Math lesson plan · 9th grade (Year 10 in England) · 45 minutes
Recognise and factorise perfect square trinomials
Algebra
CCSS HSA.SSE.A.2England: GCSE Higher Algebra
Objective and success criteria
Students will: Recognise and factorise perfect square trinomials.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Factorise quadratics x² + bx + c
Leads to: the next skill in this area.
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Factorise quadratics x² + bx + c). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Factorise: x² − 7x − 18 ((x + 2)(x + 9) / (x + 2)(x − 9) / (x − 18)(x + 1) / (x − 7)(x + 1)) → (x + 2)(x − 9)Prompt: Find two numbers that multiply to −18 and add to −7.
- Factorise fully: x² − 4x − 32 → (x+4)(x-8)Prompt: Two numbers: product −32, sum −4.
- Factorise: x² − 9 ((x + 3)(x − 3) / (x − 3)(x − 3) / (x)(x + 1) / (x − 3)(x + 3)) → (x − 3)(x + 3)Prompt: Find two numbers that multiply to −9 and add to 0.
Hook · 5 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Recognise and factorise perfect square trinomials. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Factorise: x² − 4x + 4
- Step 1: 4 = 2², 2 × (−2) = −4
- Step 2: (x − 2)²
- Answer: (x − 2)²
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Factorise: x² − 8x + 16 ((x − 8)² / (x − 4)² / (x − 4)(x + 4) / (x + 16)(x + 1)) → (x − 4)²Prompt: Is 16 a square number? Is the middle term twice its root?
- What number c makes x² + 6x + c a perfect square? → 9Prompt: Halve the coefficient of x.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Factorise: x² − 12x + 36 ((x − 6)² / (x − 12)² / (x + 6)² / (x + 36)(x + 1)) → (x − 6)²Prompt: Is 36 a square number? Is the middle term twice its root?
- What number c makes x² − 12x + c a perfect square? → 36Prompt: Halve the coefficient of x.
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Review first: Factorise quadratics x² + bx + c.
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-9.
Free lesson plan from eurekami.com/lesson-plan-builder