the original
multiplication problem had

been, or__ factor the trinomial__. They will be given a time limit at each
station, and record the results

of their findings. A worksheet is provided with step by step instructions and
tables to record their

data.

**Detailed Instructions:**

1. Set up stations around the classroom so that groups of
2 – 4 students can work at them.

2. Each station should have a set of Algebra Blocks/Tiles and a corner piece.

3. Each student should be provided with a worksheet (see attached).

4. Prior to the lesson, create a set of 3x5 cards with binomial multiplication
problems on them.

Ex. (x + 1)(x + 1), (2x + 1)(x + 1), etc.

5. Explain to students that they will be working in teams to solve puzzles. They
will be given a

card with a secret problem on it. It is the job of the other teams to try and
figure out what problem

each group had.

6. Pass out the 3x5 cards to each group.

7. Instruct students to perform the indicated problem with their algebra
blocks/tiles. The

binomials should be set up on the outside of the corner piece, and the solution
should be set up in

the middle so that a rectangular array is formed in which every break line lines
up.

__
Example:__

8. Once the students have completed the multiplication
problem, they should draw a picture of

their block set up and record their multiplication problem on their worksheet.

9. Next, have the groups take the binomials from the outsides of the corner
piece and put them

away, leaving only the blocks in the middle.

10. The groups should then mix up the blocks in the middle so that the next
group has to rearrange

it again.

11. Once every group is ready, have the groups move onto the next station. Once
there, they

should try to form a rectangular array in the middle, making sure all break
lines go through, and

then determine which binomials should go on the outsides of the corner piece.

12. Once finished with step 11, the students should record their results in the
table provided on the

worksheet.

13. If you do not have a lot of time to complete this exercise, you can set up a
timer so that each

group only gets a set amount of time at each station.

14. After every group is ready, or the timer has sounded, the groups then
proceed to the next

station, and repeat the steps discussed until they have completed every station.

**Closing:**

After the activity is completed, each group will present
their original multiplication problem to the

class, and the students will check to see if they were successful in their
factoring.

**Factoring Trinomials**

1. Using the algebra blocks and gray corner piece, multiply the two binomials on
the card.

**Example:**

2. Record the expression that is the answer to the multiplication on your card here:

3. Sketch a picture of your set-up on the corner piece

provided here:

4. Next, remove the algebra blocks that represent the two
binomials from the outside of the gray

corner piece and put them away.

5. Mix up the blocks that you have left. Once every group has finished, move over to the next table.

6. Once you are at your new table, working as a team
rearrange the blocks to form a rectangle that

will fit inside the gray corner piece (remember to check your break lines).

**Example:**

8. Next, figure out what two binomials can be placed on the outside of the
corner piece that, when

multiplied, give you the product or rectangle inside the gray corner piece.
Record your results in

the table.

**Example:**

10. Check your answer by multiplying the two binomials together. Does your
answer match the

expression in the middle?

11. Continue to do this process until you have visited every groups table and recorded your results.

**TABLE OF RESULTS**

Table # | Two Binomials Being Multiplied | Resulting Product |

**VIDEOTAPE RELEASE FORM**

Please check the statement that applies.

___ I hereby consent to and authorize the use and
reproduction by Buffalo State, or anyone authorized by

the college, of any and all videotapes in which I appear without compensation to
me. The videotape shall

constitute the property of the college and may be selected for use to document
the knowledge and skills of

teacher education majors for a continuing accreditation review by the National
Council for the

Accreditation of Teacher Education.

______________________________ _______________________

Signature Date

______________________________

Name (Please print)

____ I do **not **consent to or authorize the use or
reproduction by Buffalo State of any videotapes in which

I appear.

______________________________ __________________________

Signature Date

______________________________

Name (Please print)

*** Video Permission Forms are on file at Niagara Middle School

**Fall Semester, 2004**

**Dear Parents:**

**I am currently working on my degree in ______________
Education at Buffalo State
College. As a student teacher in _________'s classroom, it is necessary for me
to videotape
_______ lessons as part of my evaluation. The videotape will be used only for
evaluation
purposes by my college supervisor and me.
If you choose not to have your child videotaped during class, I can seat or
position your
child so that s/he cannot be seen in the video. Please indicate your preference
by checking the
statement below that reflects your choice, signing and dating the form, and
having your child
return the form to me at school no later than _________________.
Please check one of the following:
_____ I give permission to have my child videotaped.
_____ I give my child permission to be videotaped, providing his/her face
is not filmed.
_____ I do not wish to have my child appear in any video recording.
(S/he will sit out of range of the camera on recording dates)
Parent’s Signature:___________________________
Date:_________________
Student’s Signature:__________________________
Date:_________________
Thank you in advance for your cooperation.
Sincerely,
Student Teacher
**

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