Lawson mt2 Lesson Plan

Math 2
Factoring Quadratics Stations

Mathematics Learning Objectives:
Students will be able to identify factors of numbers and expressions and the greatest common factor.
Students will be able to factor by grouping for any value of a ≠ 0.
Students will be able to solve quadratic equations.
Students will be able to apply the concept of area with factoring quadratic expressions to find side lengths.
Students will be able to critique the reasoning and problem solving of others when factoring quadratics.
Language Objectives:
1. Language Function: Explain
2. Vocabulary and Symbols: Factor, Factoring
3. Mathematical Precision: Students will be able to explain that a factor is an expression or number that
divides another expression or number evenly. Students will be able to apply multiple procedures of factoring
to find these factors.
4. Discourse: Students explain how they found the factors for a number or expression to their peers.
5. Language Supports: Students discuss the meaning of factoring, identify factors, and define what is a factor
at the beginning the lesson. Then are asked to factor throughout the lesson.
Essential Question:
What is factoring (conceptually)? How do we factor using multiple methods? How do you using factoring and
solving quadratic equations in area models or construction scenarios?
North Carolina Mathematics Standards:
NC.M2.A-REI.1 - Understand solving equations as a process of reasoning and explain the reasoning. Justify a
chosen solution method and each step of the solving process for quadratic, square root, and inverse variation
equations using mathematical reasoning.
NC.M2.A-SSE.1a - Interpret the structure of expressions. Interpret expressions that represent a quantity in
terms of its context.
a. Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric
expression, including terms, factors, coefficients, radicands, and exponents.
NC.M2.A-SSE.1b Interpret the structure of expressions. Interpret expressions that represent a quantity in terms
of its context.
b. Interpret quadratic and square root expressions made of multiple parts as a combination of single entities
to give meaning in terms of a context.
Common Core State Mathematical Practice Standards:
CCSS.MATH.PRACTICE.MP2 – Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 – Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP7 – Look for and make use of structure.
Materials:
Five groups of tables for 5 stations
Calculators
Handouts attached below
White Board for explanations
Pencils
Notebook to track student needs for grouping
Notes to the reader:
Students should be familiar with factoring when a=1 and when a>1. Students should also be able to find the
greatest common factor and factor it out. Students saw solving quadratic equations the day before but were still
struggling with factoring. Some will practice factoring out the greatest common factor, others factoring when
a=1 or a>1, and then pushing beyond to solve quadratics and think conceptually about quadratic expressions as
area. Students will work with at least 2 stations. This lesson is a review of factoring and an extension to the next
level when students are comfortable and demonstrate competency.
Time: 90 minutes
Time What is the teacher doing? (Be sure to include What are students doing?
questions the teacher will ask and academic
language supports)
20 Warm up Responses -
min Goal of this section: To help students understand
conceptually what they are doing when they are
factoring. To help students extend they
knowledge based on their current standing. To
determine what students are strong on and what
they need more time with so we can group
appropriately.
What is a factor? The pieces you multiply together to get a number.
So, what are you doing when you are factoring? Finding the pieces that multiply together to get a
We’re going to do a few problems just to check product.
how we’re doing and review.
For the first problem, model how to explain your
thinking by asking for student responses and then
probing for further explanation. Ask students
frequently what to do next and why they know
they can do it. Ask for clarification on how to
write it.
For the second problem, you can continue this
process or have a student explain. Find a student
that wants to share their solution, if there is an
error they can still share. Let students correct
them.
For the third problem, have students explain their
solutions. Ask students beforehand if they would
share, try to pick students that do not often
explain their thinking in class or speak often in
class to help them build some confidence. If there
is an error, they can still share. Let students
correct them. If there are multiple solutions, show
them and compare methods. Ask why throughout
to make sure every student knows why they are
doing each step. Make sure you summarize what
they are doing or revoice what they said and add Students may struggle to remember the process
language such as grouping, finding the greatest for factoring initially but should catch on quickly
common factor, and our term: undistribute. since this is a refresher.
y^2+14y+45 Diamond: 5, 9
y^2+5y+9y+45 = y(y+5)+9(y+5)
Undistribute: (y+9)(y+5)
Diamond: -4, -4
16u^2-8u+1 16u^2-4u-4u+1 = 4u(4u-1)-1(4u-1)
Undistribute = (4u-1)(4u-1)=(4u-1)^2
Students may struggle with negative signs
Factor gcf: 4(x^2+5x+6)
(4x^2+20x+24) Diamond: 2, 3
Have students tell you how to write the process 4(x^2+2x+3x+6) = 4(x(x+2) + 3(x+2))
on the board. UNDISTRIBUTE: 4(x+3)(x+2)
What happens if you reverse the process we just Multiplying binomials
used to factor? What are doing if we started from Middle step is double distribution. So, we are
the bottom? undistributing in that step.
So, what are you doing when you’re factoring? Finding the factors. Finding the pieces that
*** You are finding the expression or number multiply together.
that evenly divides the expression or number you
have.
5-10 Launch - Group students by skills they need to practice.
min We are going to work in 5 stations today and Group students by who can be filmed and who
