Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Math lesson plan · 9th grade (Year 10 in England) · 60 minutes

Factorise fully: common factor first, then the bracket

Algebra

CCSS HSA.SSE.A.2England: GCSE Higher Algebra

Objective and success criteria

Students will: Factorise fully: common factor first, then the bracket.

  • 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: Take out the greatest common factor of a polynomial; Difference of two squares; 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 · 6 min

  • Quick retrieval from earlier learning (Take out the greatest common factor of a polynomial; Difference of two squares; Factorise quadratics x² + bx + c). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Complete the factorisation: 8x⁵ + 6x⁴ + 16x³ = 2x³( … ). Type what goes inside the bracket. → 4x^2+3x+8Prompt: Divide each term by 2x³.
  2. Factorise: 9x² − 100 ((3x − 10)² / (3x + 10)² / (3x + 10)(3x − 10) / 3(x + 10)(x − 10)) → (3x + 10)(3x − 10)Prompt: This is a difference of two squares: A² − B² = (A + B)(A − B).
  3. Factorise: x² − 8x − 9 ((x − 9)(x + 1) / (x − 8)(x + 1) / (x + 9)(x − 1) / (x − 9)(x − 1)) → (x − 9)(x + 1)Prompt: Find two numbers that multiply to −9 and add to −8.

Hook · 6 min

  • Show a "think of a number" puzzle and ask the class to work out the starting number.
  • Share the objective: Factorise fully: common factor first, then the bracket. 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: Factorise fully: 2x² + 8x + 6
  • Step 1: 2(x² + 4x + 3)
  • Step 2: 2(x + 1)(x + 3)
  • Answer: 2(x + 1)(x + 3)
  • 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.
  1. Factorise fully: 3x² + 18x + 15 ((3x + 5)(x + 1) / (x + 5)(x + 1) / 3(x − 5)(x − 1) / 3(x + 5)(x + 1)) → 3(x + 5)(x + 1)Prompt: Every coefficient is a multiple of 3: take it out first.
  2. Factorise fully: 5x² − 320 ((5x + 8)(x − 8) / 5(x − 8)² / 5(x + 8)(x − 8) / 5(x² − 64)) → 5(x + 8)(x − 8)Prompt: Take out the common factor.

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.
  1. Factorise fully: 3x² − 48 ((x + 12)(x − 4) / (3x + 4)(x − 4) / 3(x + 4)(x − 4) / 3(x − 4)²) → 3(x + 4)(x − 4)Prompt: Take out the common factor.
  2. Factorise fully: 5x² + 5x − 60 (5(x² + x − 12) / 5(x − 4)(x + 3) / 5(x + 4)(x − 3) / (x + 4)(x − 3)) → 5(x + 4)(x − 3)Prompt: Every coefficient is a multiple of 5: take it out first.

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: Take out the greatest common factor of a polynomial.
  • 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

eurekami

Factorise fully: common factor first, then the bracket

Name

Date

Score/ 8

  1. Question 1

    Factorise fully: 2x² + 18x + 40

    • A. (2x + 4)(x + 5)
    • B. 2(x² + 9x + 20)
    • C. (x + 4)(x + 5)
    • D. 2(x + 4)(x + 5)

  2. Question 2

    Ravi says x³ − 16x = x(x² − 16) is fully factorised. What is the full factorisation?

    • A. x(x + 4)(x − 4)
    • B. (x + 4)(x − 4)
    • C. x(x² − 16)
    • D. x²(x − 16)

  3. Question 3

    Factorise fully: 4x² − 100

    • A. (x + 20)(x − 5)
    • B. 4(x² − 25)
    • C. 4(x + 5)(x − 5)
    • D. 4(x − 5)²

  4. Question 4

    Factorise fully: 2x² − 2

    • A. 2(x − 1)(x + 1)
    • B. (x + 1)(x − 1)
    • C. (2x + 1)(x − 1)
    • D. 2(x + 1)(x − 1)

  5. Question 5

    Lucia says x³ − 81x = x(x² − 81) is fully factorised. What is the full factorisation?

    • A. x²(x − 81)
    • B. x(x + 9)(x − 9)
    • C. (x + 9)(x − 9)
    • D. x(x² − 81)

  6. Question 6

    Factorise fully: 2x² − 50

    • A. (x + 10)(x − 5)
    • B. (2x + 5)(x − 5)
    • C. 2(x + 5)(x − 5)
    • D. 2(x² − 25)

  7. Question 7

    Factorise fully: 5x² + 10x − 75

    • A. (5x − 3)(x + 5)
    • B. 5(x + 3)(x − 5)
    • C. (x − 3)(x + 5)
    • D. 5(x − 3)(x + 5)

  8. Question 8

    Grace says x³ − 64x = x(x² − 64) is fully factorised. What is the full factorisation?

    • A. x(x² − 64)
    • B. x(x + 8)(x − 8)
    • C. x(x − 8)²
    • D. (x + 8)(x − 8)

Free from eurekami.com

for the adult only

Answer key: Factorise fully: common factor first, then the bracket

  1. 1. D. 2(x + 4)(x + 5)

  2. 2. A. x(x + 4)(x − 4)

  3. 3. C. 4(x + 5)(x − 5)

  4. 4. D. 2(x + 1)(x − 1)

  5. 5. B. x(x + 9)(x − 9)

  6. 6. C. 2(x + 5)(x − 5)

  7. 7. D. 5(x − 3)(x + 5)

  8. 8. B. x(x + 8)(x − 8)