RATIONALE This program is intended for the teaching and learning of index numbers and rules, scientic notation,

expansion of algebraic expressions including binomial expressions and factorization of algebraic expressions (linear). This relates directly to the Number and Algebra strand of The Australian Curriculum (Mathematics). In particular, it aims to develop outcomes set out in the ACARA document such: as apply index laws to numerical expressions with integer indices (ACMNA209); express numbers in scientic notation (ACMNA210); extend and apply the index law to variables, using positive integer indices and the zero index (ACMNA212); and apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213). By the end of the program, students should achieve the standard where they apply the index laws to number and express number in scientic notation as well as expand binomial expressions. The program has been set out for use with medium ability to high ability Year 9 students but may be modied to suit Year 10 students. It assumes a 55-60 minute lesson with 4 lessons per week and is planned to be delivered over 3 weeks, with some exibility depending on school schedules. The program is intended to be incorporated in the third till fth week of term, after students have completed sufcient number and algebra review. Prior knowledge such as using the distributive property, multiplication and division of algebra, simple collection of like terms and operations on numbers including decimals is assumed. It should be noted that more than sufcient resources has been included in the program and teachers should at their discretion choose to use or discard given resources as necessarily, taking into account students ability and the time constraint. The variety of resources provided in the program will ensure an enriched learning experience with learning occurring through individual activities, group activities, videos, reinforcement exercises, experimentation by manipulating concrete objects, exploration of mathematical concepts using ICT and teacher presentation. Many informal assessments can be observed throughout the program that could be transformed into formal assessment if necessary. Teachers should note that assessments should be varied and chosen appropriately according to the class ability and previous assessments. All assessments should be valid, fair, comprehensive, educative and explicit. The formal assessments attached to this program include a group poster presentation, student journal entry, class quiz and investigation. The variety of assessments, both formative and summative, ensure student learning is monitored throughout the program. Additionally, assessments such as group poster presentations and student journal entries has the function of assessing students in skills beyond simple recall and application. These assessments provide an indication of students ability to personalize knowledge, work in a group and produce mathematics in other settings and contexts. By testing through various means, care has been taken to ensure students performance are truly indicative of their ability to achieve the outcomes stated. The program aims to ensure that students: ! develop a sophisticated understanding of indices, scientic notation and the manipulation of algebraic expression are capable of uently and effectively using, communicating and investigating mathematics in related contexts appreciate the use of scientic notation in everyday life and operate on them through application of index rules recognize the connection between algebraic expressions and their applications through an investigation and apply these results appropriately

PHILOSOPHY In the development of this program, much care was put into introducing interesting activities related to the content. This was to increase student motivation and engagement in the learning since these are factors which drive achievement. Successful engagement ensures students are interested and focused, thus aiding their comprehension of the topic. Also, where appropriate, tasks and discussions were related to real life examples giving students a context in which they could conceptualize their understanding. From the constructivist theory of learning, we know that through directly relating their learning to previous knowledge, teachers assist students in modifying their schemas and assimilating the new knowledge. Many of the activities and assessments are constructivist in nature, requiring students explore and discover new knowledge. Besides given them a better sense of the mathematical concepts, this approach also allows students to develop their own understanding and personalize the new knowledge which would ensure it is remembered. Additionally, students will then encounter the frequent misconceptions and through individual/group effort or teacher direction correct their misconceptions. Although there is great emphasize on constructing knowledge, direct teaching is not without its place in the learning of mathematics. Teachers must ensure that where appropriate, and where students have difcult constructing knowledge or construct wrong knowledge, teachers directly teach and correct. This means, teachers must be alert and consistently use the informal assessments suggested or other appropriate measure for an indication of student understanding. The behaviorist approach to learning states that behaviors are reenforced through repetition, a rationale for using the exercises in class and as homework, but if teachers are not alert students may be reinforcing the wrong behaviors and develop incorrect understandings of the concepts and applications. The assessments and activities in this program has also been varied to include individual and group approaches. This ensures that students have a diverse learning experience and is imperative in creating safe and cooperative classroom environments. Students will have the opportunity to experience success through various sources such as directly, in a group or vicariously when modeled by a peer. Self assessments and peer assessments have also been included to help students gain a better understanding of the concepts, develop strategies to improve their learning and communicate mathematics through teaching and learning with peers. The formal assessment of an investigation utilizes the constructivist approach to learning whilst the class quiz could be associated to direct teaching. One approach in creating this program was the consideration of a good model suggested in Woolfolk and Margetts (2010). The TARGET approach to teaching was applied by considering each of its components Task - are authentic and valuable to students Autonomy - students are given choices and opportunities to perform Recognition - achievement is recognized through various means Grouping - students work both as groups and individuals Evaluation - assessments are varied and achieve learning objectives Time - planned so objectives can be met within the given frame, with some exibility Whilst no one theory of learning can be conclusively superior to another, the value each approach should be recognized. This program attempts to incorporate diverse approaches so students have a vast avenue for learning in a highly engaging and motivating environment.

