LESSON PLAN

Day Time Date Form Number of Students Topic Subtopic Learning Objective

: Friday : 12.00 p.m 12.30 p.m : 24 March 2012 : Form 4 : 28 pupils : Quadratic Expression and Equation : Factorisation of Quadratic Expression : Student will be taught to : Factorise quadratic expression of the form by using Algebra Tiles .

Learning Outcomes

: At the end of the lesson, student will be able to : Use Algebra Tiles method in factorising quadratic expressions of the form ; and easily. Express Algebra Tiles by using rectangular card method in solving the factorisation problems at least 2 from 3 questions. Appreciate the use of factorisation in life.

Prior Knowledge

: Student have learnt about : Determining quadratic expression. Forming the quadratic expression from the product of two linear expressions. Factorizing quadratic expression of the form by using cross method.

Teaching Method Teaching Strategy Teaching Approach Teaching Technique CCTS Noble Values

: Discussion, cooperative group, demonstration and inductive. : Using technology, rectangular card model and identifying patterns. : Teacher and student centered. : Questioning, discussion, explanation and evaluation. : Making reflection and synthesis and generating ideas. : Self-confident, cooperation, thinking systematically and social skills

LESSON PLAN
Activity(Discourse) Step/Duration Content Teachers role
2.2 FACTORISATION OF STEP 1 : SET INDUCTION (3 minutes) QUADRATIC EXPRESSION When a quadratic expression is written as a product of two linear expressions, the process is called factorisation. For example: ( )( ) Factorisation method that can be used is cross method. 1. Teacher asks students to define the word "factor." Elicit that "factor," when used as a verb, means to "to rewrite a number or expression as a product of two or more numbers or expressions." 2. Teacher displays factorising activity from the Internet and asks students individually (volunteer) to answer the questions given. (http://www.bbc.co.uk/schools/ gcsebitesize/maths/algebra/fact

Strategy/Methods/Teac hing Aid/CCTS/NV Students role

1. Students make reflection and discuss among themselves about their understanding of the concept factorisation. 2. Students response to teachers questions given and making a reflection on what they have learnt. Technique : technique of questioning and discussion Strategy : using technology-internet Method : discussion method Approach : studentcentered CCTS : making reflection Noble value : self-confident and cooperation

orisingquadact.shtml) 3. Teacher asks students whether they understand how to solve the questions by using methods that they have learnt before. 4. Teacher introduces students another method that more easier to solve the problems which is Algebra Tiles. 5. Teacher displays the learning outcomes that they must achieve for todays lesson. STEP 2 : INSTRUCTIONAL DEVELOPMENT (10 minutes) INTRODUCTION TO ALGEBRA TILES Algebra tiles can be used to model algebraic expressions and operations with algebraic expressions. 1. Teacher give some examples of algebraic expressions that can be written in factored form : x2 + 2x + 1 = (x + 1)(x + 1) 2. From example given, 1. Students do reflection to convince themselves that both of these equation that given are true. 2. Students analyze and synthesis the concept Technique : technique of questioning, discussion and explanation Strategy : using rectangular card model Method : inductive method,

There are three types of tiles: Large square with x as its length and width. Rectangle with x and 1 as its length and its width Small square with 1 as its length and width.

teacher gives time to students to convince themselves that both of these equations are true. LHS=RHS. 3. Teacher reinforces the definition of factoring by asking, "Which side is in factored form?" Students should conclude that the right side is in factored form, because factoring means to rewrite an expression as a product or as a multiplication problem. 4. Teacher introduces algebra tiles and uses it to model factoring algebraic expressions. 5. Teacher guides students how to solve problem using algebra tile step by step

of factorisation by using algebra tiles.

demonstration method Approach : teacher and student centered CCTS : generating ideas and making synthesis Noble value : thinking systematically and cooperation

The algebra tiles are used only for understanding the process of factoring, not for actual factoring of all trinomials.

STEP 3 : INSTRUCTIONAL DEVELOPMENT (10 minutes) COOPERATIVE LEARNING Numbered Heads Together

1. Teacher provides algebra tiles and worksheet paper. 2. Teacher asks students to discuss in group (3 people per group) using algebra tiles to write the expression in factored form. 3. Each student in a group will be given a number ranging from 1 to 3. 4. Teacher gives students 5 minutes to solve 3 questions that given in worksheet paper. 5. Teacher guides students and reinforce that the algebra tiles must be arranged to form a rectangle with no gaps. It's important to note that students may arrange the tiles

1. Students form a group of four. 2. Each group must make sure that all members would be able to solve the problem, answer the question or tackle the issue posed.

Technique : technique of discussion Strategy : using rectangular card model Method : cooperative groups method, discussion method Approach : student centered CCTS : generating ideas, making synthesis and reflection Noble value : social skills and cooperation

figure 1

figure 2

in any formation that results in a rectangle (for example: figure 1). However, students must be able to identify the side length of the rectangle, which may be easier if the rectangle is arranged in a systematic manner (figure 2). Students should understand that they can find the area of the rectangle by using the area formula, namely A = lw = (x + 4)(x + 2), or by adding the individual pieces inside. These pieces are : x2 + x + x + x + x + x + x + 1 +1+1+1+1+1+1+1= x2+ 6x + 8 Because the two expressions measure the same area, they must be equivalent.

STEP 4 : EVALUATION (5 minutes)

Mathematical question to be asked : Find the solution to a factorisation of quadratic expressions using algebra tiles.

1. Teacher writes all the questions on the whiteboard. 2. Teacher call out a number and a member of the group who holds that number would then answer the question orally on behalf of their group. 3. Teacher discusses the solutions and asks students to check with their own answer. 4. Teacher collect all the answer that prepaid by students.

1. Students present their answer confidently by making a reflection on what they have learnt. 2. Students check the solution by comparing with the other groups and also the teacher.

Technique : technique of discussion and evaluation Strategy : using rectangular card model Method : cooperative groups method, demonstration method Approach : student centered CCTS : generating ideas, making synthesis and reflection Noble value : social skills and cooperation

STEP 5 : CLOSURE (2 minutes)

LESSON SUMMARY The concept of algebra tile

1. Teacher asks students to reflect on what they know and understand about what they have learnt today. 2. Teacher discusses the main points of the

1. Students reflect on their learning about the concept of algebra tiles in solving factorisation problems. 2. Students listen attentively and discuss

Technique : technique of discussion Strategy : identifying patterns Method :demonstration method

lesson today by reinforcing that the algebra tiles are used only for understanding the process of factoring, not for the actual factoring of all trinomials. 3. Teacher ends the lesson by discussing with students about the application of reflection in real life. Example: Suppose that you were told that a piece of land had a width that was 15 feet wider than its length, and that the area was 5800 square feet. Could you determine what the dimensions of that land were? With that problem, you'll be ending up solving the equation L(L + 15) = 5800 or further worked out

the main point that they learnt today. 3. Students give opinion about the application of factoring in life. 4. Students receive a piece of worksheet and they must complete the exercises given by tomorrow.

Approach : student and teacher centered CCTS : generating ideas, making synthesis and reflection Noble value : thinking systematically

L2 + 15L 5800 = 0, which you would need to factor to get (L 80)(L + 95) = 0. 4. Teacher gives homework to the students from the worksheet given and submit by tomorrow.

Reflection :