you’ll stay about 20 minutes at each station, so cannot, then group down further into 5 groups
you will not get to every station. based on the skills they need to practice or the
Station 1 - Near desk - VNK - gcf extension they need.
Station 2 - Back left - VNK - a>1
Station 3 - Top right - Ashley - a=1 Take notes while students are working on warm-
Station 4 - Back right - Ashley - combined up problems to determine placement for today.
methods factoring
Station 5 - middle - Ashley & VNK - applications
and concepts for quadratics
Work together for about 20 minutes on these
problems. Discuss with partners how to do these
and share your methods and reasoning. Ask
questions of your partners.
15 - Students go to first station Students move to tables and start working
20 Goal of this section: For students to practice
min factoring and work through some of their
misconceptions.
Ashley to Station 3 & 4 & 5
VNK to Stations 1 & 2 & 5
Walk around supporting students as they work on
these problems. Answer keys are attached below.
To support students ask them questions such as:
What are the factors of a*c (but use the actual Dependent on the problem but look for finding
numbers)? multiple factors.
How can you use math diamonds to help you? They can draw them out and see if they can find
the missing diamond pieces factors.
Remind me what you’re looking for? They things that multiply together to be this
expression.
What are the factors? The pieces that multiply together to equal the
expression. The expression or number that evenly
divides our expression.
Station 5 Questions/Scaffolding -
Try drawing a picture.
How can you find the side lengths of a rectangle Factor the quadratic.
when you know the area is a quadratic
expression?
Q4 - How can you use math diamonds to support Place the pieces that you do have for the math
you? diamond and find the missing pieces.
Q7 - How does it help you to know that this area All 3 lots are equal, you can factor out 3 as the
is the sum of all three lots? GCF
Q8 - What are the sides lengths of the rectangle? (3x+8)(x+10)
Q8 - Try labeling your sides
Q9 - How can you write length in relation to x+3 or w+3
width?
Q9 - Does a length of -8 make sense? No. Can’t have negative length
Q10 - Does a length of -6/5 make sense? No. Can’t have negative length
Q10 - How does your picture help you? Did you I know side length x side length = area
check your solution? Check solution and see that 2 makes sense, or
reason about the context for a negative solution.
Positive
Q12 - What does the problem say about the 7
integers? So which number makes sense?
Goal for station 1: Find the greatest common
factor of an expression - to relate that this is a
number or expression that divides evenly into the
original expression
Goal for station 2: For students to factor a
quadratic where a>1. They will apply methods
from a=1 and expand upon them using math
diamonds to find the factors for a*c. For students
to make connections that while the process is
similar from a=1, they have to consider a*c.
quadratic where a=1. To determine factors for c
(which is really a*c since a=1).
Goal for station 4: For students to connect all of
the various types of factoring and to see that they
can factor out the greatest common factor, and
then apply the same skills they used for a=1 and
a>1 when factoring.
Goal for station 5: For students to solve
quadratics by factoring. For students to connect
binomial multiplication to area. For students to
connect factoring procedures to concepts and area
models.
15- Students go to second station Students move to tables and start working
20 Goal of this section: Students will move onto the
min next level to continue practicing more
complicated factoring. If they are working with
gcf, they will move to a=1, a=1 to a>1, a>1 to
combined methods factoring, combined methods
factoring to challenge problems. Students in the
challenge problems will remain here. It is not
expected that they will finish all of the problems.
Ashley to Station 3 & 4
VNK to Stations 1 & 2
Remind me what you’re looking for? They things that multiply together to be this
expression.
For Station 5 questions, refer to first station
rotation above
quadratic where a=1. To determine factors for c
(which is really a*c since a=1).
a>1 when factoring.
models.
20 Students go to third station Students move to tables and start working
min Goal of this section: Students will move onto the
next level to continue practicing more
complicated factoring. If they are working on
factoring when a=1, they move to a>1, a>1 to
combined methods factoring, combined methods
factoring to challenge problems. Students in the
challenge problems will remain here for the
remainder of class. It is not expected that they
will finish all of the problems.
Remind me what you’re looking for? The things that multiply together to be this
expression.
rotation above
a>1 when factoring.
models.
20 Students go to fourth station Students move to tables and start working
min Goal of this section: Students will move onto the
next level to continue practicing more
complicated factoring. If they are working with
a>1, they move to the combined methods
factoring, and then combined methods factoring
to challenge problems. The goal is for as many
students as possible to reach the challenge
problems to push them conceptually. But it is
important for them to be ready to encounter such
difficult problems with a strong foundation for
factoring.
the missing diamond pieces
Factors.
Remind me what you’re looking for? The things that multiply together to be this
expression.
rotation above
a>1 when factoring.
models.
5 Wrap - up Factoring is finding the factors (number or
mins So, what is factoring again? expression) that divide evenly into the original
expression.
Factoring Polynomials by Grouping Name_______________________________
GCF
Date __________________
1) 6𝑥 + 3
2) 24𝑥 2 − 8𝑥
3) 6𝑥 − 12
4) 2𝑥 2 + 8𝑥
5) 4𝑥 + 10
6) 2𝑥 3 + 9𝑥 2
7) 10𝑥 2 𝑦 − 15𝑥𝑦 2
8) 10𝑥 2 + 35𝑥
9) 5𝑥 5 − 4𝑥 3
10) 12𝑥 2 − 9𝑥 + 15
11) 3𝑛3 − 12𝑛2 − 30𝑛

