Lesson Plan: Squaring Binomials (Factoring Square Binomials) Name: Alex Budden Date: 3/17/11 Grade Level: 8th

Course: Algebra Time Allotted: 80 minutes Number of Students: 28 I. Goals y Students will factor trinomials that are the result of binomials squared y Students will use patterns for squaring binomials II. Objectives y Students will recognize trinomials that are the result of binomials squared y Students will use patterns to then factor these trinomials y Students will square binomials using common patterns III. Materials and Resources y Whiteboard y 35 activity worksheets y 12 problems for activity y Large room, where can post 12 problems IV. Motivation1 1. This lesson will follow a lesson on F.O.I.L. I will tell students that they will be learning a shortcut to help them. 2. The students will be given 4 warm-up problems. Over the past few days we have been learning about multiplying binomials. First we used the vertical method. Then we learned a shortcut called F.O.I.L. What if I told you that today we will be learning a few patterns that will make multiplying some binomials even easier? I have written four problems on the board. Work on them on your own for a few minutes before we review them. 3. 4 problems: a. (2x+3)(x+1) i. 2x2+3x+2x+3 = 2x2+5x+3 b. (x-7)(3x+3) i. 3x2-21x+3x-21 = 3x2-18x-21 c. (x+1)2 i. I would make sure to remind students that this means (x+1)(x+1), not (x)2+(1)2 ii. x2+x+x+1 = x2+2x+1 d. (2x-5)(2x-5) i. 4x2-10x-10x+25 = 4x2-20x+25
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In my class we start each lesson with a warm-up. This is why my motivation is so long. The warm-up serves to lead into the lesson.

4. After a few minutes, I will ask 4 students to come up to the board individually to show their work. Transition: Next I will ask students for any patterns that they see in the last two problems. If you will notice, the last two problems are binomials squared, or in other words, a binomial multiplied by itself. Do you notice any patterns between the binomial being squared and its trinomial? a. I will then have students look for patterns. I will write down any patterns that they see on the board (in a corner so that I can refer to them later). V. Lesson Procedure 5. To see if your patterns are correct, lets do one more problem. Lets do (x+4)2. a. Students will work on this individually and then one student will show his/her work on the board. b. (x+4)2 = x2+8x+16 6. Now some of our patterns work for the (x+4)2 product, but some do not. We are now going to use a more general case in order to determine what the square of a binomial looks like. 7. I will then draw this picture on the board (although I will not include the insides, I will let students determine those). The picture works for (a+b)2.

a. 8. Using this grid, what can we say that (a+b)2 is? I will take student answers, and then we will review as a class. Using the four pieces, we get (a+b)2=a2+2ab+b2. 9. Now we will look back at (x+4)2=(x)2+2(x)(4)+(4)2 (a=x, b=4). 10. Next we will look at the general case for (a-b)2. Because this is difficult to draw a picture for, I will ask the students to simply multiply this out, as they have learned in the past (using either FOIL or the vertical method). After giving students a minute or two, we will review the answer on the board. a. (a-b)2=a2-ab-ab-b2=a2-2ab-b2 b. We will now look at the warm-up problem that was (2x-5)2 c. (2x-5)2=(2x)2-2(2x)(5)+(5)2=4x2-20x+25 (a=2x, b=5) d. I will point out that a=2x, not a=x, so students need to make sure to square the coefficient as well as the variable. 11. I will give the students a few more examples to work on (using the patterns): a. (7x+3)2=49x2+42x+9 b. (4x-5t)2=16x2-40xt+25t2 c. Students will be given a few minutes to work individually. I will then ask students to come to the board to share their answers.

12. For the next part of the lesson, we will move on to factoring trinomials that are the result of binomials squared. 13. Now we want to learn how to go backwards. If we are given a trinomial that is a binomial squared, how can we factor that trinomial into the binomial squared? Lets look at a few examples that we have already done in order to find some more patterns. (Although I understand that this is just repetition from before, I think that students need to start with real number examples in order to understand the concepts). a. (x+1)2=x2+2x+1 b. (x+4)2=x2+8x+16 c. Looking at the trinomials above, what patterns do we see that tell us there is a binomial being squared? d. I will ask students for their ideas, which I will then write on the board. 14. I will then review the criteria. If given a trinomial, these 3 facts must hold true in order to factor the trinomial into a binomial squared: a. Is the first term a square? b. Is the last term a square? c. Is the middle term twice the product of the first and last term, ignoring the sign? (This one can be confusing so we will see an example) 15. Why does this make sense? Lets review the abstract cases from before: a. (a+b)2=a2+2ab+b2 b. (a-b)2=a2-2ab+b2 c. They should be able to see the first term squared, last term squared, and twice the product in the middle 16. Lets look at an example from before: a. (7x+3)2=49x2+42x+9 b. Is the first term a square? i. 49x2=(7x)2 c. Is the last term a square? i. 9=(3)2 d. Is the middle term twice the product of the first and last term? i. 42x=(2)(7x)(3) 17. Lets look some more examples. Can these trinomials be factored into square binomials? I will have the students do part a first, and then we will review. If the students have a good grasp on the ideas presented, I will let them do questions b-d. If not, we will go over each question individually. a. 64u2+72u+81v2 i. No, this is not a perfect square. The middle term should be 2(8u)(9v), which is not 72u 2-12m-4 b. 9m i. No, this is not a perfect square. The last term needs to be +4, not -4. 2-8u+1 c. 16u i. This is a perfect square. It can be factored into (4u-1)2. d. What does the middle term need to be in order to make this factorable? 25s2+_____+9v2 i. Middle term is 2(3)(5)=30sv or -30sv

