Teacher: Daniel Hockenbraugh

Polynomial Multiplication
Subject/Grade: Algebra 1/2

Instructional

Standard:
A-SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2
(y2)2,
Objective (Explicit):
Students will use the Distributive property to evaluate multiplications of two binomial expressions.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Combine like terms using integer rules for addition to simplify an expression.
Multiply coefficients of terms in a multiplication problem using integer rules to simplify a given
expression.
Multiply binomial expressions by a monomial using the distributive property of multiplication to simplify
the expression
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
80% Average between all four sections of Math Standards on the mid-unit quiz on factoring GCF and
Polynomial Multiplication
Key vocabulary:
Materials:
Distributive property
Doc Cam
Monomial
Colored Markers
Binomial
CW and HW Sheets
Simplification
Calculator
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Teacher will open class with a review of the homework from the night before. The teacher will review that the
objective of the day before was to factor expressions by finding the GCF of each term in the expression. the
students will guide the teacher through the simplification of the HW questions the students had trouble with and
proceed with the days lesson. The teacher will go over the schedule for the remaining days of the week. The
teacher will remind the students that the current unit is about the simplification of expressions and seeing the
relationships in the structure of expressions. The teacher will go over the objective for the day. The teacher will
explain that the relationship we are looking at is how multiplication of two binomial expressions effects the
simplified form of the expression. The teacher will review the distributive law on an example problem written on
the board at the front of the class to ensure the students understand the distributive property which is required to
proceed with the days lesson.
Teacher Will:
Student Will:
The teacher will let the students work on the first
Take notes on the terms being discussed in class
two questions of the class work assignment which
and answer questions posed by the instructor.
go through the distributive property. The teacher will
ask the students what operation they are performing.

Input

Where the multiplication is done? And when do we

use distribution.
The teacher will explain how when we distribute, we
are multiplying every term by the number outside of
the parenthesis of the parenthesis.
The teacher will ask students to explain their answer
and move on to the next activity.
The teacher will begin the next set of questions by
asking the students what a product is, or what the
operation is when we are finding the product.
(multiplication) the teacher will proceed to ask the
students where the multiplication is in the first
problem in which 2 binomials are written in 2 pairs
of parenthesis, and what are the factors for the
multiplication (multiplication is between the sets of
parenthesis.). The teacher will pose the question,
how do we multiply it if there is no student
response, the teacher will cover one term in the first
set of parenthesis and ask how would we multiply
one term times a polynomial like this?(student
response: distribute.) The teacher will ask the
students what the answer would be when we
multiplied by the one term and write it down. The
teacher will then cover the second term and ask how
we would multiply that one term times the
polynomial. the students will tell her to distribute
and the teacher will write the solution on the board.
The teacher will explain that it does not matter
where how many terms the polynomials have, we
must distribute every term in one set of parenthesis
to the terms in the other set of parenthesis.
understanding this will allow students to multiply
any polynomial times any polynomial.
The teacher will also explain the acronym FOIL.
FOIL refers to all the order in which we must

Independent Practice

Guided Practice

multiply binomials; we must multiply first terms,

outer terms, inner terms, and last terms. The teacher
will explain however that the FOIL method is
exclusive to binomials and will not allow us to
multiply polynomials with more than two terms
since there are more than four pairs of terms being
multiplied.
Differentiation
Definitions of the vocab are given to the students. Redefining of each term is preformed to gain
understanding of the content.
Teacher Will: (CW/Notes)
The teacher will guide the students through 3 of the
four practice problems on double distribution. The
students will provide input through answering the
teachers questions about where the multiplication is,
what do we multiply, if the terms can simplify, and
other questions like these that check for student
understanding of the procedure.

Student Will:
Students will guide the teacher by answering the
questions they pose. The class will work through
the problems as a collective group. Students will
contribute to the solution by responding to the
teachers questions while writing the solutions to
each problem.

The fourth practice problem, the students will work

independently and guide the teacher through the
solution after they have completed to show that they
have strong understanding of the content before
moving on to the independent practice for the day.
Differentiation
Different colors of pens will be used during the guided practice portion of the lesson. The different color
markers help to show case the associated step and factoring and helps guide the students through the
homework when referencing outside the class.
Teacher Will: (Homework)
Student Will:
If time permits at the end of the period, the teacher
Work on the homework independently or in small
will walk the class to monitor student behavior and
groups. The students will ask questions in class if
progress through the assignment. The teacher will
clarification on the assignment or specific
work on a problem from the homework on the board questions when they have them
if many students are struggling on the same
question.

Differentiation
Copies of teacher notes are available for students to use during independent practice time and can be used
to help the students clarify misunderstandings.
Closure/Lesson Summary: \
Today we learned that we can extend the distributive property past multiplication of monomials times
polynomials. The distributive property of multiplication allows us to multiply every term of a polynomial times
every term of a second polynomial. This is yet another tool that we can used in the simplification of expressions
that we have been working on all unit. We will explore more into how we use the distributive property on
polynomials of more than two terms tomorrow.