12) 9𝑚2 − 4𝑛 + 12
13) 2𝑥 3 − 3𝑥 2 + 5𝑥
14) 13𝑚 + 26𝑚2 − 39𝑚3
15) 17𝑥 2 + 34𝑥 + 51

16) 18𝑚2 𝑛4 − 12𝑚2 𝑛3 + 24𝑚2 𝑛2
Factoring Polynomials by Grouping Name ANSWER KEY
GCF
Date __________________
1) 6𝑥 + 3 2
2) 24𝑥 − 8𝑥
3(2𝑥 + 1) 8𝑥(3𝑥 − 1)
3) 6𝑥 − 12 4) 2𝑥 2 + 8𝑥
6(𝑥 − 2) 2𝑥(𝑥 + 4)
5) 4𝑥 + 10 6) 2𝑥 3 + 9𝑥 2
2(2𝑥 + 5) 𝑥 2 (2𝑥 + 9)
7) 10𝑥 2 𝑦 − 15𝑥𝑦 2 8) 10𝑥 2 + 35𝑥

5𝑥𝑦(2𝑥 − 3𝑦) 5𝑥(2𝑥 + 7)
9) 5𝑥 5 − 4𝑥 3 10) 12𝑥 2 − 9𝑥 + 15
𝑥 3 (5𝑥 2 − 4) 3(4𝑥 2 − 3𝑥 + 5)
11) 3𝑛3 − 12𝑛2 − 30𝑛 12) 9𝑚2 − 4𝑛 + 12

3𝑛(𝑛2 − 4𝑛 − 10) Prime
13) 2𝑥 3 − 3𝑥 2 + 5𝑥 14) 13𝑚 + 26𝑚2 − 39𝑚3

𝑥(2𝑥 2 − 3𝑥 + 5) 13𝑚(1 + 2𝑚 − 3𝑚2 )
15) 17𝑥 2 + 34𝑥 + 51 16) 18𝑚2 𝑛4 − 12𝑚2 𝑛3 + 24𝑚2 𝑛2

17(𝑥 2 + 2𝑥 + 3) 6𝑚2 𝑛2 (3𝑛2 − 2𝑛 + 4)
Factoring Polynomials by Grouping Name____________________________
A=1
Date __________________
1) 𝑏 2 − 9𝑏 + 20 2) 𝑚2 + 10𝑚 + 21
3) 𝑎2 + 2𝑎 − 15 4) 𝑥 2 − 10𝑥 + 25
5) 𝑛2 + 11𝑛 + 18 6) 𝑎2 − 6𝑎 + 9
7) 𝑚2 − 64 8) 𝑚2 + 13𝑚 − 36
9) 𝑥 2 − 22𝑥 − 75 10) 𝑘 2 − 20𝑘 + 51
11) 𝑥 2 − 3𝑥 − 40 12) 𝑛2 + 2𝑛 + 4
13) 𝑥 2 − 9𝑥 − 36 14) 𝑣 2 + 12𝑣 + 20
15) 3 − 4𝑡 + 𝑡^2 16) 𝑥 2 + 7𝑥 + 12

