This worksheet is designed to replace an introductory lecture on multiplying binomials, and laying the groundwork for factoring trinomials later. I use the area model to represent polynomials, as in my experience, my students become more successful later on when they have to multiply polynomials or factor them.
I start out class with a 15-minute "mini-lesson," giving my students some basic examples of what today's lesson will be about. Once the mini-lesson is over, I have them get to work within their groups on this worksheet.
I use this activity within cooperative groups, and I circulate to make sure they are getting the purpose of the questions. You will notice that I have students "appoint a reader" for each problem, as I've discovered, quite by accident, that merely asking them to appoint a reader for each problem has significantly increased the likelihood they will read directions, and furthermore, that they will actually stay focused on the same problem at the same time. (When I've asked them to "read directions" and to "stay focused on the same problem together in your groups," it seems to go in one ear and out the other.) But with this slight change in my worksheets, I've found dramatically better cooperative learning!
The file includes spiral review problems.
This worksheet is intended to be written on directly.
Please download the pdf preview file first, so you can see exactly what's included; the product file is a word document, which you may personalize for your students.
Immediately before this worksheet, I use the worksheet named 'Geometry Diagnostic Checklist Spring 2014' (http://www.teacherspayteachers.com/Product/Geometry-Diagnostic-Checklist-Spring-2014-1269513
), and immediately after this worksheet, I use the worksheet named 'Factoring Review Day 1 for Geometry Students Spring 2014' (http://www.teacherspayteachers.com/Product/Factoring-Review-Day-1-for-Geometry-Students-Spring-2014-1269525