Research Lesson, CBS Carrick-on-Suir, 2018-2019

Research Lesson Proposal on:

Factorising quadratic expressions in algebra – with emphasis on 2nd year unit
plan for expansion and factorisation of algebraic expressions using
The Array Model

Date of lesson: 12/02/2019

School name: CBS Carrick-on-Suir
Teacher giving lesson: Martin Molloy
Associate: Arlene Murphy
Lesson plan developed by:
Emer Martin, Martin Molloy, Arlene Murphy & Mary B. Lenane

Year group 2nd year

Topic Algebra - Factorising
Level Higher

1. Title of the Lesson: Using array models to factorise quadratic expressions

2. Brief description of the lesson

Student led lesson on factorising quadratic expressions in algebra using an array

model – with emphasis on a 2nd year unit plan for expansion and factorisation in
algebra.

3. Research Theme

At CBS Carrick-on-Suir we want our students to:

● grow as learners through respectful interactions and experiences that are
challenging and supportive
We want our students to experience an interactive class, where individual and group
participation is valued, shared and reflected upon. Evolve basic ideas of maths.
We want our students to feel safe, grow in confidence and get more actively engaged
in class.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

We want our teachers to:

● value and engage in professional development and professional collaboration
● work together to devise learning opportunities for students across and beyond
the curriculum
This means as members of our staff department, we work more collaboratively with
regards to lesson planning & sharing of our resources & expertise. Our learning
outcomes through structure problem solving can be incorporated into our subject
plans.

4. Background & Rationale

We have chosen a second year class as our target group for this proposal. The topic
is Algebra with a focus on factorising. It is a higher level class but the lesson may be
used for both higher & ordinary.

We have chosen this topic - factorising, because we feel it’s a concept that students
struggle with and students had to be retaught these skills again at Senior Cycle as
they had very poor retention of it from Junior Cycle.

“They struggled noticeably with questions that involved substantial amounts of

algebra”
Chief Examiners Report, Junior Certificate Mathematics, 2015

5. Relationship of the Unit to the Syllabus

Related prior learning Learning outcomes for this Related later learning
Outcomes unit outcomes

6th class students should Multiply expressions of the Solve a Quadratic of the
be able to: form: form ax^2 + bx + c

 Identify factors and  (ax + b)(cx + d) Divide expressions of the

multiples  (ax + b)(cx^2 + dx + e) form:
where a, b, c, d, e ∈ Z

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

 Identify common Factorise expressions such  ax^2 + bx + c ÷ dx +

factors and multiples as: e, where a, b, c, d, e
 Multiply a whole ∈Z
 ax, axy, where a ∈ Z
number  ax^3+ bx^2+ cx + d ÷
 abxy + ay, where a, b ∈
 Calculate Area of 2D ex + f, where a, b, c,
Z
shapes d, e ∈ Z
 sx - ty + tx - sy, where
s, t, x, y are variables Solve one linear equation
 ax^2 + bx, where a, b, and one equation of order
1st year students should
c∈Z 2 with two unknowns
be able to:
 x^2 + bx + c, where b,
c∈Z Factorise expressions of
 Investigate models to
 x^2 - a^2 order 2
help think about the
operations of addition,  ax^2+ bx + c, a ∈ N b,
Add and subtract
subtraction, c∈Z
expressions of the form:
multiplication and
division of rational  (ax+by+c)+...+(dx+e
numbers y+f)
 Understand N: the set  (ax^2+bx+c)+...+(dx^
of natural numbers, N 2+ex+f), where
= {1,2,3,4….} Z: the a,b,c,d,e,f ∈ Z
set of integers,
Use associative and
including 0
distributive properties to
 Evaluate expressions
simplify expressions such
of the form:
as:
ax + by, where a, b, c,
d, x, y ∈ Z  a(bx+cy+d)+...+e(fx+
Simplify expressions gy+h), where
a,b,c,d,e,f,g,h ∈ Z
 a(x + y)
 (x+y)(w+z)
 ax^2 + bx + c
 axy Rearrange formulae

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

 ax^2+ bx + c
 ax^3 + bx^2 + cx + d
where a, b, c, d, x, y ∈
Q

6. Goals of the Unit

● Students will experience an interactive class where they can discuss

mathematics and participate at many levels
● Students will discover and understand the relationship/connection/link between
expansion and factorising.
● Students will have a stronger foundation to retain the skills of expanding and
factorising for future learning.
● Students will have a good platform in which to handle later learning outcomes.
● Students will have a deep understanding of the symbols and appropriate
language used in algebra, and will practice using these symbols and language.
● Students will appreciate the importance of the operations used in algebra, and
that the same operations have been practiced when studying number systems.

