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# This lesson uses the FOIL method to multiply polynomials

Subject:

Math

Grades:

8, 9

Title – Multiplying Polynomials

By – Erica Rizzo

Primary Subject – Math

Grade Level – 8-9

Class: Algebra I

Unit: Polynomials and Factoring

Lesson: Multiplying Polynomials

PA Academic Standards: 2.5.11.A, 2.5.11.C

- 2.5.11A Select and use appropriate mathematical concepts and techniques from different areas of mathematics and apply them to solving non-routine and multi-step problems.

- 2.5.11C Present mathematical procedures and results clearly, systematically, succinctly, and correctly.

Goal of this Lesson

- Students will learn how to multiply polynomials using the Distributive Properties and the FOIL method. They will also learn how to use polynomial multiplication in real-life settings.

Materials

- Overhead projector
- Vis-ÃƒÂ -vis markers
- Transparencies
- Aluminum foil for all students to have at their desks
- Teacher notes
- Copies of homework handout
- Answer key for homework handout

Clerical/Administrative Tasks

- Take roll.
- Report absent students to the office if they are not on the master list.
- Prepare transparencies for lesson introduction.
- Prepare teacher notes and examples.
- Make copies of homework handout.
- Prepare answer key for homework handout.

Instructional Objectives

- TSWBAT (the student will be able to) participate in group discussion and respect each other’s opinion.
- TSWBAT classify a polynomial by degree and by number of terms.
- TSWBAT multiply polynomials by using the Distributive Property.
- Given 2 polynomials, TSWBAT multiply using the FOIL pattern.
- TSWBAT apply polynomials to real-life settings. (If time permits activity)
- TSWBAT define the basic components of the Distributive Property and FOIL method.

New Vocabulary

- Polynomial: A term or sum of terms which has non-negative integer exponents only.

- Binomial: A polynomial with two terms.

- Coefficient: The number in front of the variable.

- FOIL Method:In the last lesson you learned how to use the distributive property to multiply a single term with every term inside the parenthesis. Now you will learn the foil method for multiplying two binomials.

- When multiplying two binomials, multiply the “F”irst terms, then the “O”utside terms, then then “I” inside terms, and finally the “L”ast terms.

F irst terms = x * x = x ^{ 2 }

O utside terms = x * 2 = 2x

I nside terms = 3 * x = 3x

L ast terms = 3 * 2 = 6

- (

x

- + 3)(

x

- + 2) = x

^{ 2 }

- +2x + 3x + 6 = x

^{ 2 }

- +5x + 6

Introduction (2-3 min)

- “Good morning class. Today, we are going to learn how to multiply polynomials.”

What does everybody have at their desks? - Well, are you aware that you can actually multiply polynomials using this?” (holding up the aluminum foil)

Developmental Activities

- Put up FOIL transparency.
- Review terms.
- Review the first problem on the transparency using the Distributive Property.

“Does everybody remember how we used the Distributive Property in the last chapter?” - Show the class what FOIL stands for.
- Do the first example on the transparency using the FOIL method, step-by-step.
- Model 3 examples of multiplying binomials using FOIL on the chalkboard, first using the Distributive Property and then using the FOIL method.
- Put 2 more problems on the chalkboard and ask for 2 volunteers to work the problems at the board while the others do the problems at their seats (I will be monitoring their work as I walk around, troubleshooting any problems)
- Show the students how to multiply a binomial by a trinomial on the chalkboard, term-by-term (2 examples)

Assessment/Evaluation

- Informally assess students’ progress and help troubleshoot problems during the lesson.
- Informally assess students by asking them what to do next when solving examples on the chalkboard.
- Formally assess students when grading homework.

Conclusion

- Distribute homework handout and give directions.
- Collect everyone’s aluminum foil and throw it away.
- If time permits, put trapezoid problem on the board and allow students to work on the problem in groups of two or three as I walk around and monitor progress.

Accommodations/Adaptations for Students with Special Needs

- Jason has a visual impairment. To accommodate for this, I used a larger font type for items displayed on the overhead projector. I also used large, dark handwriting on the chalkboard.
- During the lesson, I will directly ask questions to Jason to be sure he is following along with the material.

Reflective Notes

- “How was my timing?”
- “Did the students seem to enjoy my introduction or was it too corny?”

E-Mail Erica Rizzo !