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Objectives:
1. The student will be able to interpret parts of an expression.
a. Terms, Factors and coefficients
2. The student will be able to characterize complicated expressions by distinguishing one or
more of their parts as a single.
a. Understand P(1+r)n as the product of P and a factor not depending on P.
3. The student will be able to use the structure of an expression to identify different ways to
rewrite an expression.
a. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2 y2)(x2 + y2).
Learning Targets:
1. I can identify what these terms mean: terms, factors, and coefficients.
2. I can recognize each of the single parts of an algebraic equation.
3. I can identify different ways to rewrite an expression to help me see ways to factor.
Purpose of Lesson: The purpose of an algebraic expression is to create an equation by
substituting letters in replace of items in order to solve it. This makes the purpose of the lesson to
be for the student to be able to recognize an expression having multiple parts in order to be able
to rearrange the expression in a way that can be useful when learning to factor. This is important
because factoring an equation helps to solve the equation and find the zeroes of the graph of the
equation.
Introduction: I need a volunteer to come up to the front of the classroom. Okay, as you can see
this persons body is made up of different parts. He has arms, legs, hands, and feet. His body can
function without all the parts and still be considered a body. Everyone has differences in their
body types, different arm sizes and leg lengths, but they are all still bodies. Just the same,
expressions have different parts that can make up the expression. The coefficients of expressions
can be different numerical values, and the terms can vary, but still make up an expression.
Plan for instruction:
My approach to teaching this lesson is a mix of a social cognitive and a behaviorist approach.
Through teaching the lesson I plan to be direct and structured when giving them notes to take. I
also plan on modeling the examples and having the students reflect and try for themselves what
is model. As I begin the lesson, I will write out the definitions for coefficients, terms, and factors
as well as give examples for them. After going over these for the first time, I will have students
do a minute writing where they write down in their own words or give an example of each
word. Once the minute is up, they will turn to their neighbor and tell them what they have/give
each other feedback. This way students are engaging in discussion to help them remember and
learning from each other if they didnt get it. As I am teaching, I will give students examples of
equations that they must identify parts to and rewrite to try on their own. Once they are finished,
I will give the correct answer and ask students to give me a thumbs up/down if they also got the
answer. If there are no thumbs down, we can move on. If there are thumbs down, I will go
through the problem with the whole class so they will know where they went wrong and how to
fix it next time.
Content:
Term: A single number, variable, or numbers and variables multiplied together
EX: 4x
Coefficient: A numerical number or constant factor in an expression
EX: 3xyz- 3 is the constant
Factors: An integer that divides into another integer exactly.
EX: 2 is a factor of 8 because it divides evenly into it
Factors of 8: 1,8,2,4
Example: 2x+4yx+3y
2x, y, 4xy, and 3y are the terms of the expression
The equation can be rewritten as 2x+y(4x+3) or 2x(x+2y)+3
2*2 is a factor of 4, and 2*1 is a factor of 2 so we were able to pull a 2 out of 2x and 4yx.
Example: (x)+(Y)
X and y are the terms of the expression
The equation can be rewritten as (x)+ (y)
3*3 is a factor of 9 so we were able to take the 3 out of 9.
Closure: If we try and think about expressions not as a whole, but as individual parts that make
up the whole, we can have a better understanding of what each part does to change the
expression. Just as we see the difference between what our arms do for our body and what our
legs do, we should be able to see that having 4x in the expression 4x(3+y) will make the
expression different from 7x(3+y) but that they are both expressions with similar terms, just with
a different coefficient on the x. I am passing out this homework sheet for you guys to turn in at
the beginning of class tomorrow. Feel free to work with a homework buddy if you are having a
hard time with it, as well as come to see me after school of you want extra help.