7. Unit Plan – a bank of 8 proposed lessons to help with student understanding

in this area

Lesson Brief overview of lessons in unit

1 Note: Teacher input is in bold

Revise the area of a rectangle

width

length
Area of a rectangle = length x width
Students solve some simple numerical examples

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Introduce the array model to multiply number expressions

For example:
(i) Multiply out, using an array model:
3 X 27 = (3)(20 + 7)

Solution:

20 +7

3 60 +21

Ans: 60 + 21 = 81

(ii) Multiply out, using array model:

47 X 13 = (40+7)(10 +3)

Solution:

10 +3

40 400 +120

+7 +70 +21

Ans: 400 + 120 +70 + 21 = 611

2 Replace the lengths of the rectangle with algebraic expressions

For example;
Multiply out, using an array model:
(3)(x+2)

Solution:

x +2

3 3x +6

Ans: 3x + 6

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

3 Expansion of more (and longer) expressions in algebra

For example:
Multiply out, using an array model:
(x + 2)(x + 3)

Solution:

x +2

x x^2 +2x

+3 +3x +6

Ans: x^2 + 5x + 6

4 Using the array method to factorise linear expressions

For example:
Factorise, using an array model:
(2a + 4)

a +2

+ 2 2a +4

Ans: (a + 2)(2)

Division of a quadratic expression

For example:
using an array model, divide the following expression
(a^2 + 3a + 2) / (a + 2)

a +2

a a^(2) + 2a

+1 +1a +2

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Ans: (a + 1)

5 Using the array model to factorise quadratic expressions

Research
Lesson

6 Using the array model to factorise quadratics of the form ax^2 + bx +

c, where a≠1

Factorise:
4x^2 + 2x - 6

Student Solution:

2x +3

2x 4x^2 +6x

-2 -4x -6

Ans: (2x + 3)(2x - 2)

7 Using the array model with other expressions

○ Difference of two squares
Factorise:
x^2 - 9

x -3

x x^2 -3x

+3 +3x -9

Encourage students to identify that this is the difference of two

squares, as -3x + 3x = 0

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

○ Other expressions
Expand:
(a + b)(c + d)

a +b

c ac +bc

+d +ad +bd

Ans: ac + bc + ad + bd

Factorise (2016 JCOL Q8):

3ax + ay + 3cx + cy

3x +y

a 3ax +ay

+c +3cx +cy

Ans: (3x + y)(a + c)

8 Problem solving in algebra (2017 JCHL Q12)

Q1. Use factorisation to simplify (8e^2 - 18) / (2e^2 + 3e - 9)

Q2. A rectangle has sides of length x - 3 units and ax^2 + bx + c units,

where a, b, c ∈ Z. The area of the rectangle is:
2x^3 - 13x^2 +25x - 12 square units.
Find the value of a, the value of b, and the value of c.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

x-3

ax^2 + bx + c

Area: 2x^3 - 13x^2 +25x - 12

Solution:
2x^2 -7x +4
x 2x^3 -7x^2 +4x
-3 -6x^2 +21x -12
Ans: a = 2, b = -7, c = +4

8. Goals of the Research Lesson:

Looking at the goals of the research lesson itself from two perspectives:
A. Mathematical Goals:
a. Students will discover how to factorise a quadratic expression.
b. Students will discover and understand the relationship/connection/link
between expansion and factorising.
c. Students will have a good platform in which to handle later learning
outcomes.
B. Emotional goals:
a. Students will discover factorising in a new and more enjoyable way,
helping to improve their motivation for learning algebra.
b. Students will be given the freedom to be creative with their mathematics.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

9. Flow of the Research Lesson:

Steps, Learning Activities Teacher Support Assessment

Teacher’s Questions and Expected
Student Reactions

Prior Learning:
- Expanding two expressions,
factorising linear expressions
and dividing a quadratic.
Learning Intentions:
- Understand and be able to
factorise a quadratic
expression.
- Discover the connection
between expansion and
factorisation.
- Identify a quadratic expression.
Success Criteria:
- Draw the box for using the array
model
- Inserting into the appropriate
sections (the x^2 and the
constant)
- Factorise the x^2 portion and
the constant
- Finding the correct factors

Introduction (5 min)
Recap previous lesson using following Teacher will have a
question: question written on the
board as students
enter the classroom.
Question on board:

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Find the second factor in the following Students will be put in Students will write
algebraic expression: pairs and given mini their solutions on
x -4 whiteboards to write the mini

x^2 -4x their solutions. whiteboards and

hold up the
+2x -8 whiteboards so
that the teacher
- Students will simplify the given can assess the
quadratic: x^2 - 2x - 8 solutions.
- use of colour to identify the
correct locate for each term Students will give
may be helpful to students. oral feedback on
how they reached
Solution: (x + 2) their solutions and
that they
understand
question.