A=1
Date __________________
1) 𝑏 2 − 9𝑏 + 20 2) 𝑚2 + 10𝑚 + 21
(𝑏 − 4)(𝑏 − 5) (𝑚 + 3)(𝑚 + 7)
3) 𝑎2 + 2𝑎 − 15 4) 𝑥 2 − 10𝑥 + 25
(𝑎 + 5)(𝑎 − 3) (𝑥 − 5)(𝑥 − 5) = (𝑥 − 5)2
5) 𝑛2 + 11𝑛 + 18 6) 𝑎2 − 6𝑎 + 9
(𝑛 + 2)(𝑛 + 9) (𝑎 − 3)(𝑎 − 3) = (𝑎 − 3)2
7) 𝑚2 − 64 8) 𝑚2 + 13𝑚 − 36
(𝑚 − 8)(𝑚 + 8) Prime
9) 𝑥 2 − 22𝑥 − 75 10) 𝑘 2 − 20𝑘 + 51

(𝑥 − 25)(𝑥 − 3) (3 − 𝑘)(17 − 𝑘) 𝑜𝑟 (𝑘 − 3)(𝑘 − 17)
11) 𝑥 2 − 3𝑥 − 40 12) 𝑛2 + 2𝑛 + 4
(𝑥 − 8)(𝑥 + 5) Prime
13) 𝑥 2 − 9𝑥 − 36 14) 𝑣 2 + 12𝑣 + 20

(𝑥 − 12)(𝑥 + 3) (𝑣 + 2)(𝑣 + 10)
15) 3 − 4𝑡 + 𝑡^2 16) 𝑥 2 + 7𝑥 + 12

(𝑡 − 3)(𝑡 − 1) (𝑥 + 3)(𝑥 + 4)
A>1
Date __________________
1) 3𝑟 2 + 10𝑟 − 25 2) 7𝑥 2 − 𝑥 − 6
3) 5𝑘 2 + 42𝑘 + 49 4) 5𝑘 2 − 27𝑘 + 28
5) 2𝑣 2 − 𝑣 − 6 6) 7𝑧 2 − 43𝑧 + 6
7) 5𝑛2 + 2𝑛 + 7 8) 7𝑥 2 + 26𝑥 + 15
9) 3𝑥 2 − 𝑥 − 10 10) 2𝑛2 − 11𝑛 + 12
11) 7𝑥 2 − 40𝑥 − 12 12) 3𝑎2 − 57𝑎 + 270
13) 6𝑥 2 + 19𝑥 + 15 14) 6𝑥 2 − 7𝑥 − 20

A>1
Date __________________
1) 3𝑟 2 + 10𝑟 − 25 2) 7𝑥 2 − 𝑥 − 6
(3𝑟 − 5)(𝑟 + 5) (7𝑥 + 6)(𝑥 − 1)
3) 5𝑘 2 + 42𝑘 + 49 4) 5𝑘 2 − 27𝑘 + 28
(5𝑘 + 7)(𝑘 + 7) (5𝑘 − 7)(𝑘 − 4)
5) 2𝑣 2 − 𝑣 − 6 6) 7𝑧 2 − 43𝑧 + 6
(2𝑣 + 3)(𝑣 − 2) (7𝑧 − 1)(𝑧 − 6)
7) 5𝑛2 + 2𝑛 + 7 8) 7𝑥 2 + 26𝑥 + 15
Prime (7𝑥 + 5)(𝑥 + 3)
9) 3𝑥 2 − 𝑥 − 10 10) 2𝑛2 − 11𝑛 + 12

