Day 16 - Multiplying Polynomials - 09.09.14

Bell Ringer

  1. Write a polynomial to represent the area of the shaded region.

    1. ab + 4x2

    2. -ab + 4x2

    3. ab - 4x2

    4. 4x2 - ab

    5. none of the above

  2. Write a polynomial to represent the area of the shaded region.

    1. (3x)2 - 4

    2. 9x2 - 4

    3. 5

    4. 9x - 5

    5. none of the above

  3. Write a polynomial to represent the area of the shaded region of the object drawn on the board.

    1. πr2 - r2

    2. πr2 - 4r2

    3. πr2 - 8r2

    4. 8r2 - πr2

    5. none of the above

  4. Simplify the following: -2x2(3x2 - 7x +10)

    1. 6x4 + 14x3 +20x2

    2. -6x4 + 14x3 - 20x2

    3. 6x4 - 14x3 - 20x2

    4. -6x4 - 14x3 - 20x2

    5. none of the above

  5. Simplify the following: (x + 3)(x + 2)

    1. x2 + 5

    2. x2 + 5x - 6

    3. x2 + 5x + 6

    4. x2 - 5x + 6

    5. none of the above

Review
  • Monomials
  • Polynomials
  • Adding/Subtracting Polynomials
Lesson
  • Multiplying Polynomials by Monomials
    • page 446 #5-11 (odds)
    • page 446 #10
      • Checkpoint!
    • page 446 #15-35 (odds)
    • page 446 #36
      • Checkpoint!
    • page 447 #37-47 (odds)
    • page 447 #38 and 48
      • Checkpoint!
  • Multiplying Polynomials by Polynomials
    • page 455 #5-11
    • page 455 #10
      • Checkpoint!
    • page 455 #13-41
    • page 455 #38 and 42
      • Checkpoint!
Exit Ticket
  • Submit the answer to the Exit Ticket given at the end of the block.
Lesson Objective(s)
  • How can polynomials by multiplied?
  • How is multiplying polynomials related to multiplying regular numbers?
Standard(s)

Mathematical Practice(s)
  • #1 - Make sense of problems and persevere in solving them
  • #2 - Reason abstractly and quantitatively
  • #3 - Construct viable arguments and critique the reasoning of others
  • #7 - Look for and make use of structure

In-class Help Request