Lesson Plan – Factoring Polynomials with Algebra Tiles

Teacher: Jennifer Eldred

Subject: Factoring Polynomials
Grade: CCSS High School - Algebra
Unit: Arithmetic with Polynomials and Rational Expressions

Standard: Understand the relationship between zeros and factors of polynomials. Use
polynomial identities to solve problems. Perform arithmetic operations on polynomials.
For more information, look at the Common Core State Standard website under High
School Algebra at http://www.corestandards.org/Math/Content/HSA/APR.

Learning Goal: Students will be able to understand the relationship between zeros and
factors of polynomials.

Learning Objective(s):
1) Given a polynomial, students will be able to factor it using Algebra Tiles.
2) With the polynomial in factored form, students will be able to identify the zeros.

Set: I will ask the class, “Have you ever played with projectiles? Longed to shoot a
rocket? Enjoyed throwing a ball?” Then I will transition into asking how long will it take
for the projectile to hit the ground. To do this calculation we will need to find the zeros of
a polynomial after we set the height equal to zero.

Body: This lesson will mostly focus on using algebra tiles to factor polynomials, which
is a tool necessary for calculating things such as, the time it takes for a projectile to hit
the ground. First I will introduce Algebra Tiles to the class using the document camera. I
will explain each of the three pieces, noting that they are labeled with their area and from
that we can deduce the length of each side. I will explain that the blue tiles represent
positive values and the pink tiles represent negative values.
I will write a polynomial on the paper under the document camera and explain
how the problem itself tells you how many of each size tile you need for that particular
problem. Then I will show the class that the goal is to make a rectangle with the pieces
that you have and the only rule is that you can only put side lengths next to each other if
they are the same color, either both blue or both green. Once I make the rectangle for the
class as an example I will explain how adding the side lengths on the left and then the top
gives you the two factors automatically. This direct instruction portion will take about
five minutes.
I will ask if they have any questions and then pass out the Algebra Tiles to the
students in pairs or small groups so that they can try it themselves. I will pass out the
worksheet labeled “Factoring with Algebra Tiles!!” so that the students can have some
supervised practice. I will walk around the room and assist the groups that are struggling.
This will also provide an opportunity to clarify any directions that may have not come
across clearly. This portion will take about six minutes.
Closure: We will begin to wrap up the lesson by doing a challenge problem that involves
negative values and work through it as a class. Then I will put up the original problem
from the beginning of the lesson about how long it will take a projectile to hit the ground
and we will solve that problem as a class. This will take about four minutes.

Evidence of Learning: The evidence of learning will be the students’ ability to work
with a classmate and complete the worksheet.

Sources Used: http://mathbits.com/MathBits/AlgebraTiles/AlgebraTiles.htm