## Reflection: Intervention and Extension Factoring Day 2 of 2 - Section 2: Investigation

I noticed this year that once students had factored and were ready to find the x-intercepts, they were eager to share the shortcut of just taking the "opposite" of the number that was in the binomial.  For example, if a quadratic factored to (x-2)(x+5), they want to jump right to x = 2 and x = -5 by just looking at their factors. I found it important to bring out that this "trick" would not always work and it was important to stress the idea that each factor is equal to zero.  A simple quadratic where "a" is not equal to 1 will take care of this misconception pretty quickly for students.

X-intercepts: Not just the "opposites"
Intervention and Extension: X-intercepts: Not just the "opposites"

# Factoring Day 2 of 2

Lesson 13 of 18

## Big Idea: Students continue to develop their understanding of factoring and connect this work to the x-intercepts of quadratic functions.

Print Lesson
1 teacher likes this lesson
Standards:
Subject(s):
55 minutes

### Amanda Hathaway

##### Similar Lessons

###### Quadratic Equations, Day 2 of 2
Algebra II » The Complex Number System
Big Idea: Knowledge of quadratic equations is an important prerequisite for studying complex numbers.
Favorites(3)
Resources(19)
Fort Collins, CO
Environment: Suburban

###### Polynomial Function Workshop
12th Grade Math » Polynomial and Rational Functions
Big Idea: Take a breather and summarize the important concepts involving polynomial functions.
Favorites(7)
Resources(7)
Troy, MI
Environment: Suburban

###### Factoring (Day 2 of 3)
Algebra I » Polynomials
Big Idea: Students will investigate the relationship between the factors of a trinomial expression and its visual representation through the use Algebra Tiles.
Favorites(9)
Resources(27)
Washington, DC
Environment: Urban