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GOALS
North Carolina Standard Course of Study
COMPETENCY GOAL 1: The learner will perform operations with numbers and expressions to
solve problems.
Objective 1.01
Write equivalent forms of algebraic expressions to solve problems.
c) Factor polynomials.
RATIONALE
The concept of prime factorization learned in earlier grades will be connected and applied to
higher order equations. Students need to understand that factoring polynomials is similar to
finding the prime factorization of integers, as factoring completely is rewriting a polynomial as the
product of its prime factors, ultimately for the purpose of solving equations. Students need to
recognize various cases both explicitly and within more advanced contexts. Not only will this
enhance their mathematical ability but also their ability to analyze and apply concepts to less
explicit cases and use logic to solve more challenging problems. Factoring more complex
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problems improves student problem-solving ability as students discover that concepts they know
may be extended to concepts they have not yet seen.
LEARNING OUTCOMES
Prior Knowledge
Prime factorization ·
Prime numbers ·
Greatest common factor (GCF)
Find the greatest common factor (GCF) for a set of monomials
Squares and square roots
Multiplying polynomials – Foil and Special Cases
UNIT GOALS
Enduring Understandings
Students will
• Recognize linear vs. nonlinear expressions
• Analyze expression by number and types of terms
• Apply appropriate factoring method(s) for a given expression
• Explain the relationship between factoring and multiplying polynomials
• Apply factoring skills to solve higher order equations
Essential Question
What skills and tools do we need to solve equations which may have more than one
possible solution?
Topical Questions
• What is factoring?
• How will we recognize problems which can be factored?
• How will we know which factoring methods to apply?
Topical Understandings
• Why is it necessary to factor out the GCF?
• How does the number of terms affect the factoring method we choose?
• How will we decide which factoring method to use?
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• How can we factor expressions of higher order?
• How can we use factoring in geometry problems?
• How many factors exist in a given expression?
• What methods can be used to solve higher order equations and word problems?
Student Knowledge and Skills
Students will know
• that polynomials have factors.
• how factoring and multiplying are related.
• that factoring can be used to solve higher order equations
Students will be able to
• identify expressions which can be factored
• select the appropriate factoring method base on the degree and number of terms
• apply the appropriate factoring methods in order to factor a polynomial
completely
• solve equations by factoring and applying the Zero Product Property
GRAPHIC ORGANIZER
EVIDENCE
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RESOURCES
Dolciani, M., Swanson, R. & Graham, J. (1992). Algebra 1. Boston: Houghton Mifflin.
Holliday, Marks, etal. (2004).
Algebra I. New York: McGraw Hill Glencoe.
http://www.coolmath.com/algebra/Algebra1/index.html#Algebra_1:_Factoring_&_D
ividing_Polynomials
http://www.quia.com/rr/36611.html
ACTIVITIES
Day 1 Factoring GCF - Monomial and Binomial
Homework: Text page 347 #2- 44 even
Day 2 Factoring Trinomials of the form x 2 + bx + c
Homework: Text page 357 #2-42 even, #48,50
Day 3 Factoring with Lead Coefficient (tie in to FOIL)
Homework: Text page 360 #2-42 even
Day 4 Mixed Review I, II, III with online practice
Homework: Complete Worksheet Mixed Practice 1 and Study for Quiz
Day 5 Quiz
Factoring Differences of Squares and Factoring Perfect Square Trinomials
Homework: Worksheet Special Cases
Day 6 Mixed Review all including white boards
Homework: Worksheet Mixed Practice 2
Day 7 Factoring by Grouping and the Zero Product Property
Homework: Putty Worksheet and text p. 352 #38-44 even
Day 8 Solving by Factoring and Word Problems
Homework: Text p. 366 #2-42 even, and p. 368 #2-10 even
Day 9 Unit Review and Wrap up
Homework: Study for Test
Day 10 Test
No homework
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Lesson 1
Factoring GCF - Monomial and Binomial
Prerequisites
Factor Trees
Prime, Composite
Definitions: constants, terms, monomials, binomials, polynomials
GCF of constants and monomials
LCM of constants and monomials
Resources
White Board and Markers
Dolciani Text
Graphing calculator not encouraged.
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Teacher Input: Students will recognize Patterns to discover GCF in expressions. They will
use knowledge of Distributive property to understand factoring out the GCF. Class examples
are designed to help with homework concepts.
Dolciani 7-6
G: Factor 5m2 – 6m
Emphasize PRODUCT
G: Factor 6x4-15x3+3x2
Dividing each term by GCF
Is entire GCF out? Should be NO GCF LEFT IN PARENS.
What do you do if it is not? Emphasize PRODUCT.
Examine final answer. Does it look less complicated in Parentheses?
