CPH Integrated Math I

The Area Model, Multiplying

Polynomials & Solving Equations
Name Period:

Section Title Pg #’s Grade Pts

worth
Daily Agenda & Learning Targets 2-3 0

3.2.1 Intro to Area Models 4-7 10

3.2.2 Exploring the Area Model 8 - 12 10

Area Model Puzzles 13 10

3.2.3 Multiplying Polynomials 14 - 17 10

3.3.1 Methods for Solving Equations 18 - 20 5

3.3.2 Fraction busters 21 - 24 10

Total: ________ / 55

This packet is due on FRIDAY DECEMBER 13th, the day of the Unit Test!

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 Daily Agenda & Learning Targets
Date: Date: Date:
WU: WU: WU:

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Learning Target Learning Target Learning Target

BTEOTP, I will be able to… BTEOTP, I will be able to… BTEOTP, I will be able to…

as evidenced by… as evidenced by… as evidenced by…

Date: Date: Date:

WU: WU: WU:

● ● ●

● ● ●

Learning Target Learning Target Learning Target

BTEOTP, I will be able to… BTEOTP, I will be able to… BTEOTP, I will be able to…

as evidenced by… as evidenced by… as evidenced by…

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Date: Date: Date:
WU: WU: WU:

● ● ●

● ● ●

Learning Target Learning Target Learning Target

BTEOTP, I will be able to… BTEOTP, I will be able to… BTEOTP, I will be able to…

as evidenced by… as evidenced by… as evidenced by…

Date: Date: Date:

WU: WU: WU:

● ● ●

● ● ●

Learning Target Learning Target Learning Target

BTEOTP, I will be able to… BTEOTP, I will be able to… BTEOTP, I will be able to…

as evidenced by… as evidenced by… as evidenced by…

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 3.2.1 Intro to Area Models

RECALL: Area of a rectangle =

Let’s calculate the area of the rectangles below, In TWO ways.

Rectangle Area as a product Area as a sum
(length x width) of its parts
a)

b)

c)

Conclusion. What do you notice about writing the area of a rectangle as a product and as a sum of its parts?

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In previous math courses you worked with the areas and perimeters of shapes made up of rectangles. Today you
will find the areas and perimeters of shapes made of rectangular algebra tiles.

3-73. Obtain a set of algebra tiles for your team to use during this chapter or use the interactive Algebra Tiles

The dimensions of some of the algebra tiles are shown below. The algebra tiles will be named according to
each of their areas. The tiles have a positive side and a negative side. In this text the positive side will be the
shaded side.

a. For each of the tiles below label the dimensions on all sides, and the area inside the tile.

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3-74. Use the group of algebra tiles below to complete the following problems.

a. Arrange the algebra tiles into one large rectangle, with the x2-tile in the upper left corner. Remember to
flip the algebra tiles so that the positive side of each tile is facing up. Sketch what your rectangle looks
like in the space below:

a. The area of a rectangle can be written as the sum of the areas of all its parts. Write the area of the
rectangle as the sum of its parts. Simplify your expression for the sum of the rectangle’s parts.

b. The area of a rectangle can also be written as a product using length × width (as in the warm-up). What
are the dimensions (length and width) of the overall rectangle you made? Label your sketch with its
dimensions, then write the area of the rectangle as a product, that is, length × width.

c. Write an equation that shows that the area written as a sum is equivalent to the area written as a product.

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3-75. For each polynomial below, build a rectangle using all of the algebra tiles. Sketch each rectangle, and
write an equation that shows that the area written as a product (like (x + 3)(x + 2)) is equivalent to the area
written as a sum (like x2 + 5x + 6).

a. x2 + 3x + 2 b. 6x + 15

c. 2x2 + 7x + 6 d. xy + x + y + 1

e. 2x2 + 10x + 12 f. 2y2 + 6y

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3.2.2 Exploring Area Model

WARM UP: Think-Pair-Share

A mathematical expression is a combination of numbers, variables, and operation symbols, as the ones you
wrote in the appointment book in the previous lesson. Connect the vocabulary word with its corresponding
expression below:
Vocabulary Word Expression

Term 5x3 + 4x2 − 3x + 6

Coefficient the 3x in 4x2 + 3x – 2

Constant Term x2 − 15x + 26

Polynomial the 3 in 3x

Monomial 15y2
Binomial the 26 in 15x + 26

Trinomial
16m − 25

In Lesson 3.2.1, you made rectangles with algebra tiles and found the dimensions of the rectangles. Today you
will represent algebraic expressions with area models of algebra tiles. Then, you will be able to start with the
area of a rectangle as a product, and write it as a sum. This will lead to being able to multiply two algebraic
expressions.

3-84. You have seen that the area of a rectangle can be written two different ways: as a product of its width and
length, and as a sum of the areas of its parts.

Write the area of the following rectangle as the product of its dimensions equivalent to the area as the sum of its
parts. Remember to combine like terms when possible.

Area as a product:

Area as a sum of its parts:

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3-85. Write the area of the following rectangle as the product of the dimensions equivalent to the area as a sum
of the parts. Remember to combine like terms when possible.

