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Unit #1.Lesson #8.More Complex Equivalency

So, I thought that since we now had exponents, the ability to multiply monomials, and the distributive property, there was no reason not to introduce multiplying binomials. I do stick with the traditional double distribution method, with some discussion later in the course on FOILing and other ways to think about this process. Here, I wanted to stress again the importance of equivalency between two expressions. I still wonder if it is too much, too soon. Let’s hear from all of you.

The Lesson: CCAlgI.Unit #1.Lesson #8.More Complex Equivalency

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5 thoughts on “Unit #1.Lesson #8.More Complex Equivalency

  1. Will the area model for multiplying polynomials be explored later? Students have background w/ this model in the CC modules for elementary and middle school.

  2. Meg,

    Thank you for the comment and question! I do not use the area model for multiplying polynomials, but I think it is interesting to explore. I’ve not been convinced that it is helpful for students in terms of understanding, especially when the binomial involves subtraction.

  3. Meg,
    I keep thinking about the area model for multiplying binomials and I’m coming to the conclusion that this would be a great add-on lesson/exploration. I could totally see kids first calculating the area of a 25 by 32 foot rectangle and even representing it pictorially. Then, moving over to a 2x+5 by 3x+2 multiplication and seeing it pictorially as well. If you have any interest, I would love for you to develop something we could all share 🙂

    Kirk

  4. Our current plan is to show both methods for the same examples given in the lesson.

  5. Hi

    I agree that the area model is a key connection for students and I started showing it during the lesson on distribution.

    Marie

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