ii. I assume that most students will just find one middle term. I will ask the class if there is more than one answer. Why? Then will then factor the trinomial using both middle terms. iii. It can then be factored into (5s-3v)2 or (5s+3v)2 VI. Closure 18. In order to close the lesson, I will be doing a bell-ringer. It will include the following questions: a. What does the first term need to be in order to make this trinomial a perfect square? ______+20u+25 b. Can there be more than one correct answer? c. Factor your trinomial. VII. Extension In order to solidify the lesson, we will be doing a short game. The class will be split into 8 groups (just number off by 8). There will be 12 stations around the room. Each station will have a big problem on it. Underneath the problem will be the answer to a different question. Each group will start at a different station. They will need to answer the question, and find this answer at a different station. They will then do this problem, etc. until they have finished all of the problems. There is a corresponding worksheet, in which the student needs to write the station number, trinomial, and binomial squared (so that I know there is no cheating going on). Below are the trinomials/binomials: Trinomial Factor 4-12p2q2+4q2 2-2q2)2 9p (3p 4a2b2+4abc2+c4 (2ab+c2)2 6+180p3+100 81p (9p3+10)2 49a2+28ab+4b2 (7a+2b)2 9+16c2-24c (4c-3)2 2 1-8m+16m (1-4m)2 4n2+16n+16 (2n+4)2 9a2+12a+4 (3a+2)2 2-24mn+9n2 16m (4m-3n)2 36y2+84xy+49x2 (6y+7x)2 2+20x+4 25x (5x+2)2 9y2-42yz+49z2 (3y-7z)2 *The activity worksheet and station questions follow this lesson. VIII. Assessment Students will be assessed in many different ways. First students will be assessed as I walk around the room and observe them working on different problems. They will also be assessed when I ask students to show their work on the board (this holds the class accountable as well, because the class must look out for mistakes). Students will be assessed as they work on the game (another form of informal assessment). Finally, students will be assessed during the bell-ringer (so I can see if they have actually learned the content).

IX. Standards NCTM Process Standards y Connections Students should be able to make the connection between the vertical/FOIL methods and the patterns they see when squaring binomials. I want them to see why these patterns hold true. y Reasoning and Proof This standard is seen when students are asked to find patterns when converting from a binomial squared to its trinomial and back. I ask students to make conjectures, and we then investigate these conjectures by doing more problems. Common Core Standards y 6.EE.3 Apply the properties of operations to generate equivalent expressions. This standard is seen when students square the binomials to generate the trinomial (which are equivalent expressions) and when they factor the trinomial into the binomial squared. y 6.EE.4 Identify when 2 expressions are equivalent (i.e. when the two expressions name the same number regardless of which value is substituted into them). Although students are not given 2 expressions to compare in this lesson, this standard can be seen indirectly. This standard is seen when students are asked if a trinomial can be factored into a binomial squared.

Name: _________________________________

Squares of Binomials Game2

Problem # Trinomial Factored Form

Answers to game are given in the extension of the lesson. The first trinomial is station #1, second is station #2, etc.

#1: How can 4 you factor 9p 2 2 2 12p q +4q ?

(6y+7x)2

#2: What does 2 2 (2ab+c ) look like when multiplied out?

(4c-3)2

#3: What does 3 2 (9p +10) look like as a trinomial?

9a2+12a+4

#4: How can you factor 2 49a +28ab+4b 2 ?

4n2+16n+16

#5: How can you factor 2 9+16c -24c?

(3p2-2q2)2

#6: How can you factor 12 8m+16m ?

(4m-3n)2

#7: What does 2 (2n+4) look like as a trinomial?

9y2-42yz+49z2

#8: What does 2 (3a+2) look like as a trinomial?

(7a+2b)2

#9: How can you factor 2 16m 2 24mn+9n ?

81p6+180p3+100

#10: How can you factor 2 36y +84xy+49 2 x?

(1-4m)2

#11: How can you factor 2 25x +20x+4?

4a2b2+4abc2+c4

#12: What 2 does (3y-7z) look like as a trinomial?

(5x+2)2

Order of problem stations: 1 5 2 11 12 7 4 8 3 9 6 10