(3𝑥 + 5)(𝑥 − 2) (2𝑛 − 3)(𝑛 − 4)
11) 7𝑥 2 − 40𝑥 − 12 12) 3𝑎2 − 57𝑎 + 270

(7𝑥 + 2)(𝑥 − 6) 3(𝑎 − 9)(𝑎 − 10)
13) 6𝑥 2 + 19𝑥 + 15 14) 6𝑥 2 − 7𝑥 − 20

(2𝑥 + 3)(3𝑥 + 5) (3𝑥 + 4)(2𝑥 − 5)
GCF Leftovers
Date __________________
1) 2𝑥 2 − 8 2) 2𝑥 2 + 8𝑥 + 6
3) 3𝑛2 + 9𝑛 − 30 4) 6𝑥 2 − 26𝑥 − 20
5) 2𝑥 2 + 12𝑥 − 80 6) 5𝑡 2 + 15𝑡 + 10
7) 8𝑛2 − 18 8) 14𝑥 2 + 7𝑥 − 21
9) 4𝑥 2 + 16𝑥 + 16 10) 16𝑥 2 − 40𝑥 − 24
11) 27𝑥 2 − 36𝑥 + 12 12) 5𝑥 2 − 60𝑥 − 140
13) 12𝑥 2 − 44𝑥 + 24 14) 10𝑥 2 − 50𝑥 + 40
15) 12𝑛2 + 2𝑥 + 31 16) 18𝑘 2 + 81𝑘 + 63

GCF Leftovers
Date __________________
1) 2𝑥 2 − 8 2) 2𝑥 2 + 8𝑥 + 6
2(𝑥 + 2)(𝑥 − 2) 2(𝑥 + 3)(𝑥 + 1)
3) 3𝑛2 + 9𝑛 − 30 4) 6𝑥 2 − 26𝑥 − 20
3(𝑛 + 5)(𝑛 − 2) 2(3𝑥 + 2)(𝑥 − 5)
5) 2𝑥 2 + 12𝑥 − 80 6) 5𝑡 2 + 15𝑡 + 10
2(𝑥 + 10)(𝑥 − 4) 5(𝑡 + 1)(𝑡 + 2)
7) 8𝑛2 − 18 8) 14𝑥 2 + 7𝑥 − 21
2(2𝑛 + 3)(2𝑛 − 3) 7(2𝑥 + 3)(𝑥 − 1)
9) 4𝑥 2 + 16𝑥 + 16 10) 16𝑥 2 − 40𝑥 − 24

4(𝑥 + 2)2 8(2𝑥 + 1)(𝑥 − 3)
11) 27𝑥 2 − 36𝑥 + 12 12) 5𝑥 2 − 60𝑥 − 140

3(3𝑥 − 2)2 5(𝑥 − 14)(𝑥 + 2)
13) 12𝑥 2 − 44𝑥 + 24 14) 10𝑥 2 − 50𝑥 + 40

4(3𝑥 − 2)(𝑥 − 3) 10(𝑥 − 1)(𝑥 − 4)
15) 12𝑛2 + 2𝑥 + 31 16) 18𝑘 2 + 81𝑘 + 63

Prime 9(2𝑘 + 7)(𝑘 + 1)
Extension
Date __________________
1. Suppose the total area of a rectangle is represented by the expression 𝑥 2 + 5𝑥 + 3𝑥 + 15,

a. Draw a diagram and label it according to the information provided in the expression.
b. Write an expression for each side length.
c. Write an algebraic expression for the total area of the large rectangle as a product of
the length and width.
d. The perimeter of the rectangle is 52 in. What are the numerical values of each side
length? What is the numerical area of the rectangle?
2. The area of a rectangle is 2𝑥 2 − 5𝑥 − 3. The perimeter is 296 in. What are the side lengths?
3. A rectangle has an area of 𝑥 2 + 14𝑥 + 49. What are the side lengths? What else could this
shape be called? How do you know?
Extension
Date __________________
4. Find the values for the missing numbers that will make the given expressions equivalent:
a. 𝑥 2 + 12𝑥 + _______ = (𝑥 + 4)(𝑥 + ______)
b. 𝑥 2 + ______ + 𝑥 − 8 = (𝑥 + 4)(𝑥 + _____)
5. Determine the expressions for the length and width of the rectangle whose area is represented
by the expression 𝑥 2 + 8𝑥 + 7.
a. If the perimeter is 56 in., what are the numerical values of each side length of the
rectangle?
6. A rectangle has an area of 𝑛2 + 3𝑛 − 12. When Simon measured the area of the rectangle, he
found that the area was also equal to 6. What are the side lengths of the rectangle? What are
the possible values of n?
7. A housing developer is preparing to order mulch for landscaping. She must know the area of
each lot to determine how much to order. There are three lots that have exactly the same
width and length. The developer finds that the total area of all three lots together can be
represented by 3𝑥 2 + 21𝑥 + 30 where x is the length of the original square lot.
a. Write an expression that represents the area of one of the three lots? Explain your
reasoning.
b. What is the length and width of one of these lots?
c. The total area of the three lots can be written with equivalent expressions. Write three
different expressions that represent the total area of all three lots. Identify which one
is in expanded form and which one is in completely factored form.
Extension
Date __________________
8. The area of the rectangle shown in the figure is