GCF is one of the factors of the expression. First step in factoring is ALWAYS to
look for GCF and factor it out if there is one to make expression easier to
examine for more factors.
I: 36r3s2 – 60r2s3
I: #19
G: #25 z(z-1)+2(z-1)
Underline terms
Cross out common factor and write remaining
PRODUCT
I: #27
G: #31 9(1-q) – q(q-1) = 9(1-q) - q(1-q)
Subtraction
‘Turnaround’ subtraction
I: x(x-3) – 7(3-x)
G: y2(y-2) - (y-2)
Insert 1: y2(y-2) - 1(y-2)
Point out difference of squares (future lesson)
I: #39
G: 3(a-1)2 + 2 (a-1)
Binomial factor from squared Binomial
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Summary/Review (5 min)
What is first step in factoring expressions? Look for GCF
What property allows us to take it out? Distributive
Our goal is to write expressions as ___________ (product of its prime factors)
Teacher Reflection
Teacher will reflect on student understanding during guided and independent practice as well as
homework review. Teacher will also reflect on learning during review day as well as on quiz and
unit test.
Evaluation: Homework tonight will be selected so that most students will develop self-
awareness. Hopefully they will make some mistakes on hw (it is only graded on completion, not
on accuracy) so that they can see where pitfalls can occur.
Quiz - day after review Worksheet
Unit test will include problems which have only a GCF and those in which GCF is one of the
factors.
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Lesson 2
Factoring Trinomials of the form x 2 + bx + c (Lead Coefficient of 1)
Prerequisites
Factors
Factoring out the GCF
Resources
Text
Overhead Projector
Review
Daily Homework Check (10 min)
What is first step in factoring completely? FACTOR OUT THE GCF
What types of GCFs have we seen? constants, monomials, binomials
I: Factor x(x-1) + 3(1-x) (x-1)(x-3)
I: Factor x3+7x2+10x
x(x2 + 7x + 10)
* leave space underneath
Lesson
G = Guided Practice
I =Independent Practice
Teacher Input: We have learned that the first step in factoring is to factor out the GCF if there is
one. That may not be the only thing we can do! After factoring out the GCF we want to look back
at the expression to see if we can factor it more. Remember our goal is to factor completely,
which is WRITING AN EXPRESSION AS THE PRODUCT OF ITS PRIME FACTORS. (This skill
will become very important when we factor nonlinear equations.) Today we will learn how to
recognize and factor trinomials, using skills learned in FOIL.
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Foil to check.
Return to previous problem to complete solution.
G: x2+16x+15 What 2 factors of 15 add up to 16?
I: y2+10y+21
Middle term is sum of outers and inners (FOIL)
Notice power of middle term is ½ power of first term
G: x2-5x+4
Middle term negative
Look at signs: Pattern? Last term + means same sign.
G: y2-12y+32
I: y2-18y+32
G: y2-5y-14 Minus sign: Different signs
What two factors of 14 differ by 5?
Place factors, then determine signs.
G: y2+5y-14 Compare to above
I: x2-10x-24
Notice factors. In order to DIFFER, one of them must be higher than middle.
I: x2+5x-24
I: x2+7x+15 Students will struggle to find solution –
IRREDUCIBLE.
PRIME = has only itself and 1 as factors.
G: - x2-15x-36
Want first term positive.
Factor out -1 as GCF.
HW #1-18 all if we stop here.
G: 2a3+10a2-28a GCF!
G: 8+7x-x2
Descending order and neg.
#21 Remove GCF
#33 GCF and rearrange
#39 2 variables – First and last term squared. MIDDLE TERM HAS A PIECE OF EACH.
#49 Higher powers. Middle term is half lead power.
Summary/Review (5 min)
First step in Factoring? GCF
Process we are undoing? FOIL
Last term Plus? same sign
Last term minus? different signs
Middle term power? Half the first or half of each (if 2).
Teacher Reflection
Teacher will reflect on student understanding during guided and independent practice as well as
homework review. Teacher will also reflect on learning during review day as well as on quiz and
unit test.
Evaluation: Homework tonight will be selected so that most students will develop self-
awareness. Hopefully they will make some mistakes on hw (it is only graded on completion, not
on accuracy) so that they can see where pitfalls can occur.
Quiz - day after review Worksheet
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Unit test will include problems which have are only x 2 + bx + c and those in which GCF is one of
the factors.
Lesson 3
Factoring with Lead Coefficient Other than 1(tie in to FOIL)
Prerequisites
Factoring trinomials with lead coefficient 1
Resources
*if smartboard is available, show organizer and fill it in using smartboard.
