![]() ![]() ![]() Last year, I taught my students to do the Airplane Method. This more affectionately known as Slide, Divide, Bottoms UP!Īgain, I changed my teaching approach from last year. I taught my students to factor quadratics with a leading coefficient of 1 using the X-puzzle.įactoring Quadratic Trinomials with a Leading Coefficient Greater than One When my students were first reviewing integer operations, I gave them a sheet of diamond puzzles or X-puzzles to complete. Factoring Quadratic Trinomials with a Leading Coefficient of 1Īfter teaching students to distribute, the natural thing to teach students is to undistribute, or factor. When my students see two polynomials being multiplied, they automatically think distributive property. ![]() Day two of the distributive property featured polynomials times polynomials. Day one of the distributive property featured monomials times binomials. What if I didn’t teach the double distributive property as a separate property? What if just told my students that when they see two polynomials being multiplied together that it is a distributive property problem? Last year, instead of teaching students to FOIL, I taught students what I called “The Double Distributive Property.” This could be extended to the triple distributive property as well. If students only know how to FOIL, they are going to be stuck and not know what to do when they are asked to multiply a trinomial and a binomial. If my students can see a problem as an extension of the distributive property, they can solve a myriad of problems in different forms. ![]() They are tricks that work, but students don’t quite know why they work. But, I’m learning that some of the tricks that I was taught in Algebra are just that. I learned to multiply binomials by FOILing. I made a commitment to myself last year that I would stop teaching students to FOIL. After teaching them the distributive property, I had an epiphany. My students had solved equations in middle school, so that wouldn’t be something new and exciting. The kids who didn’t understand integer operations still didn’t quite know that they didn’t understand them. The kids who understood integer operations were bored out of their minds. This year, I could tell I was more frustrated and my students were more frustrated than normal. And, last year, I moved on to solving equations and HOPED that the rules for dealing with integers and all that good stuff would “click” when they started seeing it in equations. Last year, my students struggled with these topics, too. My Algebra 1 students came in at a much lower level than my students last year.Īfter spending weeks on integer operations and the order of operations and all that fun stuff that students should already know from middle school, I still had a lot of kids who were just not getting it. I didn’t feel like I really did either topic justice because I was so rushed. I was feeling rushed, and I needed to cover factoring quadratics and simplifying radicals before the end-of-instruction exam. Last year, I crammed in factoring quadratics at the very end of the school year. I taught them to factor quadratic trinomials with a leading coefficient greater than one before we ever discussed solving equations. This year, I am taking a big risk with my Algebra 1 kiddos. We filled these out and glued them in our algebra interactive notebooks. Remember the purpose of this activity is to help each other to be able to solve the problems.Today I want to share some graphic organizers I created to remind students the steps for factoring quadratics. Work on your own Factoring Practice worksheet and when you want to check your answer, do so with your partner. On the back side is the answer key for your partner. 30 7 5x 15x² 10x -1 -3x -2 Solution: 15x2 + 7x – 2 (3x + 2)(5x - 1)ġ2 You Try 2x2 +3x –9 6x2 + x – 2 4x2 + 9x + 2ġ3 Partner Activity! On the front side of your Factoring Practice are your questions. Check answer: (x-5)(3x+2) 3x2 -13x -10=(x-5)(3x+2)Ħ Solve the x-box way Example: Factor 3x2 -13x -10 x -5 (3)(-10)= -30 3xįACTOR the x-box way ax2 + bx + c GCF GCF Product ac=mn First and Last Coefficients 1st Term Factor n GCF n m Middle Last term Factor m b=m+n Sum GCFĨ Examples Factor using the x-box method. 1 Factoring Quadratics using X-Box method and Factor by Groupingģ Homework! Score out of 26 Divide by 2.6Ĥ X- Marks the Spot Product a∙c factors factors Sum bĮxample: Factor 3x2 -13x -10 -13x= -15x +2x 1. ![]()
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