Lesson Plan 1

Name: Danielle Alexander

Lesson Title: Factoring the difference of two squares

Desired Results or Learning Targets

Standard:
CCSS.HS.A.SSE.1a Interpret parts of an expressions such as terms, factors, and coefficients.
CCSS.HS.A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
CCSS.HS.A.SSE.3a Factor a quadratic expression to reveal the zeros of the function it defines.
CCSS.HS.A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are
closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials
CCSS.HS.A.REI.4 Solve quadratic equations in one variable
CCSS.HA.A.REI.4b Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots,
completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

Learning Objectives: Assessment planned for the objectives:

Students will be able to develop the equation to factor a Students will create formula for difference of two
difference of two squares polynomial. squares and be able to summarize what they
found (conceptual understanding).
Essential Questions: How do we factor polynomials with Assessment criteria:
special products? What are the special product patterns? - Correct formula
- Reasoning behind formula
Actively participating in activity throughout class
period
Opening
Class Discussion:
Where are polynomials seen in real life? Quadratic equations show students a quadratic function.
Where are quadratic functions seen in everyday life? Show the students the pictures below about dancers, a
baseball, basketball, soccer ball, etc. and ask the students what they see quadratic function (parabolas). Ask
the students to discuss why we need to understand how to factor we need to know how to factor to
understand the mechanics/physics behind the behaviors of these common motions.

Can you notice any patterns in order to find the difference of two squares?
o Look at 4^2 2^2 = 16 4 = 12
o 9^2 4^2 = 81 16 = 65
o 21^2 11^2 = 441 121 = 320
o a^2 b^2 = ?
What do you think a^2 b^2 will be?
Main Activities
- Lets try to develop a formula to find the difference of two squares when the numbers are
unknown.
- Take the piece of graph paper on your desk and cut out a square that is 21 x 21. Lets have a
= 21, label all the sides of the square, a.
 o What is the area of this larger square? 21 x 21 = 441 square units
- On this a x a square, cut out a square that is 11 x 11. Lets have b = 11, and label all the sides
of this smaller square b.
o What is the area of this smaller square? 11 x 11 = 121 square units

- Now that we know the length of a and b, what are the lengths of the missing sides?
o (a-b) , b . . . show a picture and circle the lengths the students need to find.

o
- Do we know the area of this new shape? How can we create a rectangle of the left over shape
to make finding the area a little easier?
o Cut a diagonal from corner to corner, and place together. The length = (a + b) and
width = (a b).

- What is the area of this rectangle? What does this rectangle represent to us?
o (a b)(a + b)
o Difference of two squares

- Can we use our previous knowledge from last week in order to expand this? What can we use?
And what does this look like?
o FOIL
o a^2 + ab ab b^2 = a^2 b^2.
- Does this look like something we saw earlier? What if we plugged in the values of a and b (21
and 11)? Do we get the correct answer?
o 21^2 11^2 = 441 121 = 320
o (21 11)(21 + 11) = (10)(32) = 320
- How can we apply this to trying to factor x^2 16?
- x^2 16
- 4x^2 9
- Can you make a rule for the difference of two squares?
o Difference of two squares
 = ( + )( )
- ** Make sure to explain how the activity helped. Explain how we had a square, and took away
another square, and we wanted to find the area of the left over (or the difference of two
squares).
- **Ask the students if there is another way they can find the difference of two squares using
the method we previously learned (multiply a and c, find factors that add up to be the middle
term = 0).
- Practice Problems:
- 1. 2 81
o (r 9)(r + 9)
- 2. 9 2 4 2
o (3x 2y)(3x + 2y)
- 3. 2 100 = 0
o (x 10)(x + 10) = 0
o x = 10 or x = - 10
- 4. 16m^2 36 = 0
o (4m 6)(4m + 6) = 0
o m = 3/2 or m = - 3/2
Closure
- Exit Ticket (turn in at end of class): Write down three things that the difference of squares
means to you.
- Assign homework (7.7 worksheet, only page 5 *Puzzle Time)
Targeted Supports for whole class:
I will support the entire class by having visual representations (graph paper rectangle that we used to develop
our formula) and allowing students the ability to come up with different ways to factor the difference of two
squares by discussing with their partners. These visual representations are also allowing the students to see
how the difference of two squares formula is derived and why its true.
Targeted Supports for specific students:
Students have expressed they dont like how math is sometimes following steps and not discovering the
concepts themselves. To fix this, the students will be able to visually see how the formula for the difference of
two squares is discovered. The students will also be able to talk with partners and think critically about the
difference of squares, because when students are able to work as a team and talk through their solutions, they
are able to internalize the process more.
Main Learning Task:
Students will be able to develop the equation to factor a difference of two squares polynomial by using a visual
representation of finding the area of whats left over of a square when we take away a square.
Language Function used in this task:
Develop
Supports to help students for the language function:
- Partners to explain their process to
- Notes to find information to help them if they are stuck
- Factoring Foldable to help them if they forget a rule about factoring
- Textbook to look back to for examples
- CTs website that lists extra practice for clarification
- Hands on activity to see how the difference of squares is developed
Discourse taught in the lesson:
Students will participate in mathematical discourse by explaining to their partners how they developed their
equation for a difference of two squares and how it can be applied to factor different polynomials. Students are
using syntax by developing a formula for the difference of two squares.
Support for discourse/syntax in the lesson:
I will insure the students are engaging in mathematical discourse by providing sentence structures, such as I
found the formula of __________ to factor the difference of two squares, because I noticed that _________.
I will support the students in syntax by having them discuss what the formula for the difference of two squares
is.
Vocabulary targeted in the lesson:
Factoring, polynomial, special product properties, variable, coefficient, like terms, exponent, and difference of
two squares.
Supports to understand the vocabulary:
- Textbook is useful to locate definitions of terms we are using
- Previous notes have vocabulary listed
- Factoring Foldable has vocabulary in the summaries
- iPad is useful to students to look up definitions on reliable sources
Materials needed:
- Textbook
- SMART Board
- Graph paper
- Scissors
- Writing utensil
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