A Lesson Plan in Algebra Introduction to Algebra Tiles By Marnellie E.

Bautista
I. OBJECTIVES: At the end of the lesson, at least 85% of the students are able to: 1. multiply two binomials using algebra tiles; 2. understand how mathematical ideas interconnect and build on one another to produce a coherent whole; and 3. Demonstrate how algebra tiles are used to find the product of two binomials. II. SUBJECT MATTER: Topic: Polynomials-Binomials Subtopic: Multiplying Binomials Reference:K-12 E-Mathematics for Grade 7by Orlando Oronce and Marilyn Mendoza, pp.204-207 Materials: physical algebra tiles, worksheets Values to be developed: patience, cooperation Skills to be developed: accuracy, organization Strategy: Learning through discovery, cooperative learning, focusing inquiry approach III. LEARNING PROCEDURE: A. Preliminaries -Prayer -Checking of Attendance B. Motivation The teacher will put the following on the board and give students a total of 5 minutes to complete. Entrance Quiz(Prior knowledge of FOIL method) 1. ( x + 4) ( x + 3) 2. (x 5)(x + 5 3. C. Presentation of the Lesson The teacher will introduce algebra tiles to the students. Provide physical algebra tiles to each student. (For this exercise you will need three types of algebra tiles, the unit tiles, the rods (or longs), and the flats. Algebra tiles are often referred to by their areas. x x 1 unit 1 area = 1x long x area =

x2

flat D. Lesson Proper and Drill/Exercise Application of Algebra tiles to find the product of two binomials. Products of Two Binomials INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista 1

The teacher leads students through the first example: (x + 3) (x + 4) Step 1 Directions Write x and 3 horizontally at the top and x and 4 vertically on the far left. Work

Students start with blue tile(s) (tiles with area x2) placed at the top left.

Students place the appropriate number of green tiles (tiles with area x).

Students fill in the empty space with the appropriate number of yellow tiles (tiles with area of 1 unit).

Count the number of each type of tile.

x2 tiles = 1 x tiles = 7 1 (unit) tiles = 12 2

Write your expression.

x2 + 7x + 1 INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista

The teacher leads students through the second example: (x + 2) (x - 1) Step 1 Directions Write x and 2 horizontally at the top and x and -1 vertically on the far left. . (Note: We use 1 to represent the minus 1 since x 1 is the same as x + (-1).) Work

Students start with blue tile(s) placed at the top left.

Students place the appropriate number of green or red tiles. (Note: Red tiles represent negative values.)

Students fill in the empty space with the appropriate number of red/green unit tiles. (Note: Use red tiles if the signs are opposite, use green tiles if the sign are the same.)

Tiles with the same area but opposite colors will cancel one another out.

Count the number of each type remaining tiles.

x2 tiles = 1 x tiles = 1 1 (unit) tiles = -2 3

Write your expression.

x2 + x - 2 INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista

F. Generalization Sketching composite rectangles is the first step in understanding and familiarizing algebra tiles. Algebra tiles are used as an instrument in multiplying polynomials(product of two binomials). G. Evaluation Pass the Problem: The class will be group into 6 groups and each group will be given one problem. They will have 2 minutes to create the answer on their algebra mat(piece of bondpaper). After 2 minutes the groups will pass the problem to the next group and receive their next problem. (Attached Rubric) Solve the following binomials using algebra tiles. 1. (x + 5) (-x + 5) 2. (-x 5)(x 1) 3. (x + 2)(x+5) 4. (x 3)(x + 3) 5. (-x 1) (x + 1) 6. (x + 3)(5x 1)

IV.

AGREEMENT: A. Assignment 1. Worksheet- using the method learned in class. 2. Finish up the presentations for next class. Put together resources and a compact presentation.

INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista

Multiplying Binomials Rubric

Groupwork (5 pts) Group used time efficiently and effectively . Members stayed with their groups and stayed on task. Group worked as one cohesive unit. Group created a plan for their presentation. All members were equally assigned duties and responsibilities. 0 pts 0 pts 0 pts 0 pts 0 pts 1 pt 1 pt 1 pt 1 pt 1 pt

Individual (5 pts) Member completed worksheet. (Member should complete by asking for help within their group or from the teacher, members will be penalized for copying another members work) Member contributed to the plan for presenting. Member participated in presentation. Member fulfilled responsibilities assigned by the group. Member completed task Group Member Contribution Breakdown. (HW) 0 pts 0 pts 0 pts 0 pts 1 pt 1 pt 1 pt 1 pt 0 pts 1 pt

Presentation (10 pts) Group was well organized. It was clear the group had a plan. Group supplied a visual aid. Group supplied questions for the class to work on and/or think about. Group clearly explained answers to questions asked by the class and/or the teacher. Group covered the appropriate material. 0 pts 0 pts 0 pts 0 pts 0 pts 1 pt 1 pt 1 pt 1 pt 1 pt 2 pts 2 pts 2 pts 2 pts 2 pts

Extra Credit: Creativity ( + 2) Group attempted to incorporate some sense of creativity. 0 pts 1 pt 2 pts

Total:
Comments:

/20

INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista

INTRODUCTION TO ALGEBRA TILES | Marnellie E. Bautista