Section 1: Add and Subtract Polynomials

I.

II.

III.

IV.

V.

Standard:
HAS.APR.A.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.
Behavioral Objective:
The learners will be able to define various types of polynomials and
determine the degree of each polynomial. The learners will also be able to
add and subtract polynomials.
Anticipatory Set:
Add the following. Compare with your table partner.

5+3=

x+ x =

2 x +3 x=

x 2+ x=

Objective/Purpose:
Today we will learn how to add and subtract polynomials. This is important
because we need to learn how to add and subtract polynomials in order to
multiply polynomials and factor polynomials later on in the chapter.
Input:
A. Task Analysis:
1. We first discuss the anticipatory set as a class and see what the
students got for answers.
2. We go over vocabulary words of monomial, degree of a monomial, and
degree of a monomial. We then do a few examples together and then
it is turned over to the students. The students are posed questions on
the board and they answer on their individual whiteboards. Teacher
goes around and checks to see how well students are doing, and tells
right or wrong and where they went wrong.
3. Once the teacher assesses how well students are doing and sees if
they are ready to move on. We go over what are polynomials, degree
of a polynomial, binomials, and trinomials. We do a couple examples
together and they are posed questions on the board again. The
students again answer questions on their whiteboards while the
teacher assesses how well the students grasp the concepts.
4. We then discuss adding and subtracting polynomials. The teacher asks
When can we add or subtract terms? We go over two formats of
adding and subtracting polynomials. The first is horizontal format
which is group by like terms. The second is vertical format which is
lining up by like terms. We decide which we they like better for the
following example. Students are encouraged to choose whatever
format they prefer.
5. Students respond to examples on their whiteboard of adding and
subtracting polynomials while teacher monitors and assesses how
students are doing. Another example is prepared in case they need

more time and any more misconceptions that need to be cleared up. If
students are doing well, we do not need to do the next example.
B. Thinking Levels:
1. Knowledge: What is

VI.

VII.

VIII.

IX.

x+ x . Can we add

x +x .

2. Comprehension: Understand how to find the degree of a monomial and

find the degree of a polynomial.
3. Application: Applying polynomial equations to real life example of
finding perimeter of a garden.
4. Analysis: Compare your work to your table partners. Similarities or
differences?
5. Synthesis: Try creating your own polynomials? Name it and add or
subtract two of your polynomials.
6. Evaluation: If student is incorrect on whiteboards, saying look this to
have students see where they made their mistake instead of the
teacher telling them what their mistake is.
C. Learning Styles:
1. Visual: students see how to add and subtract polynomials and actually
do them on their own individual whiteboards.
2. Interpersonal: Students are allowed to work on problems with table
partners.
3. Intrapersonal: Students are allowed to work on problems by
themselves.
D. Methods and Materials:
1. Discussion, lecture, and presentation.
2. Whiteboards, markers, pencils, calculators, and paper.
Modeling:
1. First go over example of what monomials are and what they are not.
2. Go over how to find the degree of a monomial and degree of a polynomial.
3. Adding/subtracting polynomials use the vertical or horizontal format.
Vertical option: lining up by like terms.
Horizontal option: Group by like terms.
4. Teacher shows students how to do each example and then students do
them on their own while teacher observes and assesses the students on
their whiteboards.
Checking for Understanding:
1. How do we know we have like terms?
2. Students work our examples on their whiteboards while teacher observes
and assesses after each new concept. Teacher ask random questions to
students to decide how well students understand the concepts.
3. Continually question students while we work out examples together.
Guided Practice:
1. A gradual release to the learners. Teacher leads most of the way in the
first example, the students mostly lead the teacher in the next examples,
students then work out problems on whiteboards, and then we go over as
a class to clear up any misconceptions.
2. Teacher evaluates how well students grasp the concept before moving on
to the next concept.
Independent Practice:

X.

1. Students work out problems on their whiteboards for teacher to assess

students.
2. Homework is given out which is Pg. 557 (#3-16, 17-25 odd, 29, 31)
Closure:
1. An exit problem is given out which students are asked to name the degree
of each polynomial and add the polynomials:

( 2 x2 3 x +5 ) +(5 x7+3 x 2)

2. Teacher looks over the responses from students after class to decide if any
concepts need to be cleared up for the next day.