3𝑥 2 + 38𝑥 + 80. What is the area of the shaded
region?
9. The length of a rectangle is 3 more than the width. If the area is 40 square inches, what are
the dimensions?
10. If each side of a square is increased by 6, the area is multiplied by 16. Find the side of the
original square. (Hint: Draw two pictures)
11. A plot of land for sale has a width of x ft., and a length that is 8ft less than its width. A
farmer will only purchase the land if it measures 240 square feet. What value of x will cause
the farmer to purchase the land?
12. Find two consecutive positive integers such that the square of the first decreased by 17 equals
4 times the second.

Lawson mt2 Lesson Plan

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Lawson mt2 Lesson Plan

Transféré par

Droits d'auteur :

Formats disponibles

Math 2

Factoring Quadratics Stations

What is a factor? The pieces you multiply together to get a number.

11) 3𝑛3 − 12𝑛2 − 30𝑛

15) 17𝑥 2 + 34𝑥 + 51

7) 10𝑥 2 𝑦 − 15𝑥𝑦 2 8) 10𝑥 2 + 35𝑥

11) 3𝑛3 − 12𝑛2 − 30𝑛 12) 9𝑚2 − 4𝑛 + 12

13) 2𝑥 3 − 3𝑥 2 + 5𝑥 14) 13𝑚 + 26𝑚2 − 39𝑚3

15) 17𝑥 2 + 34𝑥 + 51 16) 18𝑚2 𝑛4 − 12𝑚2 𝑛3 + 24𝑚2 𝑛2

9) 𝑥 2 − 22𝑥 − 75 10) 𝑘 2 − 20𝑘 + 51

13) 𝑥 2 − 9𝑥 − 36 14) 𝑣 2 + 12𝑣 + 20

15) 3 − 4𝑡 + 𝑡^2 16) 𝑥 2 + 7𝑥 + 12

9) 𝑥 2 − 22𝑥 − 75 10) 𝑘 2 − 20𝑘 + 51

13) 𝑥 2 − 9𝑥 − 36 14) 𝑣 2 + 12𝑣 + 20

15) 3 − 4𝑡 + 𝑡^2 16) 𝑥 2 + 7𝑥 + 12

9) 3𝑥 2 − 𝑥 − 10 10) 2𝑛2 − 11𝑛 + 12

11) 7𝑥 2 − 40𝑥 − 12 12) 3𝑎2 − 57𝑎 + 270

13) 6𝑥 2 + 19𝑥 + 15 14) 6𝑥 2 − 7𝑥 − 20

9) 3𝑥 2 − 𝑥 − 10 10) 2𝑛2 − 11𝑛 + 12

11) 7𝑥 2 − 40𝑥 − 12 12) 3𝑎2 − 57𝑎 + 270

13) 6𝑥 2 + 19𝑥 + 15 14) 6𝑥 2 − 7𝑥 − 20

9) 4𝑥 2 + 16𝑥 + 16 10) 16𝑥 2 − 40𝑥 − 24

11) 27𝑥 2 − 36𝑥 + 12 12) 5𝑥 2 − 60𝑥 − 140

13) 12𝑥 2 − 44𝑥 + 24 14) 10𝑥 2 − 50𝑥 + 40

15) 12𝑛2 + 2𝑥 + 31 16) 18𝑘 2 + 81𝑘 + 63

9) 4𝑥 2 + 16𝑥 + 16 10) 16𝑥 2 − 40𝑥 − 24

11) 27𝑥 2 − 36𝑥 + 12 12) 5𝑥 2 − 60𝑥 − 140

13) 12𝑥 2 − 44𝑥 + 24 14) 10𝑥 2 − 50𝑥 + 40

15) 12𝑛2 + 2𝑥 + 31 16) 18𝑘 2 + 81𝑘 + 63

1. Suppose the total area of a rectangle is represented by the expression 𝑥 2 + 5𝑥 + 3𝑥 + 15,

b. Write an expression for each side length.

b. 𝑥 2 + ______ + 𝑥 − 8 = (𝑥 + 4)(𝑥 + _____)

b. What is the length and width of one of these lots?

8. The area of the rectangle shown in the figure is

Vous aimerez peut-être aussi

b. 𝑥 2 + __ + 𝑥 − 8 = (𝑥 + 4)(𝑥 + _)