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Name ____________________________ Date _____________ Class Period _________

Algebra 1 Game
9.7 Investigating Special Products
MATERIALS • game markers • spinner • game sheet

HOW TO PLAY
Your teacher will divide the class into pairs. You and your partner will alternate turns.
Your goal in this game is to place markers in 4 hexagons that are connected.
Spin either Spinner A or B. Factor the expression the spinner lands on.
Place a marker on each factor of the expression on your Game Sheet.
Factors appear more than once; select any one location where the factor appears. If both factors
are unavailable, meaning one or both of the factors have been used, you may not mark either
factor. Play passes to your opponent.
The first person to mark four hexagons that are connected is declared the winner.

PRACTICE
Factor the polynomial.

1. x2 - 16 2. 9a2 - 16

3. 49 - m2 4. –12 + 27x2

5. 121r2 - 81s2 6. x2 + 6x + 9

7. 4n2 - 4n + 1 8. –3t2 - 12t - 12

1
9. y 2 − y + 10. 9x2 + 30xy + 25y2
4

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Spinner A

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Spinner B

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Game Sheet

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Answer Key
HOW TO PLAY

Spinner A

x2 + 2x + 1 = (x + 1)2 x2 - 4x + 4 = (x - 2)2
x2 + 8x + 16 = (x + 4)2 x2 - 2x + 1 = (x - 1)2
x2 + 10x + 25 = (x + 5)2 x2 - 12x + 36 = (x - 6)2
x2 + 4x + 4 = (x + 2)2 x2 - 6x + 9 = (x - 3)2

Spinner B

x2 - 16 = (x + 4)(x - 4) x2 - 9 = (x + 3)(x - 3)
x2 - 1 = (x + 1)(x - 1) x2 - 36 = (x + 6)(x - 6)
x2 - 25 = (x + 5)(x - 5) x2 - 4 = (x + 2)(x - 2)

PRACTICE

1. (x - 8)(x + 8) 2. (3a - 4)(3a + 4)


3. (7 - m)(7 + m) 4. –3(2 - 3x)(2 + 3x)
5. (11r - 9s)(11r + 9s) 6. (x + 3)2
7. (2n - 1)2 8. –3(t + 2)2
1 2
9. (y − ) 10. (3x + 5y)2
2

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Teacher Notes
ACTIVITY PREPARATION MATERIALS
Make a copy of the game sheet for each pair of students.
Decide how you will divide the class into pairs. It is best to have two students playing against one
another, but three players will work if you have an odd number of students in the class.
Make copies of the two spinners for each pair of students. If a clear spinner is not available, use a
paper clip anchored with a pencil. Another option is to have students simulate the spinners on
their graphing calculator. This can be done in the Prob Sim under the Apps menu.
Each student needs game markers. If small markers are not available to mark the game sheet,
students could use a colored pencil. Coloring the hexagon would be the same as placing a marker
on the hexagon.
If you wish to have students play multiple rounds and they are using colored pencils to mark
hexagons have extra game sheets copied.

ACTIVITY MANAGEMENT

This review activity helps students to practice the factoring techniques of Lesson 9.7. Students
will also develop strategies regarding which spinner to use and where to place their markers.

Model one turn for students: The spinner lands on


x2 - 1. The expression factors into (x + 1)(x - 1).
You cover any two hexagonal cells containing these
factors. The goal is to mark four connecting
hexagons. Possible versions of connecting four are
shown, there are more possibilities.

Students will observe that all of the expressions on Spinner A are perfect square trinomials. In
factored form the expressions are (a ± b)2. Students may opt for this spinner if they are trying to
get the last hexagon in a string of four, hoping that the likelihood of landing on the needed
expression is increased. Note that there are eight possible factors. All of the expressions on
Spinner B are the difference of two squares and result in two different factors, (a + b) and (a -
b). There are six sectors resulting in 12 factors: (x ± 1), (x ± 2), ..., (x ± 6). Considering both
spinners, all 12 factors do NOT occur with the same frequency and hence are not represented on
the game sheet in the same frequency. There are four factors that occur only once: (x + 3), (x -
4), (x - 5), and (x + 6). These four factors are found on Spinner B, only, and appear on the game
sheet in two locations only. Students eventually recognize this.
As students are playing, walk around the room and listen to the conversations. As students get
close to four in-a-row, they start to look for which expression they want the spinner to land on.
In other words, they are multiplying binomials. You may need to establish what a “fair” spin is
to avoid students barely moving the spinner in an attempt to have the spinner land in a
pre-determined location.
Students happily play the game more than once. Instead of playing multiple games, the rules
could be changed so that the winner needs to connect six versus four.
When finished, ask students to describe any patterns in the two spinners. In describing Spinner

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A, students should recognize that the constant term is always a perfect square (1, 4, 9, 16, 25,
36) and the coefficient of the linear term is even, and twice the number being squared for the
constant term. On Spinner B, there is no linear term and the constant term is a perfect square.
Extensions The same game sheet can be used with new spinners that contain expressions that
are not perfect square trinomials or the difference of two squares. Use expressions from earlier
lessons such as x2 + 5x + 4 = (x + 1)(x + 4).
A-Level Alternative Play the game in rounds. In the first round use only Spinner A to review
perfect square trinomials. In the second round use only Spinner B to review the difference of
two squares.
C-Level Alternative Add common factors and/or coefficients to the expressions on the
spinners and game sheet. Have students connect six hexagons instead of 4.

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Activity and Closure Questions
Ask these questions as a class.

1. Factor the polynomial 9x2 - 24x + 16.

Answer: (3x - 4)2

2. Factor the polynomial 25x2 - 36y2.

Answer: (5x - 6y)(5x + 6y)

3. Describe the strategies you used to connect four hexagons.

Answer: Students will observe that all of the expressions on Spinner A are perfect square
trinomials. In factored form the expressions are (a ± b)2. Students may opt for this spinner if they
are trying to get the last hexagon in a string of four, hoping that the likelihood of landing on the
needed expression is increased. Note that there are eight possible factors. All of the expressions
on Spinner B are the difference of two squares and result in two different factors, (a + b) and (a -
b). There are six sectors resulting in 12 factors: (x ± 1), (x ± 2), ..., (x ± 6). Considering both
spinners, all 12 factors do NOT occur with the same frequency and hence are not represented on
the game sheet in the same frequency. There are four factors that occur only once: (x + 3), (x - 4),
(x - 5), and (x + 6). These four factors are found on Spinner B, only, and appear on the game
sheet in two locations only. Students eventually recognize this.

LESSON TRANSITION
In this activity students review the patterns for factoring the difference of two squares and for factoring
perfect square trinomials. Students will also practice multiplying two binomials as they attempt to
connect the final hexagons. After completing this activity review solving polynomial equations that are
the difference of two squares or perfect square trinomials. Students should now be able to move on to
the next lesson.

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