Posing the Task

Section 1: Quadratics - perfect
squares Teacher will write the Students will write
question on the board. their solutions on
Factorise: Teacher will check with the mini
x^2 + 6x + 9 students of their whiteboards.
understanding of
Student Solution: question posed.
Teacher will monitor A pair of students
x +3
students’ progress will be invited to
x x^2 +3x during task completion. the board to
demonstrate &
+3 +3x +9
explain their
solution.
Discussion:
The class will then
- Remembering to place x^2 in

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

top left corner take down the

- Remembering to place constant solution into their
(9) in bottom right corner notes copy.
- Use of trial and error to fill in x
boxes
- Using factors of the constant (9)

Factorise:
x^2 - 6x +9

The teacher will write

Solution:
this question on the
board.
x -3
After students
x x^2 -3x complete question,
teacher will ask Students will write
-3 -3x +9
students to hold up their solutions on
their answers and then the mini
Discussion:
will write solution on whiteboards.
Note the difference in signs
board ensuring Students will
understanding of the show their
whole class. answers to their
peers.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Section 2: Quadratics - Constant as

a prime number

Factorise:
x^2 + 6x +5 Teacher will write the
question on the board.
Solutions: Teacher will check with
students of their
understanding of
x +5
question posed. Students will write
x x^2 +5x Teacher will monitor their solutions on
students’ progress the mini
+1 +1x +5
during task completion. whiteboards.
A pair of students
will be invited to
x +1 the board to
demonstrate &
x x^2 +1x
explain their
+5 +5x +5 solution.

Discussion:
- Use of trial and error to fill in x
The class will then
boxes
- Students discuss the fact that discuss the
solution(s) and
they are using a prime number
therefore only have two options take down the

to choose from solution into their

notes copy.

Factorise:
x^2 + 6x - 7 The teacher will write
this question on the

Solutions: board.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

After students’
complete question,
x +7
teacher will ask
x x^2 +7x students to hold up Students will write
their answers and then their solutions on
-1 -1x -7
will write solution on the mini
board ensuring whiteboards.
understanding of the Students will
x -1 whole class. show their
answers to their
x x^2 -1x
peers.
+7 +7x -7

Section 3: Teacher will write the Students will write

Quadratic - Constant Not prime question on the board. their solutions on
Factorise: Teacher will check with the mini
x^2 - 2x -8 students of their whiteboards.
understanding of
Solutions: question posed. A pair of students
Teacher will monitor will be invited to
students’ progress the board to
x -4
during task completion. demonstrate &
x x^2 -4x explain their
solution.
+2 +2x -8

The class will then

discuss and take
x +2 down the
solution(s) into
x x^2 +2x
their notes copy.
-4 -4x -8

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Discussion:
- Use of trial and error to find two
factors
- Use of trial and error to fill in x
boxes
- Need for prior knowledge of the
factors of constant (8)
- Ability to choose these factors
depending on the coefficient of
x

Factorise:
x^2 - 8x - 9
The teacher will write
this question on the
Solution:
board.

x -9 After the students

complete question, Students will write
x x^2 -9x
teacher will ask their solutions on

+1 +1x -9 students to hold up the mini

their answers and then whiteboards.

will write solution on Students will

board ensuring show their

x +1 understanding of the answers to their
whole class. peers.
x x^2 +1x

-9 -9x -9

Extension / Homework Questions:

Factorise a quadratic expression
with a prime coefficient on x^2:

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

Factorise: 3x^2 + 14x - 5

Factorise: 2x^2 + 7x + 3

Summing up & Reflection

- Discussion on how expanding, Recapping and Students will write

factorising and dividing reinforcing ideas from up a reflection of
quadratic expression are linked. the lesson. what they learned
- Reflection on the skills needed from today's
to complete these tasks. lesson.
- Reflection sheet handed out to Students will also
students to use. reflect upon any
area of the lesson
that they had
difficulty with & /
need more
clarification on.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

10. Board Plan

Board Plan

11. Evaluation

Students discovered how to factorise quadratic expressions themselves by using the

array model. By the end of the lesson students were beginning to see the connection
between expansion and factorisation, however more time will need to be spent in the
next lesson to make this connection more tangible for the students.