Week/ Lesson

Outcome(s) from Sylabbus Apply index law to numerical expressions with integer indices (ACMNA209) Extend and apply the index laws to variables, using positive integers indices and the zero index (ACMNA 212)

Lesson Outcomes

Activity/ Resources / Materials

Assessment

3.1

Introducing index notation Use accurately the mathematical language related to indices (base, index) Express indices as repeated multiplication Simplify and evaluate, with or without calculators, numerical expressions involving positive integers Express natural numbers as a product of power of primes The product and quotient law Simplify and group like and unlike terms Identify the index laws for multiplying and dividing terms with the same base Apply the appropriate index law to simplify expressions Apply index laws to variables as well as numbers

Paper folding activity [1] Students fold a piece of paper and count the number of rectangles after each fold. They record this data to discover the 2n pattern Exercise 1 [2] (paper, folding activity site, computer & projector, photocopied exercises) Digit Patterns [3] Students recall and utilize their knowledge of index notation to solve given problem Lesson introduction to Product and Quotient Laws [4] Students follow instructions on given sheet and work in groups to discover product and quotient laws for integers Exercise 2 [5] (photocopied worksheets, exercises)

Informal monitoring of response during teacher presentation and attempts at exercise

3.2

Informal monitoring of group discussions and homework check on given exercises

3.3

Zero index and negative index law Apply the quotient law and identify the zero index law Deduce and prove informally the negative index law Apply the appropriate index law to simplify expressions involving both variables and numbers Power of a power law Apply the power of a power law Select and effectively use appropriate index laws to simplify expressions involving both variables and numbers

Whats a zero index? [6] Have a class discussion and ask students what they think x0 is then relate it to the folding activity, how many rectangles were there when they had no folds? Deduce the zero index and negative index laws using the activity worksheet Exercise 3 [7] (Paper folding site, computer & projector, photocopied activity worksheets, exercises)

Informal monitoring of class discussion and self assessment of given exercise (corrections to be made before rechecking)

Week/ Lesson

Outcome(s) from Sylabbus

Lesson Outcomes

Activity/ Resources / Materials

Assessment

3.4

Fractional indices Convert and evaluate terms in fractional index and surd forms Apply appropriate index laws to perform operations on expressions involving fraction indices

I am... you are... [8] In groups have students arrange the cards so that form a loop Exercise 4 [9] Assignment: Poster presentation and student journal [10] (cut sets of loop cards, photocopied assignment instructions with rubrics, exercises)

Informal monitoring of development of concept during class activity and exercise Formal assessment of student journal and poster presentation (at due date) Informal monitoring of recall and progress during exercises Peer assessment and discussion of exercises

4.1

Revise and reinforce index laws Recall product, quotient, zero, negative, product of a power and fractional exponent laws Select and apply appropriate index laws to evaluate or simplify expressions

How did the motorist get a puncture? [11] Working individually, students recall index laws learnt and apply them to solve riddle Exercise 5 [12] (photocopied riddle, exercises)

