Subject: Math Date: March 9th, 2020

Lesson Topic: Polynomials Length: 75 min

Grade: 10C Teacher: Vanessa Wilson

Alberta Program of Study

General Outcome:
Develop algebraic reasoning and number sense

Specific Learning Outcome:

4. Demonstrate an understanding of the multiplication of polynomial expressions (limited to
monomials, binomials and trinomials), concretely, pictorially and symbolically

Objectives
Student will ….
• Show all their work when multiplying polynomials
• Be able to multiply a monomial with a binomial
• Be able to multiply two binomials
• Be able to multiply a monomial with a trinomial

Materials
• Tasria Puzzles

Procedure
Bell Work (10 mins)
• First day of integer addition
- Students will self-mark, and create a new graph (title, label axis) for this two-week
rotation of bell work

Introduction (10 mins)

• Review of the area model and algebra tiles and patterns students pointing out the
patterns of multiplying polynomials

Lesson (15 mins)

• Remind students of how to use the distribution property when multiplying a
monomial with a binomial and trinomial, in hopes that they can recognize how this
distribution property works when multiplying two binomials
- Multiply each individual term in the first bracket with the terms in the second
bracket, before collecting like terms
- Include an example of a polynomial squared and how this actually represents two
polynomials and that the terms inside the brackets cannot just be squared
Activity (30 mins)
• In groups of 3, students will work together to solve a tarsia puzzle of their choice. The
student must show all their work for the polynomials expressions that they solve.
• Once students finish their first puzzle, they will start another one

Closing (10 mins)

• Finish class with another Which One Does Not Belong
- Students will decide which polynomial expression does not belong

Evaluation
Formative
Are students able to recall multiplying polynomials using area model and algebra tiles?
Where they able to recognize how distributive property worked in multiply two binomials
together?

Visually observing students’ work and their ability to solve the puzzles and listening to
students’ discussion about which polynomial does not belong

Differentiation
Student will be able to pick from three different puzzles – each puzzle has a different level of
difficulty in regard to the polynomials expressions that need to be solved and the difficulty of
putting the puzzles pieces together

Reflection
Never seems to be enough time for students to complete the activity during these periods.
There were a number of groups that seemed to just get a hang of how the tarsia puzzles
worked and where able to settle down to start solving the multiplication expression when it
was time to clean up.
- Be sure to always have extra practice worksheets available for students to take
home if they wish to have the extra practice

Introduced students to the Which One Does Not Belong book but forgot to mention that our
goal of this closing activity is to eventually to have these discussions around which
polynomial multiplication expression does not belong. Next time be sure to mention the goal
at some point of introducing which one does not belong.