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Multiplying Binomials Lesson Plan

The document outlines Molly Frantz's lesson plan for teaching students how to multiply binomial expressions using the distributive property and FOIL method. The lesson involves demonstrating examples of multiplying binomials on the board step-by-step, having students practice example problems independently, and assigning homework for students to complete involving multiplying binomial expressions. The goal is for students to understand and be able to apply the FOIL method, which stands for First, Outer, Inner, Last, to solve more complex algebraic expressions involving the multiplication of binomials.

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Molly Frantz
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4K views3 pages

Multiplying Binomials Lesson Plan

The document outlines Molly Frantz's lesson plan for teaching students how to multiply binomial expressions using the distributive property and FOIL method. The lesson involves demonstrating examples of multiplying binomials on the board step-by-step, having students practice example problems independently, and assigning homework for students to complete involving multiplying binomial expressions. The goal is for students to understand and be able to apply the FOIL method, which stands for First, Outer, Inner, Last, to solve more complex algebraic expressions involving the multiplication of binomials.

Uploaded by

Molly Frantz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Molly Frantz Lesson Plan: Multiplying Binomials

Set: The students will solve the following problems by using the distributive property. 1. x ( 3 + 7 ) 2. 3x ( 2 + 3 ) The teacher will go over the answers and then explain that we use a very similar process for algebraic expressions. Objective: TLW solve binomial multiplication problems by using the FOIL method. Purpose: To solve more complex algebraic expressions. Input: T1- The teacher will put ( x + 2 ) ( x + 5 ) on the board and show how we use the distributive property twice to multiply the two binomials. The teacher will then explain that we use the acronym F.O.I.L to help us remember the process. The teacher will explain the different parts of FOIL and then do the previous problem again but this time using the FOIL method. The teacher will point out that both ways result in the same answers. The teacher will then do the following problems as more examples. 1. ( x + 4) ( x + 8 ) 2. ( x + 5) ( x 6 ) T2- The teacher will put the 1st problem on the board and call on students to explain the steps to solving the problem. The teacher will be checking for understanding at this time and elaborating on steps and explanations when necessary. The teacher will then put the 2nd problem on the board and give the students time so that they can work on the problem individually and raise their hand if they have any questions while the teacher circulates the room to check for understanding. The teacher will then solve the problem on the board by having students participating by giving answers and steps in solving. Depending on how the students seem to be understanding the material, the teacher may move on to more complex problems or decide to do more examples of these problems and go over the FOIL acronym again. 1. ( x + 10) ( x + 3 ) 2. ( x 7 ) ( x 4 ) T1- The teacher will do an example problem on the board that is a bit more difficult than the problems that they have been doing so far such as, ( 2x2 + 4 ) ( 3x 5 ) and ( 3x2 6x ) ( 4x + 2 ).

T2- The teacher will then give the students the following problems to work on by themselves. 1. ( 4x2 + 2 ) ( 2x + 8 ) 2. ( 3x2 7x ) ( x 9 ) The teacher will have volunteers come up to the board and explain how they solved the problem. T3- The teacher will hand out the homework sheet that is to be completed for the next class. The teacher will stress that it is a new topic and only practice so not to worry if there are some problems that they have trouble with. The homework will be graded but it is graded primarily on effort. Closure: The teacher will hand out an exit slip with the following questions. The teacher will check these slips to decide how much more time needs to be spent with this same material before moving on. 1. 2. 3. 4. How is the distributive property related to the FOIL method? What does FOIL stand for? (x+3)(x 8) ( 2x2 7) ( 4x 1 )

Name ___________________________

1. How is the distributive property related to the FOIL method?

2. What does FOIL stand for?

3. ( x + 3 ) ( x 8 )

4. ( 2x2 7) ( 4x 1 )

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