Lesson Plan

Mr. Todd Boynton

Grade: Ninth

Topic: Exponential Functions Chapter Review

Objectives:

1) Expand concepts related to variables and the distributive property.

2) Extend skills working with variables and binomials.

Outcomes:

1) Students can correctly multiply two binomials.

2) Students can explain what the distributive property means.
3) Students can represent binomial multiplication with algebra tiles.

Relation to other material:

- Review Distributive Property.

- Connections to multiplication tables.
- Work with variables.
- Preparation for polynomial functions.

Standards:

Michigan Merit Curriculum:

For Algebra I:

L1.1.3 Explain how the properties of associativity, commutativity, and

distributivity, as well as identity and inverse elements, are used in arithmetic
and algebraic calculations.

For High School Mathematics Content Expectations

A1.1.4 Add, subtract, multiply, and simplify polynomials and rational

expressions.

National Council of Teachers of Mathematics:

Write equivalent forms of equations, inequalities, and systems of equations and solve
them with fluencymentally or with paper and pencil in simple cases and using
technology in all cases.

Materials:

For Teacher:

Overhead projector
Overhead algebra tiles
For Students:

Algebra tiles for each student

Introduction:

- This should take the first ten minutes of class.

- Teach students to use algebra tiles. Explaining that
o The small square tile represents one unit.
o The rectangular tile represents one x.
o The large square tile represents x.
o The tiles when added, subtracted, multiplied, or divided, act the
same as one unit, x, and x do on paper. For example:
1*x=x
x + x = 2x
x * x = x
o The red sides of the tiles are always negative and the other color is
positive.
o We can add zero pairs if needed during our problems. A zero pair is
a set of two tiles that sum to zero.
- Give expressions and ask students to represent the expression with their
algebra tiles. Such as:
o x
o 4x
o 3x - 2
o 2x + x
- Give students a combination of algebra tiles and ask students to write
down the expression.
o A rectangle and two small squares = x + 2
o Two large squares and two negative squares = 2x - 2
- Review multiplication involving variables.
o 3x*4 = 12x
o 2x*3x = 6x
o -3x*2 = -6x
o -5x*-2 = 10x
o 6x*-5 = -30x
o 8x*3x = 24x
o 9x*-4x = -36x
o -4x*-5x = 20x
- Review basic multiplication table with number.
o 24*32

2 4
1 3
6 2
2
4 8
= 768
 o 4*-45 = -180
o -52*-3 = 156
- Ask for questions on review material.

Before:

- This should take ten minutes.

- Solicit how to apply a multiplication table to monomials multiplied by
binomials and binomial multiplication.
- Demonstrate putting the tiles on the horizontal and vertical axiss in order
to make a multiplication table.
- Go through examples using algebra tiles with students saying the next
steps as much as possible.
o 4 * ( x + 1) = 4x + 4
Demonstrate this example by creating a multiplication table out of
algebra tiles. On the vertical axis, place four small positive square
unit tiles. On the horizontal axis, place one positive rectangular x
value tile and one small positive square tile. With the students
help, fill in the internal rectangle. Emphasize the necessity to
create a rectangle. Demonstrate this with four rectangular tiles and
four unit value tiles, all positive.
o (2x + 1)*(4x + 2) = 8x + 8x + 2
This example is performed similarly to the previous, but is binomial
multiplication rather than a monomial multiplied by a binomial. The
key difference will be the addition of an x value in the vertical axis.
o (-2x 3)*(-4x + 3) = 8x + 6x 9
This example again is similar to those above. In this example,
negatives are added. Here students will need to work with zero
pairs.
- Show the connection between algebra tiles and the multiplication tables.
o 11 * (x + 2)

x 2
11x 22 x
= 11x + 22
Note that when multiplying with binomials, we keep multi-digit
numbers together in the table.
o (2x - 2) * (x + 3)

x 3
2x 6x 2x
-2x -6 -2
= 2x + 4x - 6
- Ask for questions.

During:

- This should take twenty minutes.

- Continue giving problems using algebra tiles with slightly increasing
difficulty. For example:
 o (-x 2)*(3x + 2) = -3x - 8x - 4
o (3x + 2)*(-2x + 3) = -6x + 5x + 6
o (-2x - 2)*(-4x + (-1)) = 8x + 10x + 2
- Give time for students to work through the example with their own tiles.
- Walk around assisting students.
- After most students appear to have at least two of the answers,
encourage them to talk with their neighbors about the problems.
- Ask students to provide more examples to work through and submit at the
end of the class. If students are reluctant or only pick simple answers,
assist them by selecting a few that are more difficult.

Contingency Plan:

- If students seem to be having difficulty working with the algebra tiles,

show them binomial multiplication algebraically.
- Discuss the FOIL (First, Outside, Inside, Last) method of binomial
multiplication.
- More specifically, when multiplying two binomials, multiply the first two
terms in each binomial together. Then multiply the first term in the first
binomial with the second term in the second binomial. Then multiply the
second term in the first binomial with the first term in the second
binomial. Finally multiply the second terms in each binomial. Once this is
done, add the similar terms.
- Example:

(5x + 8) * (2x 3) = 5x*2x + 5x*-3 + 8*2x + 8*-3

= 10x + (-15x) + 16x + (-24)

= 10x + 1x 24

After:

- Should take five minutes.

- Reconvene and go through examples. Encourage student participation.

Closure:

- The final part of the class should take five minutes.

- Ask if anyone knows the distributive property.
- Possible answers:
o You distribute one number through the other expression.
o You can move the numbers around in the expression.
o You multiply everything by everything.
- After taking students responses, give the meaning: Multiplication distributes
over addition.
- Ask students for connections between the distributive property and binomial
multiplication.
 - Discuss how the multiplication table shows the distributive property at work
in binomial multiplication by each figure in the binomial distributing over the
other binomial.
- Collect all students in class practice problems. Explain that they are not
being taken for a grade, but rather to check for progress so it is okay if they
are not complete.

Assessment Criteria for Lesson:

- Assess students progress by collecting their work on suggested practice

problems. Look for concrete examples of students understanding of concepts
and skills.
- Observe students discussions within small groups and the class as a whole.
Look for mathematical language, arguments, and support for their own ideas.

Reflection: