S. Mills (Mathematics) - Algebra - 0

LESSSON PLANS - 2012
GRADE 9
Teacher : Sharlene Mills Date : September 17, 2012
Subject : Mathematics Class : 9T
Topic : ALGEBRA / LAWS
Duration : 100 minutes
Aim : What is the effectiveness of number properties to solving problems?
Pre-requisite : Students should know:

(i) What are algebraic expressions
(ii) Know and use these concepts: variables, terms, factors of a term,
expression, coefficient, constant, and like terms.
(iii) Translate verbal expressions/phrases to algebraic symbols, terms,
and/or expressions and vice versa.
(iv) Express terms in there simplest forms.
Objectives : After class discussion, students should be able to:

(i) Identify the algebraic laws when working with numbers :
commutative, associative and distributive law
(ii) Apply the algebraic laws to solving problems
(iii) Use patterns to represent and solve problems
MOTIVATION ( 12 mins.) 2 minutes – Which 3 numbers have the same answer whether they’re added or
multiplied together?
Answer: 1, 2 and 3.
10 minutes – Students will be given a work sheet to complete. This work sheet
is to test the pre-requisite. Please find attached
MINI LESSON (15 mins.) Teacher will discuss with students the questions on the worksheet. Students will
be asked to give reasons for answers.
Teacher will guide students through the discovery of the three laws of algebra.
To do this, students will be given a worksheet for them to tick whether each
statement is true or false. Students will be asked to give reason for answer.
During, the discussion the laws will be derived through guided discovery.
Sharlene Mills (2012-2013)

E.g. 12 + 4 = 4 + 12 but 3−2 ≠ 2 − 3, also
14× 3 = 3 × 14 but 24÷ 6 ≠ 6 ÷ 24
Note, for multiplication and addition, no matter the order of the numbers, once
you are adding or multiplying a set of two or more numbers the result is the same
– Commutative Law
GROUP (7 mins.) Explore and give reason for answers.
1. Is this correct, to find the answer for 120 × 22, this can be done by:
(100 × 22) + (20 × 22) + (0 × 22) .
2. (100 × 22) + (20 × 22) + (0 × 22) = 100 × 22 + 20 × 22 + 0 × 22
3. Which law can be applied to this question?
Each group will be given a question relating to a law to explore.
WHOLE CLASS SHARING Students will share with class their answer and the law they discovered from the
( mins.) questions given.
Halo Supermarket as the following items on special.

INDEPENDENT WORK (10
mins.) 1 orange for $55 1 pine for $120
1 apple for $42
The size of each fruit does not matter, they all cost the same amount of money.
Mr. Brown went to the supermarket and bought 3 large oranges, 2 small pines, 2
large pines and 4 large apples.
Ms. Reid went to the supermarket and bought 3 large apples, 1 small apple, 2
small oranges, 1 small orange, and 4 small pines.
They both have only a $1000 bill to pay for their items.
Can the $1000 pay for the goods, if so, who will receive the most change and
why.
A real life problem relating to the three laws will be given.
LESSON EVALUATION (8 Define the following terms and give one example of each.
mins.)
1. Commutative Law
2. Distributive Law
3. Associative Law

EVALUATION
Teacher : Sharlene Mills Date : September 19, 2012

Topic : ALGEBRA
Pre-requisite : Students should know:

(v) What are algebraic expressions
(vi) Know and use these concepts: variables, terms, factors of a term,
expression, coefficient, constant, and like terms.
(vii) Translate verbal expressions/phrases to algebraic symbols, terms,
and/or expressions and vice versa.
(viii) Substitute numbers for letters in algebraic expressions to simplify
them
(ix) Express terms in there simplest forms.

(i) Identify the algebraic laws when working with numbers :
commutative, associative and distributive law
(ii) Apply the algebraic laws to solving problems
(iii) Add like and unlike terms ( not integers only natural numbers)
(iv) Subtract like and unlike terms ( not integers only natural numbers)
MOTIVATION ( 3 mins..) How many squares are there in this diagram?
Answer: 14
MINI LESSON (15 mins.) Students will be given a list of problems relating to the laws. They will be asked
to identify the pattern in the numbers and give reason for answer.
During, the discussion the laws will be derived through guided discovery.
E.g. 12 + 4 = 4 + 12 but 3−2 ≠ 2 − 3, also
14× 3 = 3 × 14 but 24÷ 6 ≠ 6 ÷ 24
Note, for multiplication and addition, no matter the order of the numbers, once
you are adding or multiplying a set of two or more numbers the result is the same
– Commutative Law
GROUP (7 mins.) Explore and give reason for answers.
1. Is this correct, to find the answer for 120 × 22, this can be done by:

(100 × 22) + (20 × 22) + (0 × 22) .
2. (100 × 22) + (20 × 22) + (0 × 22) = 100 × 22 + 20 × 22 + 0 × 22
3. Which law can be applied to this question?
Each group will be given a question relating to a law to explore.
WHOLE CLASS SHARING Students will share with class their answer and the law they discovered from the
( mins.) questions given.
INDEPENDENT WORK (10 Halo Supermarket as the following items on special.

mins.)
1 orange for $55 1 pine for $120
1 apple for $42
The size of each fruit does not matter, they all cost the same amount of money.
Mr. Brown went to the supermarket and bought 3 large oranges, 2 small pines, 2
large pines and 4 large apples.
Ms. Reid went to the supermarket and bought 3 large apples, 1 small apple, 2
small oranges, 1 small orange, and 4 small pines.
They both have only a $1000 bill to pay for their items.
Can the $1000 pay for the goods, if so, who will receive the most change and
why.
A real life problem relating to the three laws will be given.
GROUP ( mins.) Each group will be given a work sheet. On the work sheet, there will be shapes
and symbols used to represent algebraic terms. Students will be asked to use these
shapes and symbols to derive algebraic expression.
Using these shapes and symbols, students will be asked to group all the like
terms.
After grouping like terms, they will be asked to create one expression to represent
each grouping.
Create one expression to represent all groups
Eg.
r, s m

4m, 4s
5r
Algebraic expression: 4 +4 +5
Question: Which is correct: 4 +4 +5 = 4 +4 +5 or
4 + 4 + 5 = 13
Give reason for answer.
WHOLE CLASS The question given will be used to derive the concept of adding or substracting
algebraic expressions.
Each group will explain the reason for their answer.
Discuss to develop the concepts of: like and unlike terms.
When simplifying algebraic expressions u can only add or substract like terms.
LESSON EVALUATION Students will be given 5 problems relating to adding or subtracting algebraic
expression.
EVALUATION
Teacher : Sharlene Mills Date :
Topic : ALGEBRA/Simplifying algebraic expressions (Addition & Subtraction)

Pre-requisite : Students should know how to add or subtract directive numbers.

(i) Evaluate algebraic expressions.
(ii) Identify like terms and unlike terms.
(iii) Simplify algebraic expressions by combining like terms
Find the hidden word or phrase

MOTIVATION
URACUT
THE R E S T
Expected Answer: You are a cut above the rest.
 Teacher will review with students the concept of adding or subtracting
MINI LESSON directive numbers.
(i) If you owe some one $10 and you have $5. When you give back
the $5 you have, do you still owe the person or do you have
change left.
When you give back the $5 you still owe the person $5
 When working with directed numbers, negative (owe), positive (own or
have)
So −9 − 3 (you owe some 9 and you borrow 3 more, how much do you
owe in all – 12)
−9 − 3 = −12
 12 − 15 ( you have 12 but you owe 15, when you give back the 12, you
still owe 3.
12 − 15 = −13
−10 + 13 (owe 10 but you have 13, give back the 10, you still have 3
left. −10 + 13 = 3
 −20 + 6 = −14 (owe 20 but have 6, give back the 6, still owe 14)
Using this concept how can you simplify: −3 + 6 − 5 − 12
−3 + 6 − 5 − 12 (group like terms)

−3 − 5 + 6 − 12 (simplify)
−3 − 5 = −8 (owe 3bs borrowed 5 more bs, owe 8 in all)
+6 − 12 = −6 (have six bs, but borrowed 12, give back 6, still owe 6)
Teacher will use tangible objects to assist students to understand concept.

INDEPENDENT WORK Students will be given a work sheet to complete. Please find attached the
worksheet.
LESSON EVALUATION Students will be asked to write a summary of what they learnt in class.
EVALUATION
Teacher : Sharlene Mills
Subject : Mathematics
Topic : ALGEBRA - Multiplying algebraic expressions.
Aim : Use patterning to understand the concept of dividing or multiplying

algebraic expression.

Pre-requisite : Students should know how to divide or multiply directive numbers.

(i) Simplify expressions by multiplication using the correct steps.
(ii) Multiply any two polynomials.
(iii) Use patterns to help them solve problems.
MOTIVATION + =
_ =
- =
+ - =
Solve
+ =
_ =
- =
+ - =

Teacher will review with students multiplication of integer numbers
 Students will be asked to observe and analyze the pattern in the tables below
Table 1 Table 2
4 × 3 = 12 (−3) × 3 = −9
4×2=8 (−3) × 2 = −6
MINI LESSON 4×1=4 (−3) × 1 = −3
4×0=0 (−3) × 0 = 0
4 × (−1) = −4 (−3) × (−1) = 3
4 × (−2) = −8 (−3) × (−2) = 6
4 × (−3) = −12 (−3) × (−3) = 9
(
4 × −4 =) (−3) × (−4) =
4 × (−5) = (−3 × (−5) =
 From the table above, the pattern observed :
−×−=−
−×+= −
+×−= −
+ × += +
 Review the commutative law
 This law states that no matter the order of the term, once you
are adding or multiplying a set of two or more terms the result
is the same, so: × = × = y
Therefore the order in which we multiply algebraic terms is
not important.
Look at the pattern, what are your observations?
 3×5 = 3×5× = 15
 3 ×4 =3×4× × = 12
 5 ×3 = 5×3× × = 15
 5 × (−3 ) = 5 × (−3) × × = −15 − 15
 −4 × 3 = −4 × 3 × × = −12
 −3 × (−2 ) = −3 × (−2) × × =6 6
 3 × (−2 )×2 =
3 × (−2) × 2 × × × × × × × ×
−12

 Discovery
 Unlike terms can multiply (you cannot add or subtract unlike term).
No matter the number of terms, answer as only one expression
 When multiplying, re-group expression (like terms), then multiply
(number times number, letter times letter)
 + term × a + term gives + answer

− term × a + term gives − answer
+ term × a − term gives − answer
− term × a − term gives + answer
 Some answers have a letter with a number above it.

When this occurs, the letter is called the base and the number is
INDEPENDENT called the power ( )
WORK The magnitude of the power is dependent on the number of times
we multiply the base.
Students will be given questions to relating to concept learnt. For students to

get a full understanding of concept, the teacher will give multiple questions
LESSON
for them to practice being that there are many rules they need to apply.
EVALUATION
Students will be asked to complete the puzzle below. This is to evaluate their
understanding of working with integer numbers.
EVALUATION
Try to fill in the missing numbers.
Use the numbers 1 through 9 to complete the equations.
Each number is only used once.

Topic : ALGEBRA - Division of Algebraic Expression

(i) Simplify expressions by division using the correct steps.
(ii) Divide any two polynomials.
(iii) Use patterns to help them solve problems.
Find the hidden word or phrase

MOTIVATION
vvvvviiiiisssssiiiiittttt
Expected Answer: More than visit or multiple visits.
MINI LESSON  Look at the table and try and identify the pattern.
Table 1 Table 2
12 ÷ 3 = 4 −12 ÷ 3 = −4
8÷2 =4 −8 ÷ 2 = −4
4÷1 =4 −4 ÷ 1 = −4
4 ÷ (−1) = −4 −4 ÷ (−1) = 4
8 ÷ (−2) = −4 −8 ÷ (−2) = 4
12 ÷ (−3) = −4 −12 ÷ (−3) = 4
16 ÷ (−4) = −16 ÷ (−4) =
20 ÷ (−5) = −20 ÷ (−5) =
 From the tables above, the observations are:
−÷−= −
−÷+= −
+÷−= −
+ ÷ += +
 Look at the following solution of each problem and try to evaluate them
×
 ÷ = =1
×

×
 10 ÷ 5 = =
×
× × × × ×
 15 ÷5 = = 3
× × ×
× × × × ×
 −12 ÷8 = =−
× × × × × × ×
× × × × × × × × ×
 −24 ÷ (−18 = =
× × × × × × × ×
 From the solution of the problems above, to divide algebraic expressions

 Rewrite the expression in a common fraction form
 Each algebraic expression is expanded.
 Reduce/simplify terms by dividing both numerator and denominator by common factors
 Answer is written in fraction, algebraic term or a number in its simplest form.
Working in groups students will be asked to solve the following problems

PARTNER/ (i) The sum of the length of the sides of a square is 28 .
SMALL GROUP (ii) If the total distance around a regular pentagon is 40 . What is the length of each side
of the pentagon.
Students will be given activity from their workbook pertaining to concept learnt
INDEPENDENT
WORK
LESSON Students will be given a work sheet to complete

EVALUATION
EVALUATION

Topic : COMPUTATION – Application of the distributive law

(i) Simplify algebraic expressions using the distributive property.
(ii) Expand and simplify expressions
(iii) Apply all the concepts needed to simplify expressions
Change one letter on each line to arrive at the final word.

MOTIVATION RIDE
_______
_______
_______
WASH
Question – A rectangle as lengths ( + cm) and width ( cm). What is the area of this rectangle?
MINI LESSON  Using a diagram to illustrate the question given. Label sides of the rectangle
Area of rectangle is length × width ( + ) ×
 Separate rectangle into a square and a rectangle
Area of square Area of rectangle
Therefore the area of the rectangle is +

Note we cannot add unlike terms so our answer as two terms.
 Suppose the length of the rectangle was ( − )cm and the width was cm.
Area of rectangle is length × width ( − ) ×

 Separate rectangle into a square and a rectangle
Area of square Area of rectangle
−
−

−
Therefore the area of the rectangle is −

 From the problems given, it clear that the distributive law was used to arrive at the answer
for the area of the rectangle (length × width)
The distributive law states that each term immediately outside the bracket is multiplied by
each and every term inside the bracket.
∴ ( + ) × is the same as × ( + )
× + × ( is the term immediately outside the bracket)
+
( − ) × is the same as × ( − )
× + × − (recall + × − = −)
−
Let us simplify :
(i) 3( + 2 ) = 3 × +3×2 = 3 +6
(ii) −4 (3 + 5) = −4 × 3 (−4 × 5) = −12 − 20
(iii) −2(5 − 7 ) = −2 × 5 (−2 × (−7 )) = −10 + 14
(iv) −3 (5 − 7 + 2) = −3 × 5 /−3 × (−7 )/ −3 × 2 = −15 + 21 −

6
Discovery
 If the term outside the bracket is positive, then the signs of the terms inside the bracket
remain unchanged once the law is applied.
 If the term outside the bracket is negative, then the signs of the terms inside the bracket
are all changed once the law is applied
Students will be given activity from there textbook. Exercise 3D (pages 165-166 - A Complete
Mathematics Course Book 3)
INDEPENDENT
WORK
LESSON Further practice of concept learnt

EVALUATION
EVALUATION

Topic : ALGEBRA - Simplifying Fractional Expressions
Pre-requisite : Students should be able to add or subtract fractional numbers.

