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Lesson objective(s):

❖ Review factorization using the distributive concept and difference of two squares.

ENGAGEMENT

Students will be given a few expressions to complete in groups of five in a specific time.

The group that finish first having all responses correct will be awarded.

EXPLORATION

Groups will be selected at random to go to the board and explain how they arrived at their answers.

EXPLANATION

A demonstration will then be done by the teacher on factorization and common mistakes will be

highlighted.

ELABORATION

A discussion will be done and misconceptions cleared up if there is any. Two more questions will be

given and a male and female chosen at random will be required to explain their responses to the

class.

1

Lesson Plan

EVALUATION

Students will be required to complete Pg 753 Ex.13d Question 1 and Pg 763Ex.13e Question 4 in

their groups.

Teachers Evaluation:

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2

Lesson Plan

Materials:

Lesson objective(s): At the end of the lesson students should be able to:

❖ Find specific factors of a given number.

❖ Accurately factorize a given quadratic expression that is already in the general form.

ENGAGEMENT

A deck of composite number will be placed on a table. Students will be asked to randomly take a card,

which ever card is chosen they will be asked to give two factors of that number that will add or subtract

to give another specific number.

EXPLORATION

Students will be placed into two teams. Random numbers will be thrown out to both teams and each

team will decide the composite number and the specific number the factors of the composite number

should add up to.

EXPLANATION

The general form of a quadratic expression will be written in the board followed by a quadratic

expression. Students will be asked to identify the a, b and c term from the expression. They will also be

asked to determine AC of the given expression and find two factors that when added or subtracted will

give the B term. The factors will then be used to expand the expression.

3

Lesson Plan

ELABORATION

The question below will be written on the board. With student’s participation the solution will be done

on the board. After which they will be given the table on strip of paper, a discussion regarding the table

will follow.

AC+ AC-

Both factors are Both factors are The larger factor The larger factor

positive negative positive negative

EVALUATION

Homework: write down the factors of the expressions on pg 778 13j Questions 1- 4

Teachers Evaluation:

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Lesson Plan

Worksheet#1

Instruction: Factorize the following completely

1. x2 + 6x + 8

2. x2 + 5x + 4

3. x2 + 2x − 15

5

Lesson Plan

Materials:

Lesson objective(s): At the end of the lesson students should be able to:

❖ Accurately factorize a given quadratic expression where its ‘a’ coefficient is greater than one.

❖ Accurately write quadratic expressions in its general form before factorizing them.

ENGAGEMENT

Teacher will begin the class by writing a quadratic expression on the board (4x2 + 4x + 3x + 3) and

ask students how different this expression is to the ones that they have being factorizing in the

previous classes. Students will answer the question, (expected answer the ‘a’ coefficient is larger

than 1). Teacher will explain to students that when factorizing expressions of this sort the same

approach is taken as previously learnt. Teacher will ask students to factorize the expression in their

books.

EXPLORATION

Teacher will then write a quadratic expression on the board but not in its general form. Students will

be asked to copy the question in their books and write it in the general form.

EXPLANATION

Teacher will explain to the students that when given questions as such they should first write it in

the general form before they start factorizing it.

6

Lesson Plan

ELABORATION

Teacher will demonstrate the factorization process of the quadratic expressions given that the ‘a’

value is larger than one and when it is not written in the general form. Questions will be taken from

the book CXC Mathematics made simpler page ten and students will be asked to factorize those

expressions in their books.

EVALUATION

Teachers Evaluation:

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Lesson Plan

Worksheet #2

1. 3x2 − 5x + 2

2. 2x2 − 5x + 3

3. 2 + x − 3x2

8

Lesson Plan

9

Lesson Plan

Materials:

Textbook, Oxford Mathematics for the Caribbean book 3

Students will understand the concept of simplifying algebraic fractions

Lesson objective(s):

At the end of this lesson students should be able to:

❖ Simplify simple algebraic fractions

❖ To add or subtract algebraic fractions.

CONTENT

A common fraction is a number that is written in the form or a/ b, where a, the numerator,

and b, the denominator, are both integers. A common fraction is used to describe a part or fraction

of a whole object.