Text
Student Factoring Graphic Organizer Outline
http://www.kutasoftware.com/FreeWorksheets/Alg1Worksheets/Factoring%202.pdf
(extra resource if needed)
Overhead projector and Homework solution overhead
Review
Daily Homework Check (10 min)
Begin Filling In Student Factoring Graphic Organizer Outline
Lesson
G = Guided Practice
I =Independent Practice
Teacher Input: Remember our goal is to factor completely, which is WRITING AN
EXPRESSION AS THE PRODUCT OF ITS PRIME FACTORS. (This skill will become very
important when we factor nonlinear equations.) Yesterday we factored trinomials that had lead
coefficient 1, or if there was one, we could factor it out and then have a lead coefficient of 1.
Today we will learn how to recognize and factor trinomials with a lead coefficient, using skills
learned in FOIL.
G: 2x2 – 16x + 24
GCF? yes. Factor it out and lead coefficient becomes 1. Then factor again.
2(x-2)(x-6)
G: 2x2+9x+9
GCF? no
( ) ( ) and both signs same – put in signs
2x2 = 2x times x - put in parens
Factors of 9? Think about where to put them.
Middle term as sum of outers and inners, so use 3 and 3.
G: 3a2 + 7a + 2
G: 2a2 – 11a + 12
GCF? no
( ) ( ) and 2a times a.
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look at last term. It’s even, just like the 2.
GCF in original problem? No. So there can’t be a GCF in parens.
Are 6 and 2 options as factors of 12? No. Common factor with 2.
Need one even and one odd or two odds.
Can even factor go in parens with 2?
Options reduced. Try 3 and 4.
I: 3a2+14a+8
I: 6m3 – 39m2 + 45m
Looks strange?
Remember first step!
3m(2m-3)(m-5)
G: 8r2 + 3r – 5
One pos, one neg.
Looking for difference of outers and inners
Decide on factors, THEN signs
G: -20u2-17u+10
Looks strange? Factor out negative.
Try 10u and 2u. Won’t work because 10 has an even factor.
Need Odd factor: 5u and 4u. Place in parens. Where can 5 and 2 go?
Check outers and inners.
Put in signs.
G: #31 6x5-22x3-8x
GCF then 4th power.
2x(3x2+1)( x2-4)
Will soon learn how to factor 2nd parens.
I: #11 8m2+2m-15
(4m-5)(2m+3)
I: #13 10j2 – 37j – 12
(10j+3)(j-4)
G:#37 6u3+23u2v-18uv2
Summary
How many terms? 3
What is first step after GCF? Factors of first
GCF allowed in parentheses? No
Middle term is _______ Sum of outers and inners.
Teacher Reflection
Teacher will reflect on student understanding during guided and independent practice as well as
homework review. Teacher will look at homework. Teacher will also reflect on learning during
review day as well as on quiz and unit test.
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Evaluation: Homework tonight will be selected so that most students will develop self-
awareness. Hopefully they will make some mistakes on hw (it is only graded on completion, not
on accuracy) so that they can see where pitfalls can occur.
Quiz - day after review Worksheet
Unit test will include problems which have only ax 2 + bx + c and those in which GCF is one of
the factors.
Lesson 4
Prerequisites
Factors
Factoring out the GCF
Resources
Worksheet Mixed Practice 1
Overhead
Homework solution overhead
Homework: Complete worksheet and study for quiz. Solutions posted online.
Teacher Reflection
Teacher will reflect on student understanding during online practice as well as review sheet.
Teacher will also reflect on learning with quiz and unit test.
Individual Differences
If student has trouble transferring visual information to paper, one student may turn in problems
for both.
Diverse learner
Calculator only if needed due to learning challenges. Students are expected to work without
calculator.
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Evaluation
Online practice provides immediate feedback. Students can also self-assess by checking
solutions online.
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Lesson 5
Factoring Differences of Squares and Perfect Square Trinomials
Prerequisites
Perfect Squares
Factoring trinomials
Resources
Factoring Quiz
Worksheet Special Cases
Difference of Squares Activity Sheet
Overhead Projector
Review
With students, list perfect squares to 202 on overhead.
Overhead: Even powers of variables as perfect squares.
Summarize Factoring thus far
Lesson
Teacher Input: Today we are looking at special cases. We will look at special trinomials as well
as 2 term expressions which involve perfect squares. Students will recognize that the special
cases may exist when they see perfect squares in the problem. Emphasize looking for perfect
squares.
• Practice: x2 – 100
x2 – 1
4x2 – 49
x2 + 81 (prime – no Sum of Squares)
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x4 – 16 (continues)
x4– 1
• More squares and trinomials
x2 +25
Note perfect squares
Refer back to squaring binomial
Put +10x in middle to make perfect square
Middle term: Double the square roots.
