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Resource ID#: 46380

Primary Type: Lesson Plan

Tic Tac Toe: Factoring of Quadratic Trinomials

This lesson will guide you through a method of factoring quadratic expressions and equations using a Tic Tac Toe board! This method works
regardless of the coefficient of the term. Once students learn this method, they can combine it with factoring out the greatest common factor

and find the solutions to most factorable quadratic trinomials. This lesson includes a powerpoint to guide students through the process.

Subject(s): Mathematics
Grade Level(s): 8, 9, 10, 11, 12
Intended Audience: Educators Suggested Technology: Computer for Presenter,
Probes for Data Collection, Basic Calculators, LCD
Projector, Microsoft Office
Instructional Time: 2 Hour(s) 30 Minute(s)

Resource supports reading in content area: Yes Freely Available: Yes

Keywords: quadratic expression, quadratic equation, factoring quadratic trinomials, greatest common factor,
quadratic, tic tac toe, tic-tac-toe
Instructional Component Type(s): Lesson Plan, Worksheet, Presentation/Slideshow

Resource Collection: CPALMS Lesson Plan Development Initiative

ATTACHMENTS
Blank_Practice_Sheet.pdf
Factoring_Guide.pdf
Factoring_v1.pptx
Factoring_v2.pptx
Formative_Assessment.pdf
Guided_Practice_Key.pdf
Practice_Sheet.pdf
Practice_Sheet_Key.pdf
Quadratic_Factoring_Guided_Practice.pdf
Summative_Assessment.pdf
Summative_Key.pdf

LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to factor a quadratic trinomial with any number as the coefficient of the term. They can then use this information, along with the zero

product property, to find the zero values of the quadratic equation.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand the labeling of the coefficients of the terms of the quadratic expression/equation.

Students should be able to multiply binomials using FOIL or an alternate method.

Guiding Questions: What are the guiding questions for this lesson?

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 We have used the FOIL or box method to multiply 2 binomials. What did the end result look like?
What are the factors of a number?
What is the difference between a factor and a product?
Teaching Phase: How will the teacher present the concept or skill to students?
The lesson will begin with the students taking the formative assessment. If clickers are available this can be done at the beginning of the class period when the power
point is presented. If there is no clicker system available, it could be done at the end of the period the previous day so the teacher has time to check it and get the
information necessary to help form the groups for independent practice.

Then the teacher will hand out the Tic-Tac-Toe factoring guide. It can be printed out either on one page or two pages depending on teacher discretion. The students
can use the factoring guide as a reminder where to put numbers as they learn this process.

Students can follow along with the power point and put the numbers from the example lesson into the guide or they can just watch as the teacher goes through the
presentation the first time and work through the guided practice with the teacher when the presentation is finished.

The teacher will go through each slide of the power point presentation checking for understanding after each slide. Some students will get frustrated with this process
until they have practiced several times, so reassure them as the presentation moves along that it will become clearer as they practice.

The teacher will then go through the guided practice activity with the students, working through 2 or 3 problems together and then assign students to groups or pairs
based on the results of the formative assessment.

Tic Tac Toe Powerpoint #1

Tic Tac Toe Powerpoint #2

Factoring_Guide

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will work on the Tic-Tac-Toe Guided Practice together as the teacher works through the problems.

Quadratic_Factoring_Guided_Practice

Quadratic_Factoring_Guided_Practice_Key

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will work in pairs or groups of 3 to complete the Tic-Tac-Toe Practice sheet. There should be some initial data from the formative assessment completed
prior to the start of the lesson as well as data from previous lessons on quadratics. There should be one stronger student paired with one or two weaker students for
this activity.

Practice_Sheet

Practice_Sheet_Key

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will link multiplying binomials with this lesson. They should also link with the graphing aspect of quadratics.

Summative Assessment
Students will complete a teacher made assessment to determine if they are able to successfully factor quadratic trinomials.

Summative_Assessment

Summative_Key

Blank_Practice_Sheet

Formative Assessment
Using a clicker system students will identify the "a", "b", and "c" values in quadratic expressions and equations. This can be assessed through a paper/pencil version if
clickers are not available. They will begin with simple expressions and move to more complex equations where terms need to be moved across the equal sign. They
will find the GCF of groups of numbers. Students will have a paper copy of the formative to work from regardless of the method of data collection.

Formative_Assessment

The key is on the formative assessment

Feedback to Students
Students will get immediate feedback from the formative assessment if a clicker system is used. They can track their own progress as each question is completed if
the teacher chooses that method, or they can be given the results in the form of a report if the teacher prefers. Students would receive the graded formative back
from the teacher the following day if a clicker system is not used to allow time for the teacher to review the formative assessment.

The teacher will answer student questions during the power point and the guided practice sections of the lesson. During the independent practice part of the lesson
the teacher will walk around observing and giving feedback.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Enlarge worksheets if needed
Pair student with a compatible partner, do not place in a group of three.

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 Provide blank Tic Tac Toe sheet for working problems
Allow student to use guide sheet on summative assessment for reminder of placement
Blank_Practice_Sheet

Extensions:
Students can take the information one step further and create a graph of the parabola once they find the zeros.

Suggested Technology: Computer for Presenter, Probes for Data Collection, Basic Calculators, LCD Projector, Microsoft Office

Special Materials Needed:

Teacher should practice with this method prior to teaching it if they are not familiar with it already.

Further Recommendations:
This method can be taught to factor any quadratic trinomial so if you start with this when you begin factoring, you don"t have to teach a different method when you
get to problems that have an "a" value greater than 1.

SOURCE AND ACCESS INFORMATION

Contributed by: Lynn Boyles
Name of Author/Source: Lynn Boyles
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Private

Related Standards
Name Description
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented
by the expression.★
a. Factor a quadratic expression to reveal the zeros of the function it defines.
MAFS.912.A-SSE.2.3: b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions. For example the expression
can be rewritten as  ≈  to reveal the approximate equivalent monthly interest rate if the annual
rate is 15%.

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