4.2

Express numbers in scientic notation (ACMNA210)

Scientic notation Represent extremely large and small numbers in scientic notation Represent numbers expressed in scientic notation as whole numbers of decimals

Class Discussion: Ask students to think about the biggest number they know. Can they name it? How do they know it? If appropriate, explain that innity is not a number. What about the smallest positive number? How might they write these numbers? Video: What is the largest number? [13] http://www.youtube.com/watch?v=MwPVoFuWARw Exercise 6 [14] (computer & projector, photocopied exercises)

Informal monitoring of discussion and response to teacher presentation and exercise

Week/ Lesson

Outcome(s) from Sylabbus

Lesson Outcomes

Activity/ Resources / Materials

Assessment

4.3

Using scientic notation Apply scientic notation to concrete examples and problems Use index laws to multiply and divide numbers expressed in scientic notation Explore applications of scientic notation and communicate mathematical strategies orally Revise and reinforce Recall and apply appropriately index laws and scientic notation in a given context

Journey to the nearest star [15] Have students work in groups to come up with their solution then present their solution on the board Exercise 7 [16] Practice Test [17] (photocopied problem, exercises, practice test)

Informal assessment of presentation of problem results and excersis Self assessment through practice test

4.4

Apply index law to numerical expressions with integer indices (ACMNA209) Extend and apply the index laws to variables, using positive integers indices and the zero index (ACMNA 212) Express numbers in scientic notation (ACMNA210)

Class Quiz Poster presentation Communicate mathematics through various mediums

Quiz [18] Poster presentation Students will present their posters on index laws (Assignment 1)

Formal assessment of understanding through class quiz

Week/ Lesson

Outcome(s) from Sylabbus Apply the distributive law to the expansion of algebraic expression, including binomials, and collect like terms where appropriate (ACMNA213)

Lesson Outcomes

Activity/ Resources / Materials

Assessment

5.1 5.2

Expanding algebraic expressions Apply distributive law to the expansion of algebraic expressions, including binomials Substitute values of unknowns into algebraic expressions and evaluate expression by applying appropriate mathematical rules Collect like terms to simplify expressions where appropriate Recognise and apply standard results of special products such as perfect squares and difference of two squares

Video: The distributive property Students to watch videos individually and attempt questions along with video then review solution as it is played to correct any misconceptions http://www.curriki.org/xwiki/bin/view/ Coll_Group_KhanAcademyMathGroup/DistributiveProperty Counting with tiles [19] Allow students to work in groups for the counting with tiles activity. Depending on group ability, students may forego the factorising activity and go more expansion Expanding algebraic expressions (using ICT) [20] After students are familiar with the paper version of counting with tiles, allow them to explore more complex problems that applies the distributive law to binomials using technology http://nlvm.usu.edu/en/nav/frames_asid_189_g_1_t_2.html? open=activities Exercise 8 [21] Exercise 9 [22] Exercise 10 [23] Take home investigation [24] (computer & projector, use of student computer or computer lab, photocopied investigations, exercises)

Self assessment of ability to apply distributive property following check of answers on video Informal assessment of presentation of problem results when using tiles to expand expressions Take home investigation

Week/ Lesson

Outcome(s) from Sylabbus

Lesson Outcomes

Activity/ Resources / Materials

Assessment

5.3

Factorising algebraic expressions Relate expansion and factorisation of algebraic expressions Identify algebraic factors in algebraic expressions Express algebraic expressions in expanded and factorised form Problem solving Represent, interpret and analyse concrete problems and mathematical relations Test and check validity of propositions involving algebraic expressions by identifying appropriate examples Use relationships to model key features of a context and apply expansion or factorisation of algebraic expressions to analyse the context, and make predictions

