Math lesson plan · 9th grade (Year 10 in England) · 60 minutes
Multiply a polynomial by a monomial
Algebra
CCSS HSA.APR.A.1England: GCSE Foundation Algebra
Objective and success criteria
Students will: Multiply a polynomial by a monomial.
- 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: Expand brackets (distributive property); Multiply monomials using exponent laws
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 · 6 min
- Quick retrieval from earlier learning (Expand brackets (distributive property); Multiply monomials using exponent laws). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Expand: 7(x − 2) → 7x-14Prompt: Multiply every term inside the bracket by the number outside.
- Simplify: (−4x)(4x⁴) → -16x^5Prompt: Multiply the numbers.
- Expand: −5(4x − 6) → -20x+30Prompt: The negative outside multiplies every term inside.
Hook · 6 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Multiply a polynomial by a monomial. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Expand: 6x(4x² − 6x + 4)
- Step 1: 24x³ − 36x² + 24x
- Answer: 24x^3-36x^2+24x
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Expand: 4x(−2x² + 8x + 2) → -8x^3+32x^2+8xPrompt: Multiply every term inside the bracket by the term outside.
- Expand: 3x³(3x² + x − 3) → 9x^5+3x^4-9x^3Prompt: Multiply the numbers and add the exponents for each term.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Isla expanded −3x(3x − 7) and got −9x² − 21x. What should the answer be? (−9x² − 7 / −9x² − 21x / −9x² + 21x / 9x² − 21x) → −9x² + 21xPrompt: Multiply −3x by each term, sign included.
- Expand: −3x²(2x² − 5x + 2) → -6x^4+15x^3-6x^2Prompt: Multiply the numbers and add the exponents for each term.
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: Expand brackets (distributive property).
- 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