Section 2: Multiply Polynomials

I.

II.
III.

IV.

V.

Standard:
HAS.APR.A.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.
Behavioral Objective:
The learners will be able to multiply various types of polynomials using the
distributive property, the box method, and FOIL method.
Anticipatory Set:
1. What are monomials, binomials, and trinomials? Any conjectures of how
we can multiply these together?
2. What is the distributive property? Tell your table partner an example of
how to use the distributive property.
Objective/Purpose:
Yesterday we learned how to add and subtract polynomials. Today we will
now learn how to multiply polynomials. There are a few different ways we
can multiply polynomials. We will learn them today so when we factor later
on in the chapter, you can multiply these together by using one of the
methods to check your work.
Input:
E. Task Analysis:
1. Discuss students findings of the anticipatory set.
2. Discuss what students would do if they are given a monomial
multiplied by a binomial. What about a monomial times a trinomial?
We discuss that we should use the distributive property when a
monomial is multiplied by a polynomial.
3. Now we discuss what happens when we multiply a binomial times a
binomial. What about a binomial times a trinomial? The teacher leads
the students to the box method which looks like

( x+ 2)(x +7)

2
x 7

x
2 1
x 4
4. Examples are worked out using the box method on whiteboards.
5. Teacher says when we multiply a binomial by a binomial there is a
shortcut. Teacher asks when we multiply

x 2+7 x +2 x+14

( x+ 2 )( x +7 )

we get

using the box method. Come up with a way where we

can go from the two binomials to the next step without the box
method. Talk with your table mates. Teacher goes around and
observes discussions of what the students are thinking.

6. Come together and field different conjectures from the students. Use
their conjectures to come up with the FOIL method which stands for
First, Outside, Inside, and Last. Or we are distributing each of the
terms in the first parenthesis to the other terms in the last parenthesis.
Examples are worked out using this method. Students are encouraged
to use the method that makes since to them, but FOIL only works for a
binomial times a binomial.
F. Thinking Levels:
1. Knowledge: What is

x x ? What is

7x ?

2. Comprehension: Understand that it does not matter if we switch the

parenthesis around. Why is that the case?
3. Analysis: Compare your conjecture to your neighbors. Are there any
similarities are differences?
4. Evaluation: Were you able to come up with something similar to the
FOIL method. How was your method different and how was it similar?
5. Create: Create a way from going from one step to the next without
using the box method.
G. Learning Styles:
1. Visual: Students are shown the box format so students can see where
exactly each term comes from.
2. Interpersonal: Students are encouraged to discuss conjectures with
their table partners. Students are allowed to work on homework
together.
3. Intrapersonal: Students are able to work on homework by themselves.
H. Methods and Materials:
1. Lecture, presentation, discovery.
2. Pencil, paper, whiteboards, markers, and calculators.
VI.
Modeling:
1. Review the distributive property. This works when we multiply a
monomial and any polynomial with more than one term.
2. Show students how to set up the box method. Show students how the
box method is used and when to use it.
3. Guide students towards discovery of the FOIL method. Examples are
worked out with the class.
VII.
Checking for Understanding:
1. How do we set up the box? After we fill in the box, what do we do
next?
2. When can we distribute, use the box, or use FOIL?
3. How do we get from here to here without using the box? What do you
notice about the terms?
VIII. Guided Practice:
1. Teacher shows students how use new methods. Students begin to take
more ownership of the problems after this example. Students then do
a problem on whiteboards so teacher can assess learning.
2. Teacher observes student discussions about discovering the FOIL
method. Teacher guides students towards the discovery if students are
not close.
IX.
Independent Practice:

1. Students work out problems on their whiteboards or with their table

mates.
2. Homework is given which is Pg. 565 (3-14, 21, 26-32, 37, 43, 44)
X.
Closure:
1. When we multiply a binomial and a binomial, what two methods can we
use? What do you prefer?
2. Based on this lesson, come up with what you think the next lesson is
going to be about?

