Objective:

To support the student in visualizing the following algebraic identities using geometrical 3D
shapes.
Algebraic Identities (Cubic)
(a + b)3 = a3 + b3 + 3a2b + 3b2a
(a - b)3 = a3 - b3 - 3a2b + 3b2a
(a + b + c)3 = a3 + b3 + c3 + 3(a + b)(b + c)(c + a)

Resource:
Geometrical 3-D shapes to represent algebraic identities (Cubic)

Pre-requisite:
● Basic understanding of 3D shapes & their dimensions.
● Understanding of basic algebraic concepts
● Understanding of numbers, ratios, proportions,
● Understanding of equality, algebraic symbolism (including letter usage), and algebraic
equations.
● Concept of volume

Rationale:
● Personally, when I was taught my teacher or I was not able to make any connection
between algebraic identities and geometry. Once I was introduced to the concept of (a +
b)2 in the CMD class, I wanted to create the same for cubic identities.
● It is fun to create a lot of boxes, by just folding and cutting the papers.
Value Addition:
● The resources go beyond the simplification of algebraic expressions and help the
students in visualizing the concept.
● Supports the students in exploring the concept. Connects it with other areas of
mathematics such as geometry.
● Helps students see it as more than formulae or abstract concepts.
● It also connects with mensuration.

Learning Trajectory:

Start with the known:

● Students already know the concept of volume, the teacher can distribute the cube and
cuboid among students and ask them to find the volume of each.
● Let the students compare the different dimensions of a cube or cuboid. Ask them to
identify the cube or cuboid of similar volume.
● Ask the students to make a cube or cuboids of a particular dimension using smaller
cubes/cuboids.
● Ask the students to visualize creating a smaller cube/cuboid using bigger cubes/cuboid
(Removing a certain cube/cuboid to make an identical cube/cuboid)
Introduce (a + b)3:

(Note: The teacher can use other letters and not just the letters recommended in the textbook.
This will break the notion of using only a and b or x and y. For example, the teacher can use s
and k or l and m, etc. )

The formula has a power of 3 (cube) over (a + b), let's draw a cube of side ‘s’.

The volume of a cube = s ✕ s ✕ s

= s3

Since the formula has a and b, let’s divide the side of the cube into a and b.

The entire side is divided into a and b, hence the length of one side is (a + b). And the volume of
the entire cube is (a + b)3.

Note: Ask the students to observe (a+b) 2 patterns on the surface of the cubes.

If we cut the cube along the lines, then we will get the following:
The volume of each section is as follows; a3, b3, a2b, a2b, a2b, b2a, b2a, and b2a
Hence the volume of (a + b) cube is equal to the volume of all the above sections, i.e.
(a + b)3 = a3 + b3 + a2b + a2b + a2b + b2a + b2a + b2a
= a3 + b3 + 3a2b + 3b2a

Using similar pedagogy, (a + b + c)3 = a3 + b3 + c3 + 3(a + b)(b + c)(c + a) can be proved.

Or
Take a cube of size ‘a’.
And extend the dimension of this cube to b.

Similarly, add b all the 3 dimensions.

Now we have (a + b)3 and the equivalent is the sum of the volume of cube/cuboids added to a3.

Using similar pedagogy, (a + b + c)3 = a3 + b3 + c3 + 3(a + b)(b + c)(c + a) can also be proved.

Introduce (a - b)3.
Take a cube of side ‘a’.

Take out b from all the 3 dimensions.

(a+b)3= a3 - a2b - (a-b)ab - (a-b)2b
= a3 - a2b - a2b + ab2 - (a2b -2ab2 +b3)
= a3 - 3a2b + 3ab2 - b3

(Or 3 cuboids of volume ab2 can be added such that we get the required result. )
Assessment:

1. Which visual is the representation of (a + b)3?

a.

b.

c.

2. (a + b)3 Is equal to __________

a. (a + b)2(a + b)
b. a3 + b3 + 3a2b + 3b2a
c. Both a and b
d. Neither a nor b

3. What is the volume of a cube with the side (a-b)?

a. (a + b)3
b. a3 - b3
c. (a - b)3
d. (b - a)3
4. What is the volume of the cuboid shown below?

a. a2b
b. ab2
c. (a + b)3
d. (a - b)3

5. (a + b + c)3 = ?

a. a3 + b3 + c3 + 3(a + b)(b + c)(c + a)

b. (a + z)3 where z= b + c
c. a3 + b3 + c3 + 3ab + b)(b + c)(c + a)
d. All the above

6. (a - b)3 Is equal to __________

a. a3 + b3 + c3 + 3(a + b)(b + c)(c + a)

b. a3 + b3 + 3a2b + 3b2a
c. a3 - b3 - 3a2b + 3b2a
d. None of the above

Summative Assessment:

1. Find the volume of a cuboid which has the following dimension: Hight = 6 cm, Length =
m cm and Breadth = l cm
2. Write the product of (x + a) (x + a)2;
3. Write it in expanded form: (y + 2z)3
4. Find the value of (2 + x)3 using the identity
5. Find the value of (2 - x)3 using the identity
6. Find the value of (2 + a + x)3 using the identity

Project: Explore the value of (a + b + c + d)3

Limitation:
1. Since the cubes/cuboids made of paper are hollow. The cuts of it will not be the exact 3D
shape (only 3-5 sides will be there). Having a solid model (made of clay) would be very
handy.
2. Time & Effort Consuming: Creating 29 Cubes/Cuboids require a lot of time and effort.
Solution: A teacher can utilize the strength of the classroom. This way, students' concept
of the nets of solid will also get strengthened.
 3. The thickness of the card/paper will have an impact when trying to fit in all the terms
(cube/cuboids of a3, b3, 3a2b, 3b2a) in (a + b)3. This would create a confusion among
students that (a + b)3≠ a3 + b3 + 3a2b + 3b2a. This is applicable for the remind identities
as well.
Solution: Consider the thickness of the poster/card, the dimensions of cubes { (a + b)3, (a
+ b + c)3 } can be extended 2-3 mm.

Scope:
● The materials are easily available, and hence can be made in any school.
● If the students are involved in creating the cube/cuboids, it strengthens their concept
relating to nets of 3D shape, volume, etc.
● It also improves the eye-hand coordination of the students and teachers.
● The same materials can be used to explain/prove the concept of a3 - b3 and a3 + b3.
● The material can be linked to multiple concepts such as Nets of 3D shape, Mensuration
and identities.

Feedback & Suggestions Received:

● Use of existing algebraic knowledge.
Have tried incorporating here as much as possible.

● Could have used (s - b)3 instead of (a - b)3 to break the convention of using only a and b
The teacher has the scope to explore using various letters. Added in the note sections.

● Should be aware of conventions. Small letters are used in the algebraic expressions and
not the capital letters
Suggestion incorporated.

● Use of edge colours consistently (Changed it for A-B)

It is okay to not be consistent, assuming that it would take at least two different classes
to complete the concept. And also it breaks the notion that only one colour is applicable
for one particular variable.

● Using numerals first to introduce

If we were using unit cubes to introduce this concept then this would be more valuable.
Since the concept is introduced in grade 9 and we are using cubes of various
dimensions, this comment is not applicable.
● Colouring the outer faces (can be used to teach surface area as well)
It would be applicable if the same resource is being used to teach mensuration at lower grades.
In grade 9 I think it is okay to have some complexity for both teacher and students.