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝑜𝑓 𝑖𝑡𝑠 𝑝𝑎𝑟𝑡𝑠

3-86. Mark is examining the following diagram. How is it similar to the algebra tile rectangle in
problem 3-85? How is it different? Talk with your teammates and help Mark answer the following
questions.

How did Mark get 10x inside the top right box?
4x +5

2x 8x2 10x What terms were multiplied to get 8x2

+3 12x 15

Help Mark complete the equation below:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝑜𝑓 𝑖𝑡𝑠 𝑝𝑎𝑟𝑡𝑠

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3-87. Write the area of each rectangle as a product equal to its area as a sum. Combine like terms when
possible.

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

Checked by: Checked by:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

Checked by:
Checked by:

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Whiteboard Drill Activity

3-88. Diagrams like the one in problem 3-87 are referred to as area models. Area models represent
multiplication of algebraic expressions.
For each multiplication expression:
(a) sketch an area model – Hint: first determine how many boxes you will need;
(b) Label the dimensions and fill in the area of each part (box);
(c) Then write an equation showing that the area as a product equals the area as a sum.

1. (𝑥 + 1)(𝑥 + 2) 2. 3(2𝑥 + 5)

a & b: a & b:

( ____ terms) x ( ____ terms) = ____ boxes

c: c:
(𝑥 + 1)(𝑥 + 2)
𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

3. (2𝑥 − 3)(𝑥 + 2) 4. (− 𝑥 + 1)(3𝑥 + 𝑦 − 4)

a & b: a & b:

c: c:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

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5. (2x – 6) (7x + 1) 6. (x + 5) (3x – 4)

a & b: a & b:

c: c:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

7. (2x – 4)(3x + 3) 8. (x – 3)(5x + 7)

a & b: a & b:

c: c:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

9. (x + 4)(x – 8) 10. (2x – 1)(6x + 3)

a & b: a & b:

c: c:

𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 = 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

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 AREA MODEL PUZZLES
4 2 8x 2
− 5𝑥
3 - 12 - 3x 4x

9 5
6𝑥
-5 35 - 72 2x − 36𝑥
5
6
42𝑥

3 3 3x 2
5𝑥
8 - 40 -6 42 - 5x 20x 6 5
40𝑥 − 16𝑥

-2 3 1 2 9x 5 2x
− 3𝑥 − 7𝑥

14 - 35 -4 16 - 24 7 5 8 5
− 24𝑥 − 32𝑥 35𝑥 25𝑥

3 -5 - 7x 2 3
5𝑥 3𝑥
-3 36 25 21𝑥
2
5
40𝑥
15 3 -6 4 6
4𝑥 − 40𝑥 − 30𝑥
3

2 4x 2
-2 -7 4 9 6𝑥 − 2𝑥

4 24 42 - 2x 10𝑥
2
18𝑥
5
36𝑥
2

18 -54 -3 - 18 − 36𝑥
6
− 6𝑥
6

-5 s 18 3 -24x 3
42𝑥 − 42𝑥

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3.2.3 Multiplying Polynomials
You have seen how an area model can be used to represent an expression as a sum of its parts and as a product
of its length and width. Today you will use an area model to multiply polynomial expressions.

WARM UP:

3-96. Use the dimensions (length and width) of the area model at right to
write the area as a product of the dimensions equal to the area as the sum
of the parts.

=
𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝐴𝑟𝑒𝑎 𝑎𝑠 𝑎 𝑠𝑢𝑚

3-98. Multiply the following expressions by using the Distributive Property to write them as sums instead of
products. Be ready to share your process with the class.

a. −2x (6x + 5) b. 6 (4x2 + 3x – 1)

c. x2 (4x – 2y) d. (x + 3) (2x − 1)

When is it easier to use the Distributive Property to multiply expressions?

When is it easier to use the Area Model to multiply expressions?

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3-97. Each expression below represents the area of a rectangle written as a product (length)(width).
Sketch an area model for each expression. Then write an equation showing that the area written as
a product is equal to the area written as the sum. You can also use distributive property when
possible.

1. (4) (x + 3) 2. (9x – 3) (6)

3. (–1) (3x – 6) 4. (x –3) (x + 3)

5. (x + 5) (x – 2) 6. (x – 4) (x + 3)

7. (x + 3) (x – 1) 8. (x – 4) ( x + 4)

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9. (2x – 1)2 10. −2x(x + 5)

11. −2(3x – 5) 12. (2x)(4x)

13. −7y (10x − 11y) 14. (2x − 5)(x + y + 2)

15. x(2x – y) 16. y (2x − y + 3)

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Closure: Team Challenge
3-99. Does order matter when multiplying polynomials? Investigate this question with your team by answering
the following questions.

1. Are (x + 1)(7x + 1) and (7x + 1)(x + 1) equivalent expressions? Justify your answer with an area model.

2. Are (x – 1)(7x + 1) and (1 – x)(7x + 1) equivalent expressions? Justify your answer with an area model.

3. Which expressions have the same products? Note, not all are used. Also, some expressions from the left
may have more than two equivalent expressions on the right.