Section 3: Solve Polynomial Equations in Factored Form

I. Standard:
HAS.APR.B.3: Identify zeros of polynomials when suitable factorizations are
available.
II.
Behavioral Objective:
The learners will be able to use the zero product property to solve polynomial
equations in factored form. The learners will also be able to take the greatest
common monomial factor out to again solve polynomial equations in factored
form.
III.
Anticipatory Set:
A few questions will be on the board when the students walk in. These
questions include:
If

a b=0 , then a=____ or b=____.

b=8 , and a b=0 , then a=______.

If

a=5 and

If

a b=0 , then b=_____.

Find the GCF of 8 and 12.

Find the GCF of 2 and 7.
Find the GCF of
IV.

x 3 and

x5 .

Objective/Purpose:
Today we will learn about solving polynomial equations in factored form. We
have covered polynomials in great detail so far, but this is the last step before
we learn about one of the most important topics of Algebra and that is
factoring polynomials.
V.
Input:
A. Task Analysis:
1. Review Anticipatory set with students and discuss student
responses.
2. Steps to solving Polynomial equations in factored form.
a. Set expression equal to 0.
b. Take Greatest Common Monomial Factor out.
c. Solve for x setting each part of the expression equal to 0.
d. CHECK ANSWERS.

3. Go over problems in the form (x-7)(x-2)=0. Have students discuss

at table what they should do to solve for x. Check for any ideas.
Go over how to solve these types of problems. Give students an
opportunity to solve problems on whiteboards.
4. List next section as Greatest Common Monomial Factor. Review
monomials and Greatest Common Factors from anticipatory set.
5. Go over how to take the greatest common monomial factor of
examples like

x 3x 5 .

a. Smaller exponent can always go into larger. Larger exponent

cannot go into small
b. Pull out smaller exponent out of each.
6. Relate this back to solving polynomials by giving them an example
like

2 x +10 x=0 . Have them discuss at table how they would

solve this by reviewing the steps we went over at the start of class.
Listen for ideas and solve the problems. Give students an
opportunity to solve on whiteboards.
7. Vertical Motion Model: Application of what we have done today.
a. Go over equation with class and receive guesses that the class
thinks each variable means.
b. Volunteer jumps for class and we estimate how fast they travelled.
c. Go through process of solving equation with students leading me on
what to do next.
B. Thinking Levels:
1. Knowledge: What is anything times 0?
2. Comprehension: Understand how to take the greatest common
monomial factor from examples like

x 3 and

x5 .

3. Application: Applying polynomial equations to real life example of

the vertical motion model.
4. Analysis: Compare your work to your table partners. Similarities or
differences?
5. Evaluation: If student is incorrect, saying look at step ___ to have
students see where they made their mistake instead of the teacher
telling them what their mistake is.
C. Learning Styles:
1. Visual: students see how to solve polynomial equations in factored
form and see how to take out the GCMF.
2. Tactical: Students follow four step procedure in solving equations.
3. Interpersonal: Students are allowed to work on problems with table
partners.
4. Intrapersonal: Students are allowed to work on problems by
themselves.
D. Methods and Materials:
1. Lecture, discussion, and demonstration.
2. Paper, calculator, pencil.
VI.
Modeling:
1. Set expression equal to 0.

2.
3.
4.
5.

VII.
1.
2.
3.
4.
5.
6.

VIII.
1.

2.
IX.
1.
2.
X.
1.

2.

Take the greatest common monomial factor out.

Solve for x setting each part equal to 0.
Check answers.
Go over problems with a gradual release to students so that I lead most of
the way on the first problem, they lead me most of the way through next
problem, then the students perform problems.
Checking for Understanding:
Do we have to take the greatest common monomial factor out? How do
you know/what do we do with it?
How did you get that?
When you get an answer, what is important you do next?
Show me how you know your solutions are the correct solutions?
What did you forget to do?
Continually use white boards to assess how students are grasping
concepts. Use (1-5) rating where students rate how well they understand
each topic before moving on.
Guided Practice:
A gradual release to the learners. Teacher leads most of the way in the
first example, the students mostly lead the teacher in the next examples,
students then work out problems on whiteboards, and then we go over as
a class to clear up any misconceptions.
Teacher evaluates how well students grasp the concept before moving on
to the next concept.
Independent Practice:
Homework is given out that they need to do pg. 578 (#3-23 odd, 27-35
odd, 39, 51, 56).
Students are encouraged to work together with their table partners.
Closure:
A quick review of the major concepts of the sections. This includes the
greatest common monomial factor and making sure they check their
answers.
An exit slip is given out to see what needs to be reviewed for next time so
students can grasp the concept better.

