Lesson 2

Content Standards;
CCSS 2.3.b: Write expressions in equivalent forms to solve problems.
CCSS 2.3.c: Perform arithmetic operations on polynomials.
CCSS 2.3.d: Understand the relationship between zeros and factors.

Learning Target;
I can manipulate equations algebraically to solve for a variable or variables.

Vocabulary to Know;
Equivalent, Distribution, Expansion, Factoring, Simplification, Exponent and Root
Simplification, Binomial Expansion, Difference of Squares, System, Variable,
Coefficient, Constant, Term, Expression, Equation, Function

Materials;
Problems for difference of squares and systems set up on projector

Preparatory Set (10 min);

Expand the following binomials
( x+1)( x1) (3 y +5)(3 y5) (2 t+7)(2 t7)
What do you notice? What do you think is the factored form of 16 x 236 ?
What is the difference between an equation and an expression?

Lecture/Group Guided Discussion (30 min);

Reminder on solving equations for a variable by doing the same thing on each side
of the equal sign; then discuss how to use the strategies of equivalence to solve as
needed. Work through examples on how to solve for a variable.
2
16 x 36=0 25 n2+ 10 n=45 2
a +3 a+1=1
Reminder on solving systems for multiple variables; then work on using the same
strategies of equivalence to solve. Work through examples on how to solve for a set
of variables.
5 2 2
n(m+n)=0 18 y =9 x 9 a b =20 a
xy
m+ 10=3 n 1= 4.5 a 3 b=5
9
Activity/Check for Understanding (10 min);
Turn and talk to your group and remind each other of some of the strategies that we
used to determine equivalence yesterday and through the preparatory set. Create a
small poster with these terms and an example for each. These posters will be added
to throughout the chapter and used as a note sheet on the test. These problem
solving strategies are always the same and can be used in different situations.

Close Out/Assign Homework (2 min);

Given extra time in the period, students can start on the homework assignment.
3.3.2 23-28, 32-34

Reflection;
Students responded well to creating individual posters to be used as notes later, but
many did not follow through in finishing them for homework. Possibly consider
adding more time in class with an example of what a full poster could look like. Is
there another way to motivate students to finish these summary/notes sheets on
their own? Students were told that these would be their notes for future quizzes and
tests but did not have them ready for the assessments.