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 −6x³ + 3x⁶? → 6Prompt: The degree is the highest power of x.
- Which name describes 8 − 4x³? (quartic binomial / cubic trinomial / quartic monomial / cubic binomial) → cubic binomialPrompt: Count the terms: 1 monomial, 2 binomial, 3 trinomial.
- Write 5 − 4x² − 3x 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 − 6x + 3) + (−6x² − 7x + 6) → -3x^2-13x+9Prompt: Remove the brackets: adding doesn't change any signs.
- Simplify: (−6x² − 3x − 3) − (6x² + 3x + 8) → -12x^2-6x-11Prompt: 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.
- Find the coefficient of x in (2x³ − 2x + 1) − (−6x² − 2x − 3). → 0Prompt: Some powers are missing from one polynomial: their coefficient is 0.
- Simplify: (4x² − x + 7) + (x² − 8x + 2) → 5x^2-9x+9Prompt: Remove the brackets: adding doesn't change any signs.
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