Side by side Factor Game [25] Have students work in pairs or groups of fours to rearrange number tiles/cards so that no two adjacent number have common factors (are relatively prime). Number sequences are given on the activity worksheet however multiple solutions are available so students must check each others solutions. Allow students to build their own number sequences to test one another Exercise 11 [26] Exercise 12 [27] Exercise 13 [28] Exercise 14 [29] (Photocopied activity instructions, score charts, exercises) Validation test [30]

Informal monitoring of response during activity and presentation of solution to exercise problems

5.4

Test

Validation test for investigation of applications of algebraic expressions

RESOURCES [1] Paper folding activity. Obtained from: http://www.scribd.com/doc/53058897/Index-Laws-Folding-Paper-v1 [2] Exercise 1- attached [3] Digit Patterns - attached [4] Lesson Introduction to Product and Quotient Laws - attached [5] Exercise 2 - attached [6] Zero index and negative index worksheet - attached [7] Exercise 3 - attached [8] Index laws loop cards. Obtained from: http://www.tes.co.uk/teaching-resource/Index-Rules-Loop-Cards-6072144 - attached [9] Exercise 4 - attached [10] Assignment instructions and rubric - attached [11] How did the motorist get a puncture? - attached [12] Exercise 5 - attached [13] Googol, googolplex & Grahams number. Obtained from: http://www.youtube.com/watch?v=MwPVoFuWARw [14] Exercise 6 - attached [15] Journey to the nearest star - attached [16] Exercise 7 - attached [17] Practice Test - attached [18] Class quiz - attached [19] Counting with tiles. Obtained from: http://plato.acadiau.ca/courses/educ/reid/Virtual-manipulatives/tiles/tiles.html - attached [20] Expanding algebraic expression. Available on: http://nlvm.usu.edu/en/nav/frames_asid_189_g_1_t_2.html?open=activities [21] Exercise 8 - attached [22] Exercise 9 - attached [23] Exercise 10 - attached [24] Take home investigation - attached [25] Side by side factor game - attached [26] Exercise 11 - attached [27] Exercise 12 - attached [28] Exercise 13 - attached [29] Exercise 14 - attached [30] Validation test with marking rubric - attached

REFERENCES: Bigelow & Stone (1996) New Course Mathematics Year 9. NSW: Macmillian Education Australia Pty Ltd. Lakeland, R. & Nugent C. (2001) MacPlus Maths Homework Series 8. Australia: Macmillan Education Australia Pty Ltd. Lakeland, R. & Nugent C. (2001) MacPlus Maths Homework Series 9. Australia: Macmillan Education Australia Pty Ltd. Lakeland, R. & Nugent C. (2001) MacPlus Maths Homework Series 10. Australia: Macmillan Education Australia Pty Ltd. McSeveny, A., Conway, R. & Wilkes, S. (1985) Signpost Mathematics 10 Intermediate Course. NSW: Longman Cheshire Yen, R., Hunter, J & Yen, I. (2007) New Century Maths Essentials 9. Australia: Nelson Australia Pty Limited.

ASSIGNMENT 1 (15 marks) This assignment will consist of two parts, a group poster presentation (9 marks) and an individual student journal entry (6 marks). Part 1: Group Poster Presentation Working in your assigned groups (3-4 people), you will create a poster on the index laws learnt in class. Your poster should include: (i) the index law results (ii) some examples involving using index laws (iii) how some index laws can be found (optional) (iv) a 3 minute presentation explaining your poster Your poster should be B3 (353mm x 500mm) in size. You may use any materials including technology to create parts or whole of your poster. Reminder: The poster will be displayed in class for other to read, so try and use visible fonts and colours. Avoid making the words too small or using dark colours against a dark background.

Part 2: Student Journal Entry Write a journal entry about learning the index laws and working on your poster presentation. Your entry should include: (i) what you understood or found difcult (ii) your role in the poster presentation (iii) how you felt about the topic/poster (iv) any other thoughts or ideas Your journal entry should be about 250 words. Remember that it is not a diary, make sure you only write thoughts/feelings/ideas related to learning about index laws and creating your poster presentation.