(i) Use real life situations to model and simplify fractional
expressions.
How can you get ten horses into nine stables, one per stable?
MOTIVATION
Answer: Place one letter from TEN HORSES into each of the nine stables.
MINI LESSON  Working in groups, students will be asked to find the area of the following shapes.
cm cm 6cm
7cm
cm
For students to calculate the area of each shape, they must be knowledge of the concepts used to
calculate area of plain shaped.
Students should also know the concept of multiplying fractions
Area of triangle - × × ℎ
Area of square - ℎ× ℎ but the sides of a square are equal so Area =
Area of rectangle - ℎ× ℎ
∴ to find the area of each shape
Triangle = × × 7 = 2 cm2 ( simplify fraction by using common factors)
Square = × = cm2
Rectangle = × 6 = 3 cm2
 Therefore, to simplify the following

(i) ×8=2
(ii) × (−36 ) = −24

(iii) − × =−
(iv) − × (−12 ) = 1
Note: (i) the rules for multiplying integers is applied

− term × a + term gives − answer
+ term × a − term gives − answer
− term × a − term gives + answer
(ii) common factors are identified, then the fraction is reduced to its simplest form
(iii) The answer gives one term, which implies that unlike terms can be multiplied.
Students will be given questions from their workbook to complete.

INDEPENDENT
WORK
EVALUATION
Teacher : Sharlene Mills Day 1
Topic : ALGEBRA – Factorizing Algebraic Expressions (Highest Common

Factor – H.C.F)
Aim : Identifying common elements in an algebraic expression.
Prerequisites : Students should know:

(i) What is an algebraic expression
(ii) Different elements in an algebraic expression (variable, coefficient,
constant, term)
(iii) Simplify an algebraic expression using the Distributive Law

Knowledge :(i) Recognize Factorization as the reverse of expansion
(ii) Recognize the difference between a common factor
and the greatest common factor
Skill : Identify the H.C.F of any given expression

Factorize expression using H.C.F
Attitude : Manipulate any expression in order to arrive at the H.C.F
MOTIVATION Change one letter on each line to arrive at the final word.
SIDE
_______
_______
_______
_______
WASH
MINI LESSON  Students will be asked to simplify the following expressions.

(i) 4(2 + ) = 4 × 2 + 4 × = 8 + 4
(ii) −4 (3 + 5) = −4 × 3 (−4 × 5) = −12 − 20
Note the procedure – term outside the bracket is multiplied by each and every term inside
the bracket
Scenario
Ms. Clark has 4 children attending Clan Carthy High School (Monika, Jannen, Andrea and Tina).
Mrs. Gayle also has 3 children attending the same school (Teana, Shaday and Amanda). One day
Shaday discovered that Tina is her sister. What is common between the women’s children?
Key Term – common
Factorization – Identifying common elements in an algebraic expression.

Factorize the following expressions
(i) 9 +6
(ii) −12 − 20
(iii) −16 + 24

 9 + 6 (identify common element/s or factor (3)
(first term determines the sign of the factor; first term positive, factor is positive)
+ (divide both term by common factor)
3(3 + 2 ) (Factorized)
 −12 − 20 (common factor −4 , first term negative, factor negative)
− = −4 (3 + 5) (Factorised)
 −16 + 24 (common factor −8 , first term negative, factor is negative)
−16 24
+ = −8 (2 − 3)
−8 −8
Steps to factorizing expressions using H.C.F
1. Identify the Highest Common factor among the terms)

Note in question 2 both terms are divisible by 2, but2 is not the largest number that both terms can
go into. Also in question 3, both terms are divisible 4 and 2, but 8 is larger than these numbers.
2. First term determines the sign of the factor

3. Divided H.C.F by each term
4. The factor is written outside the bracket, remainder inside bracket
Students will be given questions to complete based on concept learnt.

INDEPENDENT
WORK
LESSON What is the relationship between factorization and expansion.

EVALUATION
EVALUATION

Teacher : Sharlene Mills Day 2
Subject : Mathematics Class : 9A
Topic : ALGEBRA – Factorizing Algebraic Expressions (Highest Common

Factor – H.C.F)


constant, term)
(iv) Divide and multiply directed numbers
(v) What are index numbers

Knowledge : Determine the Highest Common Factor of more than two
terms in an expression
Skill : List all factor of an expression with two or more terms.
Attitude : Apply factoring concepts and procedures to complete

exercises
MOTIVATION How many squares can you identify in the diagram below.
Answer : 14 squares
MINI LESSON  Teacher will review with students the steps they discovered in factorizing an expression.
1. Identify the Highest Common factor among the terms)

2. First term determines the sign of the factor
3. Divided H.C.F by each term
4. The factor is written outside the bracket, remainder inside bracket
Question
Suppose you were asked to factories the following expressions.
(i) 9 + 12 − 15 (common factor 3ab)
3 (3 + 4 − 5 ) (to get the expression factorized, each term is divided by the

factor
(ii) −18 + 12 − 36 ( −6 )
−6 (3 −2 +6 )

Discovery
1. Not only can we factorize expressions with two terms, we can also factorize expressions
with more than two term
2. First term still determines the sign of the factor
3. The variable in each term can have a power of more than two. When this is seen, we
identify the variable with the least power (this is our factor)
Students will be given questions to complete based on concept learnt.

INDEPENDENT
WORK
LESSON Why is it important to identify the variable with the smallest powerto determine what is our
EVALUATION factor.
EVALUATION
Teacher : Sharlene Mills Day : 3
Topic : ALGEBRA – Factorizing Algebraic Expressions (Grouping – Binomial

Expressions)

constant, term)

Knowledge : Determine the Highest Common Factor of more than two
terms in an expression
Skill : List all factor of an expression with two or more terms.
Attitude : Apply factoring concepts and procedures to complete

exercises
Figure out the popular phrase

MOTIVATION
HARM good
Answer - More harm than good

MINI LESSON  Look at the two algebraic expressions and tell what the difference between the
two is.
(i) 8 + 16 + 20
(ii) 3 −6 + −2
Expected Answer – the first one has three terms while the second one has four terms.
 To factorize the first expression, we simply identify the highest common factor
then divide.
8 + 16 − 20 = 4 (2 + 4 − 5 )
but to factorize the second expression we cannot jump to indentifying HCF. First we
have to group in pairs
(3 − 6 )(+ − 2 )
 Factorize each group independent of the other.