( )2
x2 + 20x + 100
2x2-28x+98 (GCF)
x2 - ____ + 64 Fill in
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Lesson 6
Mixed Review all including white boards
UNIT GOAL: Factoring Expressions Completely
Objective: Review
COMPETENCY GOAL 1: The learner will perform operations with numbers and expressions to
solve problems.
Objective 1.01
Write equivalent forms of algebraic expressions to solve problems.
c) Factor polynomials.
Resources
Overhead
Transparency with Homework Solutions
White Boards with Markers and erasers
Student Factoring Graphic Organizer Outline
Review
Homework Check
Difference of Squares
Trinomial Perfect Squares
Fill in Student Factoring Graphic Organizer Outline
Lesson
Give out whiteboards to each student
Call out practice problems for students to do on white boards. Students raise white
boards with answers
Teacher Input
Fun, energetic, positive reinforcement of factoring concepts
Homework
Worksheet Mixed Practice 2
Evaluation
Whiteboard practice and homework worksheet and test
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Lesson 7
Factoring by Grouping and the Zero Product Property
UNIT GOAL: Factoring Expressions Completely
Objective: Factoring by Grouping and the Zero Product Property
COMPETENCY GOAL 1: The learner will perform operations with numbers and expressions to
solve problems.
Objective 1.01
Write equivalent forms of algebraic expressions to solve problems.
c) Factor polynomials.
Resources
Overhead
Transparency with Homework Solutions
Student Factoring Graphic Organizer Outline
Putty Worksheet
Review
Homework Check
Quick review when looking at and filling in Graphic Organizer
Lesson
Fill in Student Factoring Graphic Organizer Outline
G: Factor m2-6m + 9 – n2.
• How is this different? 4 terms
• Do you see anything familiar in it? Trinomial perfect square.
• Try factoring TPS.
• Now what? Difference of Squares
I: Factor p2 + 4p + 4- 4n2
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(Shifting topics slightly) Question: If I know that the product of 2 ‘things’ is 0, what does at
least one of the ‘things’ have to be? Zero.
If 5a = 0, then a = 0.
G: Solve x2 + 11x + 30 = 0
(x+5) (x+6) = 0
x+5 = 0 or x+6 = 0. Two different factors = 2 solutions
Solve x2 – 11x + 28 = 0
x = 4,7
G: x ( x+2) (x – 8) = 0
How many factors? Three different factors = 3 solutions
x = 0, -2, 8
Rule?
To find solutions to factored quadratic equations, set each factor = 0 and solve for the variable.
Teacher Input: Test will only include solving equations which are already factored. This will
lead us into tomorrow’s lesson in which we will be solving basic quadratic equations. Once
students are comfortable recognizing the factors and setting them = 0, they should be able to
easily make the transition to factoring to solve quadratic equations.
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Lesson 8
Solving by Factoring and Word Problems
COMPETENCY GOAL 1: The learner will perform operations with numbers and expressions to
solve problems.
Objective 1.01
Write equivalent forms of algebraic expressions to solve problems.
c) Factor polynomials.
Review
Homework Check
Yesterday: Solve (3n + 4) (5n + 4) = 0
Lesson
G: Solve x2 – 5x + 4 = 0
• Since it’s equal to zero, what can we do? Factors and Zero Product property.
• (x-4) (x-1) = 0 x = 4,1
G: Solve x2– 9 = 0
• Suggestions? Factor!
• Factor. Now what? Set each factor = 0.
I: 3c2 + 5c – 12 = 0 c = 4/3, -3
G: 6u2 + 7u = 3
• Could factor, but how would you know what factors =?
• Suggestions? Get zero on one side.
• Then factor.
I: 29v = 10 + 10v2 v = 5/2, 2/5
G: (2m-1)(m-3) =18
• Could we solve if it were 0 instead of 18? Yes
• Bring over 18, remultiply then include 18, refactor.
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Homework Text p. 366 #2-42 even, and p. 368 #2-10 even
Lesson 9
UNIT REVIEW
COMPETENCY GOAL 1: The learner will perform operations with numbers and expressions to
solve problems.
Objective 1.01
Write equivalent forms of algebraic expressions to solve problems.
c) Factor polynomials.
Resources
Practice test
Solutions to Practice test (give out near end of class or post online)
Review
Homework Check
Activities
Students work Practice test. May assist each other as needed.
Lesson 10
TEST – 100 points
Resources: Test
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APPENDIX
Individual Differences
Visual: Written Initial Explanation as well as added written notes from oral responses/explanation
and Problem Solving. Use different colored markers. Underline individual parts of problems
(different factors) and draw bubbles around major written concepts. Independent written practice.
Copies of notes if needed.
Auditory: Oral Questions and feedback. Oral Instruction in conjunction with written instruction.
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