(x – 5)(2x + 3) (5 – x)(2x + 3)

(2x – 3)(x + 5) (2x + 3)(x – 5)

(–2x + 3)(x + 5) (–5 + x)(2x + 3)

(–x + 5)(2x + 3) (2x + 3)(5 – x)

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3.3.1 Methods for Solving
You have solved a variety of equations in this course. In this lesson, by looking at equations in different ways,
you will be able to solve even more complicated equations quickly and easily. These new approaches will also
allow you to solve new kinds of equations you have not studied before. As you solve equations in today’s
lesson, ask your teammates these questions:

How can we see it?

Is there another way?

3-107. Review what you learned in Lesson 3.2.3 by multiplying each expression below. First decide whether
you will multiply each expression using the Distributive Property or using an area model.

a. (6x – 11)(2x + 5) b. –2x2 (15x2 – 3y)

3-108. DIFFERENT METHODS TO SOLVE AN EQUATION

To be prepared to solve unfamiliar equations, it helps to examine all of the solving tools you currently have.
Consider the equation:

4(x + 3) = 20

Your Task: With your team, solve 4(x + 3) = 20 for x in at least two different ways. Explain how you solved
for x in each case and be prepared to share your explanations with the class.

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3-109 to 3-111. DIFFERENT METHODS TO SOLVE AN EQUATION

In this lesson, by looking at equations in different ways, you will be able to solve even more complicated equations quickly and easily. These new
approaches will also allow you to solve new kinds of equations you have not studied before.

3-109 Rewriting 3-110 Undoing 3-111 Looking Inside

4(𝑥 + 3) = 20 4(𝑥 + 3) = 20 4(𝑥 + 3) = 20

David: “I can rewrite this equation by Juan: “Instead of distributing first, I want to Kenya: “I think about everything inside the
distributing the 4 on the left side.” After eliminate the 4 from the left side by undoing parentheses as a group. After all, the
distributing, what should his new equation the multiplication.” He calls this undoing. parentheses multiply stuff together. I think
be? Solve this equation using David’s Solve this equation using Juan’s method. the contents of whatever is inside the
method. parentheses must equal 5.” She calls this
method looking inside. Solve this equation
using Kenya’s method.

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 Solve each equation, if possible, using ANY strategy you prefer. Determine what strategy you will use.
Check with your teammates to see which strategy they used and compare answers. Be ready to present one of
these problems to the class.

3(2𝑥 − 7) =− 21 4(𝑥 − 2) = 34 − 2𝑥 2 2
(𝑥 + 3) = 𝑥 − 3(1 + 𝑥)
Strategy: Strategy: Strategy:

Solution: Solution: Solution:

Closure: Team Challenge

3-113. SOLVING BY REWRITING

Work with your team to solve each of these equations for x. Use the Distributive Property or draw area models
to help you rewrite the products. Be sure to record your work for each step. Check your solutions in the
original equations.

a 5x2 + 43 = (x – 1)(5x + 6) b. (x + 3)2 = x2 – 3(1 – x)

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3.3.2 Fraction Busters
Today you will continue to solve complex equations using the three methods (rewriting, looking inside, and
undoing). You will focus specifically on equations with fractions. As you solve these new problems, look for
ways to connect today’s work with what you have learned previously.

FRACTION BUSTERS

, in order to get rid of the denominator you must _______________ this fraction by ____
3
For the fraction 5

, in order to get rid of the denominator you must _______________ this fraction by ____
9
For the fraction 2𝑥

Why does it work?

every fraction is a division between the numerator and the

denominator. That means you can cancel the denominator with
multiplication

multiply 5
3𝑥
If you have the equation 5
= 10, if you ______________ the left side by _______ to get rid of the

multiply 10
denominator, then you must also ______________ the ____ by ______

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Solve the following equations.

𝑥 𝑥
1. −3
+ 5 = 10 2. 5 + 2
= − 2

𝑥 𝑥+9
3. 4
+ 2= 6 4. 3
− 1= 7

But what happens if we get an equation with TWO fractions?

3-123. FRACTION BUSTERS

𝑋 5
Examine the equation at right
6
+ 8
=4

𝑋 5 To get rid of one of the fractions, we must

6
+ 8
= 4
___________ each term by _________

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 30
𝑋 − 8
= 24

This method of eliminating _____________ from an equation is called Fraction Busters.

_________________ the equations by the ______________________(s) is a way to undo the fractions.

You can also determine the common factor between all __________________. This is called the ____________

____________________ ____________________ (_________)

Round Table Activity: Solve each equation

Denominators (for busting): ____ and ____ Denominators (for busting): ____ and ____
5 11 4 8
𝑎. 𝑥
− 2 =− 8
𝑏. 2𝑥
+ 5
= 2

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Fraction Buster Practice:
Solve each equation. Your solutions CAN be fractions!

−3𝑎 3 2 −3𝑥
1. 7
= 4
2. 3
= 5

2 −1 4𝑥 2
3. 𝑥 − 5
= 3
4. 11 + 1 = 3

Closure: Ticket out the Door

Use one or more Fraction Busters to solve each equation. Check your answer in the original equation
5𝑥 15 5
3
+ 2
= 2

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