(3 − 6 )(+ − 2 )
(3 −6 )– H.C.F = 3 (+ − 2 ) – H.C.F = +
3 ( −2 )+ ( −2 )
Note – the expression derived in the brackets are the same (common factors)
 To factorize (3 −6 )(+ −2 ) = ( − 2 )(3 + )
What if you were asked to factorize 4 −4 −3 +3
(4 −4 )(−3 +3 ) group in pairs
4 ( − ) − 3 ( − ) for the second pair, the first term is negative so factor I

is negative
( − )(4 − 3 ) Factorized
 To ensure students understand concept, the teacher will illustrate step by step
solution to other expressions which varies due to the magnitude of each term.

 Teacher and students will develop a step by step summary to factorizing algebraic
expressions by grouping. Students will be required to use these steps to assist
them when factorizing by grouping.
INDEPENDENT
WORK Students will be given questions pertaining to concept learnt so that they can develop
an understanding
LESSON
EVALUATION
Topic : ALGEBRA – Factorizing Quadratic Expressions (Perfect Square)

constant, term)
(vi) What are square numbers

Knowledge
(i) Identify a Quadratic Expression
(ii) Recognise a perfect square
Skill
(i) Determine if a quadratic expression is a perfect square
(ii) Factor any Perfect Square Expression

Attitude
(i) Use factoring concepts and procedures to complete given
exercises.
(ii) Apply the knowledge and skills learnt to generalize a concept for
factoring quadratic expressions.
What is the hidden phrase

MOTIVATION
head
LOheelsVE
MINI LESSON  A square as lengths of ( + ). What is the area of this square?

Using a diagram to represent the worded question.
+
 Since and are independent variables, let us divided the square

accordingly. Then find the area of each portion.
 To find the area of the square, it is the sum of the area of each portion.
∴ Area of square = + + + = +2 +
The expression derived is called a Quadratic Expression. For an expression

to be quadratic, it must have a square term.
This expression is called a Perfect Square
 For an expression to be a perfect square:

- The first and last terms ( and ) must be perfect squares.
- There must be no minus signs before ( and )
- The middle term is 2abor − 2ab
 To factorize an expression which is a perfect square:

+6 +9
First : test to see if the two end terms are square terms, if so rewrite as a
square term.
is already written as a square term , so 9 written as a square term is 3

 Rewriting expression +6 +3
 Test the middle term, in doing so, when 2 is multiplied by both end terms we
must get the middle term. If this is proven to be true, then our expression is a
perfect square.
+6 +3 = + (2)( )(3) + 3
Notice that when 2 is multiplied by and 3 we got the middle term 6 . This
proves that the expression is a perfect square.
 To factorize expression
+ (2)( )(3) + 3 = ( + 3)( + 3) ( + 3)
Review the area of the square.
 Example 2. Factorize − 8 + 16
− 8 + 4 (Rewrite end terms as square terms)
− (2)( )(4) + 16 (test middle term; proven to be true)
Factors ( − 4)( − 4) ( − 4) Expression is a perfect square
 What if we were to factorize 9 + 30 + 25. This expression may look

complicated but the same procedure is used.
9 + 30 + 25
3 + 30 + 5 ( rewrite end terms as square numbers.)

(3 ) + 2(3 )(5) + 5 ( test middle term, proven to be true)
30
( )
Factors 3 + 5 (3 + 5) or (3 + 5)
GROUP WORK Working in groups, students will be given 6 quadratic expressions to determine
whether or not each expression is a perfect square. If expression is a perfect square,
students will be asked to factorize. While factorizing the expression, students need to
apply the generalized concept to help solve problems.
Example of question:
1. 9 + 12 + 4 ( perfect square after testing all criteria)
2. + 9 + 9 (not a perfect square after testing all criteria. Does not prove
middle term concept)
INDEPENDENT Students will be given questions relating to concepts learnt from their textbooks.
WORK
LESSON Write a summary of no more than 6 line on :

EVALUATION (i) What is a quadratic expression
(ii) How can you identify a perfect square expression

EVALUATION
Topic : ALGEBRA – Factorizing Quadratic Expressions (Difference of

Two Squares)
Aim : Factorize any given Difference of Two Squares expressions

(ii) Identify a Quadratic Expression
(iii) Different elements in an algebraic expression (variable, coefficient,
constant, term)
(iv) Simplify an algebraic expression using the Distributive Law
(v) Divide and multiply directed numbers
(vi) What are index numbers
(vii) Rewrite a given number in square term

Knowledge
(i) Recognize a Difference of two squares expression
(ii) Explain the difference between a perfect square and the difference
of two squares
Skill

(i) Recall the two main conditions which satisfies a difference of two
square
(ii) Determine if a quadratic expression is a difference of two squares
(iii) Factor any Difference of Two Squares Expression
Attitude
(i) Use factoring concepts and procedures to complete given
exercises.
(ii) Apply the knowledge and skills learnt to generalize a concept for
factoring difference of two squares expressions.
What is half of 8? (Hint: It's not 4)

MOTIVATION
Answer : 3 (if you slice vertically) or o (if you slice horizontally)
MINI LESSON  A rectangleof length of ( + ) and width ( − ), then the area of this
rectangle using a diagram is:
− ( − ) ( − )
− −
Area of rectangle is sum of each portion.