We believe that this lesson successfully promoted student-to-student discussion.

Students explained the problems to each other, worked well in groups and kept all
students involved in the lesson. We witnessed students motivating each other and
correcting other students’ mistakes.

Some of the approaches that the students used when tackling these factorisation
questions included making meaningful connections with their previous learning.
Students understood the vocabulary needed and practiced using this vocabulary
within the class, in particular when they were presenting their solutions. Students also
linked the perfect square to a lesson that had been done the previous week. There
was also evidence of students writing their factors in brackets beside each other,
without a prompt from the teacher.

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

One of the main issues that arose in this lesson was students’ confusion over when to
use positive and negative signs. This highlighted a common issue in the teaching of
mathematics and will need to be addressed again during this unit.

During this lesson, observers saw students using trial and improvement to get to their
answers, they gained confidence during this lesson and discussed their methods in
groups. This resulted in more confidence when answering the final question, and
almost every group could factorise this quadratic without asking for help. This was
observed as a successful lesson that reached the goals set at the beginning, including
evidence of the students’ enjoyment and engagement during this lesson.

Emotional goals – some examples of student reflections:

 I learned that when doing on array method make sure to have the signs be right
because a different + or – makes it wrong.
 I thought today’s lesson was very informative on the topics I wasn’t sure on.
 I learned how to factorise quadratics.
 I learned how to identify a quadratic expression.
 I thought today’s lesson helped me improve my maths ability.
 The first thing I learned in today’s lesson was proper words for the numbers.
 Today I learned how to correctly factorise quadratics with perfect squares, when
constant is prime and when constant isn’t prime.
 I thought today’s lesson was fun because we got to use whiteboards.
 I would like to try do other ones which are harder.
 It helped me understand quadratic expressions.
 I would like to know more about when the constant is not a prime.
 If the constant is prime it will always be multiplied by 1 and itself.
 It was a very good learning experience.
 I think today’s lesson was well explained.

12. Reflection

During this lesson the team hoped that the students would engage in the tasks and
attempt them in a meaningful way. It was also hoped that they would present their
solutions in a neat and legible way. What was observed in this 40-minute lesson was

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

that everyone was engaged and that they worked together and discussed the process.
Students seem to find the use of mini whiteboards and group work enjoyable.

The teachers observed the benefit of using the array model when exploring
factorisation and agreed that this method worked successfully for students of all
abilities and should work as effectively at other levels also. Teachers agreed that what
was covered in one lesson using the array model, would normally take two to three
lessons using their old methods, however they did question if more time could be given
to this topic in the next lesson. In this lesson, there were fewer questions attempted,
but in a more effective way, leading observers to discuss the merits of having quality
over quantity in their lessons. There should also be more time given to allow students
to make a deep connection between expansion and factorisation.

The success of this lesson was the mathematical and emotional goals being reached.
It was evident that a huge amount of collaboration went into the unit plan, which was
designed to make factorising quadratic expressions accessible to students. Students
were interested and engaged in the lesson. All students showed a greater
understanding and knowledge of the topic by the end of the lesson.

Ideas for future study:

 Extension – higher level leaving cert students, long division in algebra.
 Thinking about changing own practice and spreading this method to other
maths teachers.

Reflecting on the Lesson Study process:

Lesson Study was a worthwhile process, we needed that amount of time for planning
as there was a lot of planning and thinking involved. Teachers were very happy with
the amount of collaboration and felt it was an important use of time. They can now use
other proposals from Lesson Study. Use of Lesson Study would be a worthwhile
process in the planning of whole department. Teachers involved felt they had their own
learning experiences during the meetings. They felt that if this concept had been
introduced to them in a one-off workshop they would not have been as willing to
change their practice. It was only through the series of meetings and discussions

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 Research Lesson, CBS Carrick-on-Suir, 2018-2019

involved in the Lesson Study process that they felt the confidence to change their
practice to using the array model in algebra.

Involvement in the Lesson Study process as a whole department would be more

worthwhile. It creates an emphasis on:
- collaborative planning
- improvement in practice
- should form part of development of strategies
- could be used with any topic
- is a good approach to planning.
This process would encourage a department to agree on common approaches, use of
vocabulary in maths and consistent language resulting in more consistency in teaching
and learning for their students.

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