Lesson: 89 Special Products
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Lesson Objective
SWBAT identify special products using FOIL method.
Lesson Plan
Teacher: Hall
Course: 8^{th} Math

Date: Mar 5, 2009



Objective:
SWBAT multiply polynomials with special products
 notice patterns for special products

Unit Title: 7
Objective Number:



Materials: do now, cc, packet, HW, EX, clickers,



Vocabulary: FOIL method, box method polynomial, binomial, trinomial, etc.



Do now:

Purpose of the do now:
xCumulative Review _____________
â–¡Activate Prior Knowledge
â–¡Introduce Lesson
â–¡Other ___________________



Total Recall / Hook: How will you transition from the Do Now into today’s objective? How will you tie your recall to the importance of today’s objective?

MENTAL MATH
1 – The perimeter of a square is 32 cm – what is the area? (64)
2 – The area of a square is 400 square cm. What is the perimeter? (80)
3 – What is the area of a circle with a radius of ½ ? (1/4 pi)
4 – What is the radius of a circle with an area of 121pi? (11)
5  What is the diameter? (22)
6 – Think of the polynomial: 3x^2y^5 – what type of polynomial is it? (monomial)
7 – What is the coefficient? (3)
8 – what is the degree? (7)
9 – FOIL method: (x + 1) (x + 2) ? (x^2 + 3x + 2)
10 – FOIL method: (x + 3) (x + 4)
(x^2 + 7x + 12)
BONUS: What FOIL problem could give an answer of x^2 + 9x + 20? (x+5)(x + 4)



Agenda: Outline of your lesson
5. Share (5 )
6. Exit Ticket (5)

Intro to NM
Students will spend most of the first part of the period working in partners –
Read the top of the packet. Tell them that we are going to fill in the boxes as we start to recognize these patterns.
Today we are going to practice the FOIL and box method – you can choose which one you want to use. Make sure to show your work do not skip steps.
Have them complete part one in partners – give them 34 minutes.
Then go over the answers, cold calling, and discuss the patterns.
Then fill in box on front of packet.
Then have students complete parts 2 and 3 – give them 810 minutes.
Then bring them together, quickly go over answers, patterns, and fill in boxes on the front of the page.
When filling in boxes, have students predict the answers, but show all work to see if they got it.
EXAMPLE 1:
Let’s draw some pictures. This square represents the original square graph. What can I label each side?
So what is happening to this graph?
It’s becoming larger – so I’ll draw a larger square. What can I label each side?
So now what?
(let students complete on their own)
Which special product was this? Does this follow the pattern we found?
EXAMPLE 2:
Punnett Squares



Key questions to ask during GP: (Question Script)



IP
Kuta practice  clickers
Then textbook









Closure: How will you close the lesson?
Review answers from IP
Discuss which methods people were using – common mistakes, things to be careful about, etc.
Exit ticket

Assessment: How will you assess mastery of the objective?



Homework
89



Anticipated Challenges




Reflection: This lesson is structured a little different because there is actually a bit of independent or partner work first, so that students are led to “discover” the patterns of special products. One warning: some students see these patterns and then try to use these “shortcuts” later in the year, and they apply them incorrectly.
Lesson Resources
8 9 HW 
317

8 9 EX and NOTEBOOK QUIZ 
312

8 9 DN 
230

8 9 packet special products with FOIL 
444

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