2 2 2
− + − = −
This expression is called Difference of Two Squares
 For an expression to be a Difference of Two Squares :

- The first and last terms ( and ) must be perfect squares.
- There must be no middle term ( two terms only and they both are square
terms). Unlike the perfect square which as middle term
- The square terms must be separated by a minus sign (difference).
 To factorize − 4
− 2 (End terms can be rewritten as square terms, difference of two
squares)
Factors ( − 2)( + 2)

Recall area of rectangle. Note that for difference of two squares, one factor is
positive and the other is negative.
 Factor 4 − 64
2 −8
(2 ) − 8 (Difference of two squares)
Factors : (2 − 8)(2 + 8)
GROUP WORK Students will be given 6 quadratic expressions to determine whether or not each term
is a difference of two squares. If term proven to difference of two squares, then
factorize.
INDEPENDENT
WORK Students will be given questions from their workbook to relating to concept learnt to
factorize.
LESSON Write the three main conditions which make a quadratic expression a difference of
EVALUATION two squares.
Topic : ALGEBRA – Factorizing Algebraic Expressions
Aim : Factorize any given Algebraic Expressions

(ii) Identify a binomial, perfect, or difference of two squares
expression.
constant, term)
(viii) Factorize any given expression by using the concept of factoring:
H.C.F, binomial, perfect, or difference of two squares expression.
Objective
Students know how to factorize any given expression in isolation. For example, given a group of
expressions to use H.C.F to factorize, students know how to do this. Teacher wants to test
students understanding and application of concepts learnt in previous classes.

Group Work
Students will be given 8 algebraic expressions to factorize. Students will be required to:
- identify the type of expression
- use the correct method of factorizing, to factor each expression.
Evaluation

expression.
constant, term)
(viii) Factorize any given expression by using the concept of factoring:
Objective
In the previous class students were given different kinds of algebraic expressions to factorize.
Approximately 80% of the class misuses the concepts for factoring algebraic expression. Teacher
will use this class to guide students through factoring any given group of expression.

Motivation
Change one letter on each line to arrive at a new word
BOLD
_______
_______
_______
TILT
Mini Lesson
 The teacher will write 7 algebraic expressions on the board.
(i) 3 + 12
(ii) −16 + 24
(iii) 3 −6 + −2
(iv) + 14 + 49
(v) − 22 + 121
(vi) − 81
(vii) −8
 Taking each term, identify the kind of expression

(i) 3 + 12 (Linear expression)
(ii) −16 + 24 (Quadratic Expression)
(iii) 3 −6 + −2 (Linear Expression)
(iv) + 14 + 49 (Quadratic Expression)
(v) − 22 + 121 (Quadratic Expression)
(vi) − 81 (Quadratic Expression)
(vii) −8 (Quadratic Expression)

 Now that each expression is identified, test conditions to find out what concept should be
used to factorize each.
(i) 3 + 12 (Linear expression)

- since this expression is a linear expression, it can be factorized by using
H.C.F or grouping.
- Question: Can we use grouping to factorize?
Expected Answer : No, because for grouping to take place we need 4
terms. Therefore to factorize we use H.C.F.
- Students will be asked to factor expression
3 + 12 = 3( + 4 ) [ common factor is 3]
(ii) −16 + 24 (Quadratic Expression)

- Since this expression is quadratic, we need to test if it’s a perfect square or
a difference of two square.
- Question : Are the two end terms square number?
Expected Answer: No. Therefore to factorize we use H.C.F.
−16 + 24 = −8 (2 − 3 ) [common factors −8 ]
Recall: First term tells the sign of the factor
(iii) 3 −6 + − 2 (Linear Expression)

- Note that this linear expression as four terms, so we use to factorise.
(3 −6 )+( −2 ) group in pairs
3 ( − 2 ) + ( − 2 ) identify common factor of each pair. Similar

terms in each bracket.
( − 2 )(3 + ) Factors
(iv) + 14 + 49 (Quadratic Expression)

- Since expression is quadratic test to see if it is a perfect square.
- Why use perfect square? Expression has a middle term.
+ 14 + 49
+ 2( )(7) + 7 Conditions satisfy a perfect square.
Factors ( + 7)( + 7)
(v) − 22 + 121 (Quadratic Expression)

- Expression is quadratic, test to see if it is a perfect square.
− 22 + 121

− 2( )(11) + 11 Conditions satisfy perfect square
Factors ( − 11)( − 11)
(vi) − 81 (Quadratic Expression)

- Note: this expression as no middle term and it is also quadratic, test to see if end terms are
square terms.
− 81
− 9 Condition satisfies a difference of two squares
Factors ( − 9)( + 9) one position, one negative
(vii) − 8 (Quadratic Expression)

- Expression is quadratic, there is no middle term. Test to see if expression is a difference of
two squares.
−8 ( is a square term, but 8 cannot be rewritten as a square

term. This means that expression is not a difference of two squares, so to
factorize we use H.C.F.
−8 = ( − 8) [common factor is ]
Conclusion
When factoring any quadratic expression:
(i) An expression can be quadratic but it neither a perfect nor difference of two squares.
Therefore before factoring, test condition.
(ii) Difference of two squares has no middle term but the two terms are square terms
separated by a minus sign.
(iii) Perfect square expressions have two square end terms, plus a middle term, but when
2 is multiplied by both end terms, the result gives the middle term
(iv) Factoring by grouping, there must be four term.
(v) Factoring by H.C.F, all terms must have a common factor
Independent Work
Students will be given similar problems to one listed above to factorize.
Evaluation

