Math lesson plan · 9th grade (Year 10 in England) · 60 minutes
Add and subtract polynomials
Algebra
CCSS HSA.APR.A.1England: GCSE Foundation Algebra
Objective and success criteria
Students will: Add and subtract polynomials.
- 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: Name polynomials by degree and number of terms
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 (Name polynomials by degree and number of terms). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the degree of the polynomial 9x² + x³ − 2? → 3Prompt: The degree is the highest power of x.
- Which name describes 6x − 9x⁴? (quartic trinomial / quartic binomial / cubic binomial / quadratic monomial) → quartic binomialPrompt: Count the terms: 1 monomial, 2 binomial, 3 trinomial.
- Write −3x² + 8x³ − 4x⁵ in standard form (highest power first). What is the leading coefficient? → -4Prompt: Order the terms from the highest power of x to the lowest.
Hook · 6 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Add and subtract polynomials. 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: Simplify: (−6x² + 5x + 9) + (2x² − 3x − 6)
- Step 1: −4x² + 2x + 3
- Answer: -4x^2+2x+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.
- Simplify: (3x² + 5x − 3) + (−2x² + 3x + 2) → x^2+8x-1Prompt: Remove the brackets: adding doesn't change any signs.
- Simplify: (−2x² − 9x + 9) − (−x² + 9x − 7) → -x^2-18x+16Prompt: Subtracting a bracket changes the sign of every term inside it.
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.
- Simplify: (5x² + x − 4) − (2x² − 4x + 9) → 3x^2+5x-13Prompt: Subtracting a bracket changes the sign of every term inside it.
- Find the coefficient of x in (−2x³ − 2x + 8) − (−4x² − 6x). → 4Prompt: Some powers are missing from one polynomial: their coefficient is 0.
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: Name polynomials by degree and number of terms.
- 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