Section 4: Factor

x 2+ bx+ c

I.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
II.
Behavioral Objective:
The students will be able to factor trinomials in the form

x 2+ bx+ c

into two

binomials then solve. The students will also be able to identify the Greatest
Common Monomial Factor of a trinomial, then factor and solve.
III.
Anticipatory Set:
Multiply:

(x+ 3)(x +2) .

The end result is a trinomial, how would you go from this trinomial to what we
started with (two binomials)? Attempt to find a pattern with your tables.
IV.
Objective/Purpose:
We have learned how to multiply two binomials together to get a trinomial.
Now we will take a trinomial and factor it into two binomials (so going
backwards from what we have done previously) to find solutions like from
what we saw in 9.4.
V.
Input:
A. Task Analysis:
1. Discuss the anticipatory set and see if students were able to find a
pattern to go from the trinomial to two binomials.
2. Tell students we are doing a puzzle. It is called the x method and
it looks like

Where the factors go on the sides, the c is on top and b is on the

bottom.
3. Start out with

x 2+ bx+ c . Find two numbers whose sum is b and

also their product is c. After a couple examples, discuss what the

students see as the factors. Give one person from each table a
problem in this form and they teach their tables how to factor the
problem.
4. Next we go over in the form

x bx +c . We go over a couple

examples and discuss what we notice about the signs of our factors.
So what do we notice about the signs when c is positive? Why do
you suppose they are same signs? The next person at the table
teaches how to factor when the trinomial is in this form.
5. Next we go over in the form

x 2+ bxc

and

x 2bxc . What do

we notice about the signs of the factors then? We go over a few

examples of these. So now we have a little shortcut when we are
choosing numbers to multiply to c and add to b. Two more people
from the tables are selected to teach their tables factoring in this
form.
6. We do several examples on whiteboards for the students. Teacher
assesses how well students understand the concept of factoring.
7. Students are encouraged that if they would rather do trial and error
to find the factors, that is fine. Whatever method makes sense to
them they can use.
8. Students are given index cards. Five are trinomials and 10 are
binomials. Students use the 10 binomials to match as the correct
factorization of the trinomials.
B. Thinking Levels:
1. Knowledge: Know the process of how to factor and solve trinomials.
How do you check your answers?
2. Comprehension: Understand what signs of my factors are when c is
positive or negative. How does the b effect this? Why do you think
this occurs?
3. Application: How do you think factoring is used in the real world?
How about when you have a certain amount of area and you want
to know the dimensions?
4. Analysis: How well did your group members teach their problem to
you? What could be changed or did they get it correct?
5. Evaluation: Does your solution make sense? Where did your
mistake happen at?
C. Learning Styles:
1. Visual: The X method is a nice visual for learners when we are just
starting to learn to factor.
2. Interpersonal: Students teach a factoring example to their tables.
3. Kinesthetic: Students are allowed to get out of their chairs and
move so they can teach their table their problem.
D. Methods and Materials:

1. Discussion, lecture, discovery

2. Pencils, paper, whiteboards, calculators, markers, and index cards.
VI.
Modeling:
1. Look for GCMF
2. Set up parenthesis with variable in front(x )(x ).
3. Write out factors of c.
4. Set up X puzzle. Ask yourself what two numbers multiply together to
get c and add together to get b.
5. Solve X puzzle, put answers (x__)(x__).
6. Check work by the box method or FOIL.
VII.
Checking for Understanding:
1. Teacher observes groups on how they teach their problem.
2. Why did you use these numbers?
3. The c is positive does that tell us that the factors are also positive?
What does it tell us?
4. How do we solve when the equation is not set equal to zero?
5. (1-5) rating of how good you are at factoring with one being you do not
understand it, five is that you understand it very well.
6. Teacher assesses students as students complete puzzles of factoring
the given five trinomials using the 10 binomials.
VIII. Guided Practice:
1. Students are show how to factor. Students by the end of the lesson are
teaching their peers how to factor. One of the best ways of
understanding something is to have to teach it.
2. Students work together to solve the puzzle of factoring the five
trinomials.
IX.
Independent Practice:
1. Students teach problems to their table mates with the whiteboards and
teacher assesses their work.
2. Homework is given out which is pg. 586 (3-25 odd, 29-35 odd, 43, 61).
X.
Closure:
1. Tell me what are the signs of the factors when c is positive b is
negative, c is positive b is positive, etc.
2. What are some other quadratic functions we will learn how to factor?
Do they always have to be in

x + bx+ c

form?

