Area, Arithmetic and Algebra.

STANDARD STATEMENT I: The effective math teacher consistently engages students in appropriate
experiences that support their development as independent learners.
Performance Criteria for Standard I: The extent to which the teacher:
1. Provides opportunities for students to assume responsibility for their own learning, shaping tasks and
pursuing their own goals and aspirations.
2. Nurtures students desire to learn and achieve.
3. Demonstrates concern and interest by taking time to listen and respond to students.
4. Uses student experiences, interests and real-life situations in instruction.
4. Uses developmentally appropriate activities to promote student success.
5. Makes instructional decisions which consider students physical, social, emotional and cognitive
development.
It is true that anyone can teach someone something, but to be a good teacher, one takes time to know
his students and apply it in such a way that stimulation takes place.

Overview of Lesson:This lesson is intended for algebra students at the middle school or high school
level. The lesson will be a direct teaching lesson. With the teacher lecturing and the students taking
notes and then having the students break up into groups to solve sample problems and be able to do
some as homework.
Content:
To show students how the area of any rectangles and square can motivate them in learning of
multiplication rules for certain binomials, like the following examples.
(x + y) = x2 + 2xy + y2.
(x + y)(x y) = x2 y2.
(x + 3)(x + 5) = x2 + 8y + 15.
To demonstrate to students how they can perform arithmetic based on the above identities.
Students identify and factor binomials that are the differences of squares when given examples.
Students identify and factor perfect square trinomials when given examples.
Students identify and factor difference of two cubes when given examples.
Daily Review:
Check to see if any students are still struggling with homework. Just make sure to be aware of some
students who might use different variables form their countries. Make sure that they understand the
concepts and that they have a grasp on this. Have them partner up and go through the answers.

Materials Needed.
Erasers (brought by students)
Paper (brought by students).
Pencils (brought by students).
Worksheets (provided by teacher).
A page of centimeter-ruled paper; two cm = one unit. (In this fashion, area can be checked by simply
counting squares). The entire square will measure 16 x 16 units, with heavy horizontal and vertical
lines partitioning it into an 8 x 8, 4 x 4, and two 8 x 4 rectangles. All measurements start from the
lower-left hand corner of the large square.
Two of each 16 x 16 square will be needed for each student packet: one left whole and one cut along
the heavy lines into the four rectangles.
Vocabulary.
Arithmetic- The value obtained by dividing the sum of a set of quantities by the number of quantities in
the set.
Algebra- A branch of mathematics in which symbols, usually letters of the alphabet, represent numbers
or members of a specified set and are used.
Opening.
Lessons demonstrated by the teacher, and take attendances.
Lesson Strategy.
Immediately have students remove the four small rectangles and arrange them to form a large square.
How many different arrangements can they find?
Lesson Body.
Find the area of every large square by adding up areas of the four components.
Encourage students to confirm this identity:
(a + b) 2 = a2 + 2ab + b2 Where, a = 8 and b = 4

Challenges#1 Using as many of the small pieces as needed, ask students ( in groups) to create a
rectangle whose measurements are 8 x 16. Calculate the total area by adding the components.
Observe the students work and let them find out that all but the small squares were used in the second
rectangle:
So 8 X 16 = 128 = 122 - 42 [144 - 16 = 128.
The teacher should duplicate these arrangements with the large magnetized rectangles on the
chalkboard.The algebraic identity here demonstrated is:
(x - y)(x + y) = x2 - y2. Where x = 12 and y = 4
144 36 = 128.
Challenge # 2:Have students take the larger square from their packet and fold it along the vertical
line.The left side is now a rectangle whose measurements are 8 x 12. But it consists of two rectangles:
4 x 8 and 8 x 8
Thus they have shown that 8 X 12 = 8 X 4 + 8 X 8. So they have proved that
8 X 12 = 8(4 + 8) an illustration of the distributive law
Performance Assessment:
While students are working on this project in groups, the teacher circulates, assesses performance
visually and gives hints, commendations or other encouragements to help motivate students in their
task.
Closure.
Students will create their mathematics dictionary and add algebra, identities, arithmetic, binomials,
rectangles, horizontals and verticals.
Narrative:
This lesson plan is designed for everybody and should be effective for all students.The lecture portion
of the lesson has been broken down into relatively simple and fundamental terms and concepts.
Of course, there are students who may struggle with grasping this lesson for a variety of reasons.One
reason may be a lack of knowledge or understanding of more basic math concepts (things they should
have already been taught).This may require some extra effort on the teachers part to spend some time
either with that student or with the group, reviewing over the information needed as a foundation for
these new concepts.It also may require some extra effort on the students part; studying and reviewing
over any information that could help him better understand this lesson.There may be an opportunity for
the teacher to discuss with students how math is like a building being built- each new concept and

formula requires a foundation lay down previously.You cannot understand algebra without an
understanding of basic arithmetic, and you cannot understand calculus without an understanding of
algebra. Sometimes students are taught things in school without realizing that each piece of knowledge
gives them something to build on tomorrow. The teacher may wish to go over this idea in class to help
motivate students and to help them call into memory math concepts theyve learned in the past.
Certainly one issue the teacher may face is misunderstanding due to language. Students who are from
another part of the country or world, or any students who are multi-lingual, may have learned math
terms and concepts in a different way than English-speaking, locally-raised students. At first, this may
seem to be a problem, but in reality, it is simply a challenge which can be overcome by both the teacher
and the students. In such a situation, the teacher will put the lesson concepts into different terms.
Simply utilizing a different word may make a concept understandable to a student. The students can
overcome this challenge by asking questions, studying diligently and really applying themselves to
understanding the concept at hand.
Another way that students can work toward understanding a difficult concept is to work together in
groups with fellow students. This is something the teacher will need to facilitate. Working with other
students allows a few things to happen: first, students are not as intimidated to ask questions of other
students as they may be to ask them of a teacher, second, they can discuss questions in a small intimate
group rather than going out on a limb in front of the whole class, third, in group work and discussion,
each student will have his/her own way of understanding and explaining the concept, thus, the group as
a whole can develop the most well-rounded understanding possible.
In general, it is vital to the success of this lesson that the teacher delivers the information in a simple
manner, and explains it and reviews over it in as many different terms and with as many different
examples as possible. This obviously requires more effort and preparation on the teachers part, but the
students of that teachers class have a much higher chance of understanding these concepts fully.