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This lesson uses the FOIL method to multiply polynomials
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.
- Overhead projector
- Vis-ÃƒÂ -vis markers
- Aluminum foil for all students to have at their desks
- Teacher notes
- Copies of homework handout
- Answer key for homework handout
- 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.
- 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.
- 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
- + 3)(
- + 2) = x
- +2x + 3x + 6 = x
- +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)
- 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)
- 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.
- 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.
- “How was my timing?”
- “Did the students seem to enjoy my introduction or was it too corny?”
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