3. Factoring puzzle is completed using the five trinomials and 10

binomials.

Section 5: Factor

a x + bx+ c

I.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
II.
Behavioral Objective:
The students will be able to factor trinomials into two binomials. Students
will learn to factor when there is a coefficient in front of the
III.

one.
Anticipatory Set:
Answer the following question:
We have factored in the form

x + bx+ c . Discuss with your table partners

what you think will be different when we factor

a number other than one in front of the
IV.

x 2 that is not

a x 2+ bx+ c , or when there is

x2 ?

Objective/Purpose:
We have only learned how to factor when the trinomial is in the form

x 2+ bx+ c . Not every trinomial looks like this. We will learn how to factor

when there is a number in front of the

V.

so when given any quadratic

function, you can attempt to factor it.

Input:
A. Task Analysis:
1. Discuss student answers to the anticipatory set.
2. Go through procedure of factoring when a is not one. What do you
differently when a is not one compared to last lesson when a was
one?
3. Go through an example with the class. What looks different in the
two binomials compared to last lesson?
4. Have students begin to lead most of the way on next examples.
5. Students then factor on whiteboards, while teacher goes around
and observes and assesses students. Any misconceptions can be
cleared up and marked on whiteboards. Also, teacher assesses if
any re-teaching needs to be done.
6. Two students are chosen to team teach their table partners how to
factor trinomials into two binomials.
7. Real world application problem is completed together with the area
of a rectangle.
8. Each table is given five trinomials and 10 binomials. They have to
factor the five trinomials using the 10 binomials. Teacher observes
and when tables complete the factoring of the five trinomials, they
call teacher over to assess.
B. Thinking Levels:
1. Knowledge: What is
you

ac

a c ? What numbers multiply together to get

and add together to get b?

2. Comprehension: Understand that the signs of the factors follow the

same logic as when we factored

x 2+ bx+ c .

3. Application: Applying factoring to real life example of finding the

dimensions of a rectangle given the area.
4. Analysis: Compare your work to your table partners. Similarities or
differences?
5. Evaluation: If student is incorrect, saying look at step ___ to have
students see where they made their mistake instead of the teacher
telling them what their mistake is.
C. Learning Styles:
1. Tactical: Follow procedure of how to factor trinomials in the form

a x 2+ bx+ c .
2. Visual: The X method is a nice visual to show students how to
factor.
3. Interpersonal: Much collaboration with table partners.
4. Kinesthetic: Students move to teach their table partners the
problem.
D. Methods and Materials:
1. Lecture, discussion, demonstration.

VI.

2. Whiteboards, calculators, pencils, paper, markers, index cards

Modeling:
1. Factor out GCMF.
2. Find

ac

3. Find factors of

ac

4. Solve puzzle

5. Take factors and divide by a. SIMPLIFY!

6. Bottom numbers of fraction are your x values, top numbers are your last
terms.
7. Check work by box method or FOIL.
VII.
Checking for Understanding:
1. Random students called on to answer questions.
2. Teacher assesses student responses to examples on whiteboards.
Individuals are tended to when needed.
3. Teacher observes students teach their table partners.
4. What is the important step after you divide factors by a?
5. What do you notice is the mistake in this?
2

6. How is this different and similar to last lesson of factoring x + bx+ c ?

7. (1-5) rank your learning.
8. Assesses students on the factoring of the five trinomials at the end of the
lesson.
VIII. Guided Practice:
1. Procedure shown to students.
2. Students apply this procedure to lead them in following examples.
3. Random students are chosen to answer questions.
4. Students teach what they have learned to table partners.
5. Tables work together to factor five trinomials, okays by the teacher.
IX.
Independent Practice:
1. Homework is given which is pg. 596 (5-21 odd, 22, 25, 41, 45, 51)
X.
Closure:
1. What should you always look for first?
2. How is factoring trinomials used in the real world?
3. On a piece of paper, what was the easiest part of the lesson? What do
you need more assistance/more practice with?
4. Factoring puzzle is completed by groups.