Marking Rubric for Assignment 1 Part 1: Group Poster Presentation Criteria/Score Content and accuracy 1 Showed few index laws and examples were mostly inappropriate or contained many mistakes Information was displayed in a disorganized manner, inappropriate fonts and colours used Presentation was disorganized and difcult to understand, did not relate to the poster 2 Showed some index laws and examples were somewhat accurate or contained few mistakes Some parts of the information needed to be reorganized, used mostly appropriate fonts and colours Presentation needed more structure to ease understanding, related mostly to the poster 3 Showed many index laws and examples were accurate and contained no mistakes Information was displayed in an organized manner, appropriate fonts and colours used Presentation was organized, interesting and easy to understand, an enriching accompaniment to the poster

Poster design

Presentation

Part 2: Student Journal Entry Criteria/Score Evidence of learning 1 No evidence of understanding index law and did not identify gaps in knowledge, writing mainly copied from texts No evidence of contribution in group poster presentation 2 Lack of evidence of understanding index laws and gaps in knowledge, writing showed some personalisation of knowledge Some evidence of contribution to group poster presentation, minimal tasks identied 3 Clear evidence of understanding index laws and gaps in knowledge, writing showed personalisation of knowledge Clear evidence of good contribution to group poster presentation, specic tasks identied

Evidence of working in a group

INVESTIGATION (TAKE HOME)

1. Using the Distributive Property, a( x + y) = ax + ay expand (i) 2( p + 3) (ii) p( p + q ) (iii) 9(7 x )

2. Using the same method as above, expand (i) (a + b )( x + y) (ii) (2 x + 3)(2 + y) ! ! ! (i)! ! !

(a + b )( x + y) ! = (a + b )(__) + (a + b )(__)
! ! ! !

= (__)(a + b ) + (__)(a + b ) = _____________________

3. Find (a + b )(a + b )

4. Write down, without further calculation (a + b )2 . How do you know this?

INVESTIGATION (TAKE HOME)

5. Expand (i) ( x + 2)2 (ii) (2 x + 1)2 (iii) ( x 3)2 (iv) (5 x 9) 2

6. Can you see a patter in the expansions in Question 5? Consider each of your terms to ll in the diagrams below then draw another diagram for (2 x 3)2

(2 x + 3)2

(2 x 3)2

square

23

__

4 x2

12 x

7. Without expanding, write down the result for (3x + 7)2 . How did you work out each of the terms?

INVESTIGATION (TAKE HOME)

8. Using a similar process, expand (i) (2 x + 1)2 (ii) (3x 4)2 (iii) (ax + b )2 (iv) (a b )2 (i) (2 x + 1)2 ! = (___)2 + 2(____)(____) + (____)2 ! ! !

= ___________________

7. Using a similar process, expand (i) ( x 2 + 2 x 1)2 (ii) ( x 2 + 3x + 2)2 (iii) (2 x 2 + 3x 5)2 (iv) (7 x 2 x 2)2 [Hint: ( x 2 + 2 x 1)2 = { x 2 + (2 x 1)}2 ]

INVESTIGATION (TAKE HOME)

9. Using your results of (a b )2 , (a + b )2 and appropriate substitutions, evaluate (i) 99 2 (ii) 105 2 (iii) 432 (iv) 997 2

INVESTIGATION (VALIDATION TEST)

1. Using the method explored in the take home section, evaluate (i) 52 2 (ii) 9932 (iii) 2112 !

[2 marks] [2 marks] [2 marks]

2. Using the process explored in the take home section, expand (i) (9 x + 7)2 (ii) (3x 3)
2

[2 marks] [2 marks] [3 marks] [3 marks]

(iii) (3x 2 + 3x 3)2 (iv) ( x 2 2 x + 1)2

3. Using the Distributive Property, expand (i) ( x + 7)( x 7) (ii) (2 x + 3)(2 x 3) (iii) (3x 5)(3x + 5)

[1 mark] [1 mark] [1 mark]

