11/13/17 - 11/17/17

Monday, 11/13: 

Today we started factoring quadratics that have more than 1 x2. We completed the first 4 or 5 problems in class- and we reviewed arithmetic and geometric patterns and how to find their missing numbers (arithmetic and geometric means) which is in the homework. With factoring we saw that it helps to look for a greatest common factor in all the terms- which is like making more than one copy of the same rectangle. We also saw that our x-factor spliter doesn't work quite the same way in these problems, but the algebra tiles are still pretty easy (it just takes a lot of tiles). We didn't quite get through all the problems we needed to today, so #4 from the lesson will also be homework. HW: 2.8 lesson problem #4 and Ready & part of Set (#1-7)

Tuesday, 11/14: 

Today we really got into factoring bigger quadratics (those with more than 1 x2). We reviewed factoring when we could find a greatest common factor (lesson question#4). We also discussed by we are trying to pull out the greatest common factor, and why the GCF was the leading coefficient in all of parts of #4. We are doing it because it makes the quadratic easier to factor. We will always look to pull all of "a" out first, because that's the easiest. Next we will look for other factors. And finally, sometimes there won't be a GCF. This was the case in problems 5 and 6- where we started to learn how to deal with factoring big quads even when they don't have a GCF. We found that when we use the algebra tiles, we don't even have to do math, we just read the dimensions. The problems we did in lesson problem 6 also showed us how to use the tiles if we know one of the factors (which for the record means we did division, with crazy quadratics!). We also compared what we did with tiles to doing it with a generic rectangle, which in some ways was even easier, but did require some simple factoring and math. We also stopped and looked at the factoring tools we have been using, and we found they don't work quite the same way when there are more than 1 x2 - but it is really similar. Some classes started to see how it works today, but not everyone. The secret is to factor the rectangle you build- so for practice we got a homework handout that will help us factor pre-built rectangles. It is on the November Handouts page if you were absent (Factoring Rectangles Handout). HW: complete factoring rectangles handout

Wednesday, 11/15: 

Today we really learned how to factor quadratics- no matter how many x2! We learned how to use the "x" splitter "game" to build the generic rectangle of the quadratic, then we worked through factoring the rectangle. If you were absent you should make an appointment with Mrs. Roscoe to get a quick lesson in how this works- it's hard to explain in writing. We kept practicing together with harder and harder problems- and then we were done with 2.8. It was really important for each person to complete questions 12, recording an explanation of some kind, in your own words, or diagrams, explaining what you do to factor.  Don't skip this problem! HW: finish 2.8 (lesson and Ready, Set and Go)

Thursday, 11/16: 

Today we reviewed and solidified our understanding of the quadratic factoring procedure. We also created a toolbox (notes) on how to use our "x-box" procedure- there is a copy on the November handouts page. Then we used class time to work on remaining factoring problems from the unit so far, and to play a game for additional practice. HW: finish 2.8