Section 6: Factor Polynomials Completely

I.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
II.
Behavioral Objective:

The students will be able to factor polynomials completely by first taking out
a Greatest Common Monomial Factor out, then factor. The students will also
be able to factor by grouping with four terms.
III.
Anticipatory Set:
What is the greatest common monomial factor of
1.

x 2+3 x

2.

4 x 3 +8 x 2

3.

2 x +8

4.

5 x ( x+ 2 )7( x +2)

IV.

Objective/Purpose:
We have learned every type of factoring in this chapter with the exception of
one. We have not yet covered when we can factor when we have four terms.
That is what we are going to be doing today. Also, we will be taking
everything we have learned from the chapter, and applying it to today.
V.
Input:
A. Task Analysis:
1. Discuss student responses from anticipatory set.
2. Provide the four steps to factoring polynomials completely evident in
the modeling section.
3. Discuss the conjectures by students from number four of anticipatory
set further. What did students get, and how did they get them? Lead
students toward

( x+ 2 ) is GCMF. This is important step for factoring

by grouping.
4. Do a few examples of factor by grouping. Then have students get a
mobile device out, if they do not have one, partner up with someone
who does.
5. Launch Kahoot on projector and have students respond to questions
posed to them on their mobile device. Assess how many students
answered each response and discuss each question. (Decide if any reteaching needs to be done?)
6. Go over example of taking out a GCMF, then factoring. (Students
should have already seen this example in previous lessons). Students
then respond on Kahoot to more examples. Teacher assesses results.
7. We do a real world application problem of finding volume of an object.
This problem will deal with factor by grouping.
B. Thinking Levels:
1. Knowledge: What is the GCMF of

2 x +8 ?

2. Comprehension: Understand how do you take the GCMF out?

3. Application: Apply factor by grouping to a real life scenario involving a
volume problem.
4. Analysis: What are some similarities and differences between two term,
three term, and four term polynomials?
5. Evaluation: How did you do on the examples on Kahoot? What are
some examples you are having most difficult with?

C. Learning Styles:
1. Kinesthetic: Students can move around the room while answering on
Kahoot. Especially since the text may be difficult to read from the back
of the room.
2. Visual: Students can use their electronic device to answer questions on
Kahoot.
3. Intrapersonal: Students can work out problems on their own on Kahoot
if they have their own electronic device. They also complete the
homework on their own.
4. Interpersonal: students may have to work together on Kahoot if they
do not have an electronic device.
D. Methods and Materials:
1. Discussion, lecture, discovery, and technology.
2. Electronic devices, paper, pencil, calculator, computer, projector, and
ability to launch Kahoot.
VI.

Modeling:
1. Teacher leads most of the way in first examples. Students begin to lead in
the next examples and random questioning to how they answered a
question on Kahoot.
2. Procedure to factor polynomials completely
a. Factor out G.C.M.F.
b. Look to see if you have difference of two squares or perfect square
trinomial to easily factor.
c. Factor

a x 2+ bx+ c

into two binomials (like from two previous lessons)

d. If it has four terms, factor by grouping.

VII.
Checking for Understanding:
1. Random question students how to do something.
2. Kahoot lets me know how many students chose each response. Any
misconceptions I see to what needs to get cleared up.
3. Calling on students to see how they got an answer on Kahoot.
VIII. Guided Practice:
1. Gradual release to students where teacher does most of the work on
their first example, then students do most of the work on following
examples. Students do all the work when they explain how they got an
answer from Kahoot.
2. Teacher assesses how well students are doing with Kahoot program.
Any re-teaching need to be done to clear any misconceptions.
IX.
Independent Practice:
1. Homework is given which is pg. 610 (5, 7, 13, 17, 25, 29, 34, 41, 47,
49, 57)
X.
Closure: (Discussion Questions at end of lesson)
1. What should we look for first when factoring?
2. How do we factor two terms? Three terms? Four terms?
3. How do we know we factored by grouping correctly?