Topic : ALGEBRA – Factorizing Quadratic Expressions
Aim : Understanding the beauty of Factoring Quadratic Expressions which are

not Perfect or Difference of Two Squares.

expression.
constant, term)
(iv) What are index numbers
Objective : After class discussion, students should:

Knowledge
(i) Recognize Quadratic Expressions which are notPerfect or
Difference of two square.
(ii) Explain the difference between a Quadratic Expression which is a
perfect square and one which is not.
(iii) Differentiate between a Quadratic Expression which is a
Difference of Two Squares and one which is not

Skill
(iii) Recall the main conditions which makes a Quadratic Expression
not a Perfect or a Difference of Two Square
(iv) Factor any Quadratic Expression which is none Perfect or
Difference of Two Squares.
Attitude
(v) Use factoring concepts and procedures to complete given
exercises.
(vi) Apply the knowledge and skills learnt to generalize a concept for
factoring none Perfect or Difference of Two Squares expressions.
Motivation
Find the hidden word in the puzzle below.
CR8TV
Answer : Creative
Mini Lesson
 Working in groups, each group will be given a sheet of paper with three equations.
Students will be asked to compare the equations and write down the differences and
similarity.
(i) + 14 + 49
(ii) + 7 + 12
(iii) − 81
 Students will be asked to factorize the expressions that can be factorized and give reason.
(i) + 14 + 49 (perfect square)
Factors ( + 7)( + 7)
(ii) − 81 (Quadratic Expression)

square terms.
− 81

 For the expression number two, there is only one square term which is . Therefore, to
factorize this expression, we cannot use perfect or difference of two squares.
- Taking the expression + + , identify the coefficients of and and the constant
in the expression.
+ + constant
1(coefficient) 7 (coefficient) middle term
- To factorize this expression, our aim is to rewrite this expression as a binomial. That is,
splitting the middle into two parts so that we can use grouping to factorize.
To factor + + :
- First : multiply the coefficient of by the constant +12 ( × + = )
- Then to split the middle term, we must find two numbers which are factors of 12, but those
two numbers when u add or subtract them, they must give ten.
Check : 1 × 12 = 12 but 1 ± 12 ≠ 7
2 × 6 = 12 but 2 ± 6 ≠ 7
3 × 4 = 12 and 3 + 4 = 7
Note :3 and 4are the secret numbers , we will replace 7 with these 2 numbers so
that we can factorize the expression by grouping.
New Expression: + 3 + 4 + 12
( + 3 )(+4 + 12) grouping
( + 3) + 4( + 3)
( + 4)( + 3) Factors
Now Lets try to factorize this one.

+ 3 − 10 (1 × −10 = −10
Testing factors of −10 to split middle term

1 × −10 = −10 but 1 ± −10 ≠ 3
2 × −5 = −10 but 2 ± −5 ≠ 3
−2 × 5 = −10 and −2 + 5 = 3
-2 and 5 are the secret numbers, we replace 3 with these two numbers
− 2 + 5 − 10
( − 2 )(+5 − 10)

( − 2) + 5( − 2)
( + 5)( − 2) Factors
Group Work
Working in groups, students will be given two expressions to factorize using the concept above.
(i) − 4 − 21
(ii) −7 +6
Students will share answers with class. Teacher and students will discuss answer to clarify mis-
conceptions.
Independent Work
Students will be given 4 questions relating to concept learnt
Lesson Evaluation
Factorize 6 − −

(v) What is an algebraic expression
(vi) Identify a binomial, perfect, or difference of two squares
expression.
(vii) Different elements in an algebraic expression (variable, coefficient,
constant, term)
(viii) Simplify an algebraic expression using the Distributive Law
(ix) Divide and multiply directed numbers
(x) What are index numbers
(xi) Rewrite a given number in square term
(xii) Factorize any given expression by using the concept of factoring:
Objective
In the previous class students were given different kinds of algebraic expressions to factorize.
Approximately 80% of the class misuses the concepts for factoring algebraic expression. Teacher
will use this class to guide students through factoring any given group of expression.

Motivation
Change one letter on each line to arrive at a new word
BOLD
_______
_______
_______
TILT
Mini Lesson
 The teacher will write 7 algebraic expressions on the board.
(i) 3 + 12
(ii) −16 + 24
(iii) 3 −6 + −2
(iv) + 14 + 49
(v) − 22 + 121
(vi) − 81
(vii) −8
 Taking each term, identify the kind of expression

(viii) 3 + 12 (Linear expression)
(ix) −16 + 24 (Quadratic Expression)
(x) 3 −6 + −2 (Linear Expression)
(xi) + 14 + 49 (Quadratic Expression)
(xii) − 22 + 121 (Quadratic Expression)
(xiii) − 81 (Quadratic Expression)
(xiv) −8 (Quadratic Expression)

 Now that each expression is identified, test conditions to find out what concept should be
used to factorize each.
(viii) 3 + 12 (Linear expression)

- since this expression is a linear expression, it can be factorized by using
H.C.F or grouping.
- Question: Can we use grouping to factorize?
Expected Answer : No, because for grouping to take place we need 4
terms. Therefore to factorize we use H.C.F.
- Students will be asked to factor expression
3 + 12 = 3( + 4 ) [ common factor is 3]
(ix) −16 + 24 (Quadratic Expression)