4. What do you notice about the results of Question 4? How is each term obtained?

[1 mark]

INVESTIGATION (VALIDATION TEST)

5. Using your results, expand (i) (a + b )(a b ) (ii) (2 x + y)(2 x y) (iii) (2 a + b 5)(2 a + b + 5) (iv) (5 a + 3b 1)(5 a + 3b + 1) (v) (a + 3b c + d )(a + 3b + c d )

[1 mark] [1 mark] [2 marks] [2 marks] [3 marks]

6. Algebraic expressions in the form (a + b )(a b ) are known as the Difference of Two Squares, why do you think they have this name?
[3 marks]

7. Using the Difference of Two Squares and appropriate substitutions, evaluate (i) 99 101 (ii) 17 23 (iii) 56 44 (iv) 992 1008

[2 marks] [2 marks] [2 marks] [2 marks]

FACTORISATION

SIDE-BY-SIDE FACTORS GAME You will need: 1) Instruction sheet 2) Score chart 3) Number tiles/cards Instructions: 1) You will need to be in a group of 2-4 people, arrange yourselves and decide the order in which you will take turns 2) Other players will look at the number sequences given and select the 7 appropriate tiles. They will then place them in the sequence as seen on the instruction sheet 3) The player will then have to rearrange the tiles so that they are lined up side-by-side with no two adjacent tiles having a common factor (e.g 3, 5, 10, 9, 8, 11, 2 is invalid because 5 and 10 have common factor 5) 4) The player can only move one tile at a time. Each time s/he makes one move, a tally will be marked in the score chart next to their name. After each move, the player must give the reason why s/he needs to make another move (e.g If a player moves a tile and ends up with 3, 4, 8, 9, 6, 7, 5 then s/he must say I need another move because 4 and 8 have common factor 2 or I need another move because 9 and 6 have common factor 3) 5) Once a player is satised that their tiles are all lined up side-by-side with no two adjacent tiles having a common factor, the other players will check. If there are no mistakes, the next player takes a turn. If there is a mistake, the player that spots it rst gets a -1 score next to their name and the mistaken player gets a penalty score of 5 6) When all players have completed 2 turns, the scores are added up and the player with the lowest score wins 7) Extension: Each player creates a number sequence and work out the solutions before presenting the problem to the player on their left Number sequences: 11 , 12 , 2 , 11 , 8 , 3 , 2!

[Soln: 2 , 11 , 8 , 3 , 2 , 11 , 12 ] [Soln: 10 , 7 , 2 , 15 , 16 , 17 , 2 ] [Soln: 10 , 11 , 8 , 15 , 4 , 5 , 14 ] [Soln: 12 , 11 , 9 , 14 , 9 , 5 , 18 ] [Soln: 18 , 7 , 9 , 14 , 15 , 14 , 15 ] [Soln: 14 , 3 , 8 , 15 , 4 , 7 , 12 ]

7 , 15 , 2 , 16 , 12 , 17 , 10! 8 , 10 , 4 , 14 , 11 , 15 , 5 ! ! 9 , 11 , 18 , 12 , 5 , 14 , 9 ! ! 18 , 14 , 15 , 7 , 9 , 15! !

15 , 4 , 3 , 7 , 14 , 8 , 12! ! 15 , 11 , 16 , 7 , 4 , 18 , 10 3 , 8 , 12 , 4 , 17 , 3 , 2 15 , 2 , 10 , 12 , 9 , 17 , 12 , 11 10 , 15 , 8 , 11 , 14 , 13 , 6

NOTE: These MIGHT NOT BE THE ONLY SOLUTIONS to the number sequences. Make sure you check if your friend has a different one that works. Solutions are only given to the rst 6 as a guide, try and ll in the solutions for the other number sequences!

FACTORISATION

SCORE CHART

NAME: ______________________
ROUND TALLY SCORE

NAME: ______________________
ROUND TALLY SCORE

NAME: ______________________
ROUND TALLY SCORE

NAME: ______________________
ROUND TALLY SCORE