TJ Miller

Topic:
Factoring practice of varying types

Class Level:
Algebra 2

Length of class:
90 Minutes

LEARNING GOAL:
Students will collaborate with classmates to demonstrate an understanding of
factoring through both written and verbal communication.
LEARNING OBJECTIVES:
Students will be able to factor equations using the techniques of finding the greatest
common factor, factoring by grouping, and factoring with the a times c method.
Students will be able to recognize when to utilize different factoring techniques.
LEARNING TARGETS:
Factoringshow the expression in different representations.
Determine if a given binomial is a factor of a polynomial then factor it completely.
MATERIALS NEEDED:
Timer
Large pieces of paper (poster or easel paper)
Markers (1 for every student)
Whiteboards (1 for every pair of students)
Whiteboard markers (1 for every pair of students)
LEARNING PLAN
Warm Up on Board: Students will match each of 4 given polynomials with the
strategy they would use to factor it. Strategies are: GCF, Monic Factoring, Non-Monic
Factoring, or Factor by Grouping.
Main Activity
Students will be in groups of 4 with 1 large piece of easel paper for each group.
-On the paper, there will be a box in the center, spit into 4 partsthe groups work
space. There will also be 4 sections outside of the box, split into 4 partsindividual
work space for each student.

TJ Miller
A polynomial will be written on the board by the teacher: 16 x 24 x 3
Students will get 2-3 minutes to think about how they would go about factoring that
polynomial. They are asked to write down, using words, the steps they would take to
solve this problem. For example, First I would find the factors of 16 and 4 and see
what their GCF is would be something to expect. Students are asked to stay silent
during this time so that they can think and reflect on what they know and remember.
Students will record their ideas in the first box of their individual work space.
Once that time is up, students will then get another 2-3 minutes to collaborate with
their group, bringing together the ideas that they had on an individual level.
Students will record their combined ideas in the first section of the center rectangle.
After that, the whole class will come together and verbalize a combined list of how to
go about factoring this type of problem. They will add anything missed by their group
to their center section.
These

steps are repeated until all 4 factoring strategies are covered.

x 2+11 x +18 Monic
2
3 x 2 x5 Non-Monic
3
2
6 x 16 x +21 x56 Factor by Grouping

Activity 2:
Once students are done with the first activity, they will split into shoulder partner
pairs to practice factoring.
Each pair will decide who is partner A and who is partner B.
Each pair will receive a whiteboard where they will split the space evenly.
To begin, partner A will be given a polynomial and asked to factor that polynomial
completely on one side of the shared whiteboard. Once complete, they will pass the
whiteboard to partner B. Partner B will then multiple the answer from partner A to
see if they get the original polynomial. If they do not get the original polynomial as
their answer, they are asked to look over there work and see what went wrong.