- Since this expression is quadratic, we need to test if it’s a perfect square or
a difference of two square.
- Question : Are the two end terms square number?
Expected Answer: No. Therefore to factorize we use H.C.F.
−16 + 24 = −8 (2 − 3 ) [common factors −8 ]
Recall: First term tells the sign of the factor
(x) 3 −6 + − 2 (Linear Expression)

- Note that this linear expression as four terms, so we use to factorise.
(3 −6 )+( −2 ) group in pairs
3 ( − 2 ) + ( − 2 ) identify common factor of each pair. Similar

terms in each bracket.
( − 2 )(3 + ) Factors
(xi) + 14 + 49 (Quadratic Expression)

- Since expression is quadratic test to see if it is a perfect square.
- Why use perfect square? Expression has a middle term.
+ 14 + 49
Factors ( + 7)( + 7)
(xii) − 22 + 121 (Quadratic Expression)

- Expression is quadratic, test to see if it is a perfect square.
− 22 + 121

− 2( )(11) + 11 Conditions satisfy perfect square
Factors ( − 11)( − 11)
(xiii) − 81 (Quadratic Expression)

square terms.
− 81
(xiv) − 8 (Quadratic Expression)

- Expression is quadratic, there is no middle term. Test to see if expression is a difference of
two squares.
−8 ( is a square term, but 8 cannot be rewritten as a square

term. This means that expression is not a difference of two squares, so to
factorize we use H.C.F.
−8 = ( − 8) [common factor is ]
Conclusion
When factoring any quadratic expression:
(xiii) An expression can be quadratic but it neither a perfect nor
difference of two squares. Therefore before factoring, test
condition.
(xiv) Difference of two squares has no middle term but the two terms are
square terms separated by a minus sign.
(xv) Perfect square expressions have two square end terms, plus a
middle term, but when 2 is multiplied by both end terms, the result
gives the middle term
(xvi) Factoring by grouping, there must be four term.
(xvii) Factoring by H.C.F, all terms must have a common factor
Independent Work
Students will be given similar problems to one listed above to factorize.
Evaluation


S. Mills (Mathematics) - Algebra - 0

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LESSSON PLANS - 2012

Teacher : Sharlene Mills Date : September 17, 2012

Subject : Mathematics Class : 9T

Topic : ALGEBRA / LAWS

Duration : 100 minutes

Aim : What is the effectiveness of number properties to solving problems?

Pre-requisite : Students should know:

Objectives : After class discussion, students should be able to:

Sharlene Mills (2012-2013)

14× 3 = 3 × 14 but 24÷ 6 ≠ 6 ÷ 24

GROUP (7 mins.) Explore and give reason for answers.

2. (100 × 22) + (20 × 22) + (0 × 22) = 100 × 22 + 20 × 22 + 0 × 22

3. Which law can be applied to this question?

Each group will be given a question relating to a law to explore.

Halo Supermarket as the following items on special.

1 apple for $42

Sharlene Mills (2012-2013)

Teacher : Sharlene Mills Date : September 19, 2012

Subject : Mathematics Class : 9T

Sharlene Mills (2012-2013)

Duration : 100 minutes

Aim : What is the effectiveness of number properties to solving problems?

Pre-requisite : Students should know:

Objectives : After class discussion, students should be able to:

MOTIVATION ( 3 mins..) How many squares are there in this diagram?

E.g. 12 + 4 = 4 + 12 but 3−2 ≠ 2 − 3, also

14× 3 = 3 × 14 but 24÷ 6 ≠ 6 ÷ 24

GROUP (7 mins.) Explore and give reason for answers.

Sharlene Mills (2012-2013)

2. (100 × 22) + (20 × 22) + (0 × 22) = 100 × 22 + 20 × 22 + 0 × 22

3. Which law can be applied to this question?

Each group will be given a question relating to a law to explore.

INDEPENDENT WORK (10 Halo Supermarket as the following items on special.

1 apple for $42

Create one expression to represent all groups

Sharlene Mills (2012-2013)

Question: Which is correct: 4 +4 +5 = 4 +4 +5 or

Each group will explain the reason for their answer.

Discuss to develop the concepts of: like and unlike terms.

Teacher : Sharlene Mills Date :

Subject : Mathematics Class : 9T

Topic : ALGEBRA/Simplifying algebraic expressions (Addition & Subtraction)

Aim : What is the effectiveness of number properties to solving problems?

Sharlene Mills (2012-2013)

Objectives : After class discussion, students should be able to:

Find the hidden word or phrase

Using this concept how can you simplify: −3 + 6 − 5 − 12

−3 + 6 − 5 − 12 (group like terms)

Sharlene Mills (2012-2013)

Teacher : Sharlene Mills

Topic : ALGEBRA - Multiplying algebraic expressions.

Duration : 100 minutes

Aim : Use patterning to understand the concept of dividing or multiplying

Sharlene Mills (2012-2013)

Objectives : After class discussion, students should be able to:

Sharlene Mills (2012-2013)

Look at the pattern, what are your observations?

 5 × (−3 ) = 5 × (−3) × × = −15 − 15

Sharlene Mills (2012-2013)

 + term × a + term gives + answer

 Some answers have a letter with a number above it.

Students will be given questions to relating to concept learnt. For students to