#4282. Factoring GCF from polynomials

Mathematics, level: Senior
Posted Tue Dec 9 04:59:43 PST 2008 by Kristin Gorsuch (Kristin Gorsuch).
Old Dominion University, Norfolk USA
Materials Required: student workbook, algebra journal, pencil, paper, and eraser
Activity Time: 97 minutes
Concepts Taught: Students will be able to factor the GCF from polynomials

Lesson Plan Title: Factoring

Concept / Topic To Teach:
Understanding that factoring out the Greatest Common Factor is the reverse of the distribution property.

Standards Addressed:
SOL A.12
The student will factor completely first and second degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.

General Goal(s):
Algebra -- Factoring GCF
The students will be able to identify the GCF in various polynomial expressions or quadratic expressions

Specific Objectives:
Factoring reverses polynomial multiplication

Required Materials:
• Algebra workbook
• Algebra Journal
• Paper
• Pencil
• Eraser

Anticipatory Set (Lead-In):
• Watch the Glencoe Algebra 1 Brain Pops on Polynomials
• Take the Glencoe Algebra 1 Brain Pops Quiz on Polynomials
• Watch the Glencoe Algebra 1 Brain Pops on Prime Factorization
• Take the Glencoe Algebra 1 Brain Pops Quiz on Prime Factorization
• Ask the students questions to spark interest:
1. Now that you are old pro's at the distributive property, do you think you can do it in reverse?
2. We have already studied exponents and all of the rules related to exponents, can you use these rules to help you factor out the GCF?

Step-By-Step Procedures:
• Watch Brain Pops and have students write the answers to the quizzes on a sheet of paper
• Explain the Algebra journal notes on factoring and prime factorization
• Answer any questions students have
• Guided examples in Algebra journal
• Students then take 15 minutes to begin part of the independent practice on page 60 of the workbook
• Explain the Algebra journal notes on factoring out a GCF from polynomials or quadratics
• Answer any questions from students
• Guided examples in Algebra Journal
• Students then continue to work on independent practice on both workbook pages 60 & 61

Plan For Independent Practice:
Students will complete workbook pages 60 (1-30) and 61 (1-18). Students must show all work to receive credit.

Closure (Reflect Anticipatory Set):
Students will reflect on how they thought that this section will work and if it met the expectations

Assessment Based On Objectives:
Put problems dealing with the distributive property (multiplying monomials to binomials or polynomials) on one side of the white board and on the other side put the same problems/polynomials already worked out and have students match the correct answers. Students must show work.

Adaptations (For Students With Learning Disabilities:
• Provide extra time for students to finish assignments
• Reduce independent practice to half of the problems

Extensions (For Gifted Students):
Ask students to write a paper explaining how factoring incorporates other rules that we have learned in previous sections.

Possible Connections To Other Subjects:
Writing (Algebra Journal), Reading (Word Problems)