An algebraic fraction is one whose numerator or denominator are algebraic expressions. Two

examples of algebraic fractions are

and

10

Lesson Plan

ENGAGEMENT

Two fractions will be written on the board with different denominators to be added (common

fraction) and students will be asked to simplify it given three minutes’ maximum. Individual

students will be asked to share their final answer with the class.

3 1

4

+ 12

EXPLORATION

Two fractions will be written on the board to be added using algebraic terms in the numerator

instead of numbers and students will be asked to simplify it. Students work will be checked.

Teacher will then demonstrate the calculation on the board for all to see and to clear up any

misconception.

EXPLANATION

Teacher will take the opportunity to reinforce the rule that governs addition and subtraction of

fractions and it will be make known to the students that in adding or subtracting algebraic

fractions the same rule would apply.

ELABORATION

Two other fractions will be written on the board but this time with the algebraic terms in the

denominator. Students will be asked to share how they will go about subtracting those two

fractions. A demonstrate will then be done for the students. Students will copy the calculation in

their books.

EVALUATION

Students will be given six questions from Oxford Mathematics book 3, exercise 4f to complete in

class. They will also be given a home work exercise.

11

Lesson Plan

Teachers Evaluation:

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Lesson Plan

Materials:

Lesson objective(s): At the end of the lesson students should be able to:

❖ Apply the correct procedure when simplifying algebraic fractions with denominators containing

bi-nominal expressions.

CONTENT

ENGAGEMENT

A question will be written on the board with the numerators containing bi-nominal expressions. Students

will be engaged in a question and answer discussion.

x+4 x−3

3

+ 4

Questions such as: Can we add or subtract these fractions as is? (expected answer no).

13

Lesson Plan

Why is it that we cannot add these fractions? (expected answer because the

denominators are not the same).

At this point teacher will select individual students to tell what the lowest common denominator would

be for those two fractions. Teacher will take a number of the students’ responses. Students will be given

three of such questions to simplify in class.

EXPLORATION

Another set of questions will be written on the board this time with the bi-nominal expressions in their

denominators. Students will be randomly selected to tell the lowest common denominator. A student

with the correct denominator will be asked to work the question on the board.

x+2 x

x

− x−2

EXPLANATION

Teacher will reinforce the concepts if the solution is correct however if incorrect teacher will give the

opportunity to other students. Students will copy the solution in their books, not before the teacher

reinforce the concepts when dealing with the product of two bi-nominal expressions.

ELABORATION

Students will be given two questions to work in groups of four. Each group member will be required to

assist each other to fully understand the procedure in working each question.

1.

2.

EVALUATION

Students will be given five questions on their own in class. Solutions will be

checked by the teacher.

14

Lesson Plan

Teachers Evaluation:

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15

Lesson Plan

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16

Lesson Plan

Materials:

Textbook, Oxford Mathematics for the Caribbean book 3

Students will understand the concept of simplifying algebraic fractions

Lesson objective(s):

At the end of this lesson students should be able to:

❖ Simplify algebraic fractions involving multiplication

CONTENT

Multiplying two algebraic fractions produces a new algebraic fraction. Multiply the two

numerators to get the new numerator and multiply the two denominators to get the new

denominator:

Examples:

17

Lesson Plan

ENGAGEMENT

An algebraic fraction involving multiplication operation will be written on the board. Students will

be asked how they would simplify it. A selected student will be asked to show simplification

process on the board. The teacher will review the procedure on the board making any necessary

corrections.

3x 6x2

·

x + 1 x − 1

2 5

·

x x

EXPLORATION

Students will be given two questions to work in groups of four (no two groups will be given the

same questions), one with multiplication and one with division. At the end of ten minutes each

group will be asked to exchange their solution with another group for it to be checked. Each group

will check the others response and state if it was done correctly.

EXPLANATION

Teacher will take the opportunity to reinforce the rule that governs multiplication of fractions and

it will be make known to the students that in multiplying algebraic fractions similar/same rule

would apply.

ELABORATION

An exercise from Mathematics a complete course page 235 will be given to students to complete.

Students will work individually to complete task by the end of class.

EVALUATION

Students will be asked to demonstrate procedures on the board to the questions they were given;

the teacher will make clarifications if still necessary.

Students assessment will be taken from Mathematics a complete course page 235.

Teachers Evaluation:

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18

Lesson Plan

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