MEMORABLE IDENTITIES

I. Objectives:
1. Knowledge:
-3 memorable identities: the square of a sum, the square of a difference, the
difference of two squares.
2. Competence:
-Prove the identities
-Capability to use memorable identities in solving problems.
3. Qualities:
-Responsibility: Students can complete the assigned tasks
-Honesty: self-motivation, confident
II. Teaching materials:
1. Teaching equipment: television, board.
2. Documents: textbook, online documents.
III. Procedures:
Keep the class under control (1’)
New lesson
Activity 1: Reviewing the knowledge (5 mins)
a) Objective: Reviewing the knowledge of multiplying a polynomial by a
polynomial.
b) Content: The rule for multiplying a polynomial by a polynomial.
c) Learning outcome: Students remind the rule for multiplying a polynomial by a
polynomial.
d) Performance:
Teacher’s activities
-Teacher asks students
recall the rule for
multiplying a polynomial
by a polynomial.
Students’ activities Write on board
-One student recalls:
To multiply a polynomial
by a polynomial, we
multiply each term in one
polynomial by each term
in other polynomial. And
add those answers
together, simplify if
needed.

Activity 2: Forming new knowledge (25 mins)

1. The square of a sum:
a) Objective: Students know the identity (I)
b) Content: The square of a sum (algebraically and verbally)
c) Learning outcome: Students state the identity (I) in formula way and verbally
way.
d) Performance:
Teacher’s activities Students’ activities Write on board
-Teacher asks students to -One student solves I. The square of a sum
do question 1 “For any two the problem on board. *Student’s solution:
numbers a and b, perform Others solve problem ( a+ b )2=( a+ b ) . ( a+b )
calculation ( a+ b ) .(a+b) or in notebook. ¿ a . ( a+b )+ b . ( a+b )
(a+ b)2” ¿ a . a+a . b+ b . a+b . b
¿ a2 +2 ab+ b2
-Teacher asks one student -All students check
to check the answer. the answer on the
board.

-Teacher introduces the -Students listen 1. Identity (I):

Identity (I) carefully. ( a+ b )2=a 2+ 2ab+ b2
-Teacher asks one student
to state the Identity (I)
verbally.
-Student answers
“The square of a sum
is equal to the square
of the first term, plus
twice the product of
the first and second
terms, plus the square
of the second term.”

-Teacher asks students to -Three students go to 2. Applying:

do Applying part. board and do three a) Expand:
parts. ( a+1 )2 =a2 +2. a .1+ 12
Others do the ¿ a2 +2 a+1
exercises in notebook (2 x+3 y )2=¿

b) Simplify:
x 2+ 4 x +4=x 2 +2. x .2+22
¿ ( x+ 2 )2
9 x 2+ y 2+ 6 xy =¿

c) Calculate quickly:
2 2
51 =( 50+1 )
¿ 502 +2.50 .1+ 12
¿ 2500+100+1
¿ 2601
2
301 =¿

2. The square of a difference:

a) Objective: Students know the identity (II)
b) Content: The square of a difference (algebraically and verbally)
c) Learning outcome: Students state the identity (II) in formula way and verbally
way.
d) Performance:
Teacher’s activities Students’ activities Write on board
-Teacher asks students to -Two students solve II. The square of a difference
do question 3 “For any two the problem in two *Student’s solution:
2
numbers a and b, calculate difference ways (use [ a+ (−b ) ]
[a+(−b) ¿ ¿2” the rule for ¿ a2 +2. a . (−b ) +(−b)2
multiplying a ¿ a2 −2 ab+b2
polynomial by a (a−b)2=( a−b ) . ( a−b )
polynomial or use ¿ a . ( a−b )−b .(a−b)
Identity (I)). ¿ a2 −ab−ba+b2
Others solve problem ¿ a2 −2 ab+b2
in notebook.

-Teacher asks one student -All students check

to check the answer. the answer on the
board.

-Teacher introduces the -Students listen 1. Identity (II):

Identity (II) carefully. ( a−b )2 =a2−2 ab+ b2

-Teacher asks one student -Student answers

to state the Identity (II) “The square of a
verbally. difference is equal to
the square of the first
term, minus twice the
product of the first
and second terms,
plus the square of the
second term.”

-Teacher asks students to -Three students go to 2. Applying:

do Applying part. board and do three a) Expand:
parts. 1 2 1 1 2

Others do the ( )
x− =x 2−2. x . +
2 2 2 ()
exercises in notebook 2
¿ x −x+
1
4
2
( 2 x−3 y )
¿( 2 x)2 −2.2 x .3 y +(3 y)2
¿ 4 x2 −12 xy +9 y 2
 (6 x 2−5 y )2=¿

b) Calculate quickly:
2 2
99 =( 100−1 )
¿ 1002−2.100 .1+12
¿ 10000−200+ 1
¿ 9801
4.9 =( 5−0.1 )2
2

¿ 52−2.5 .0 .1+0.12
¿ 25−1+ 0.01
¿ 24.01
2
297 =¿

3. The difference of two squares:

a) Objective: Students know the identity (III)
b) Content: The difference of two squares (algebraically and verbally)
c) Learning outcome: Students state the identity (III) in formula way and verbally
way.
d) Performance:
Teacher’s activities Students’ activities Write on board
-Teacher asks students to -One student solve III. The difference of two squares
do question 4 “For any two the problem *Student’s solution:
numbers a and b, calculate Others solve problem ( a−b ) . ( a+b )
( a−b ) .(a+ b)” in notebook. ¿ a . ( a+b )−b .(a+b)
¿ a2 + ab−ba−b2
¿ a2 −b2

-Teacher asks one student -All students check

to check the answer. the answer on the
board.

-Teacher introduces the -Students listen 1. Identity (III):

Identity (II) carefully. a 2−b2= ( a−b ) .( a+b)

-Teacher asks one student

to state the Identity (III) -Student answers
verbally. “The difference of
two squares equals to
the product of the
sum and the
difference of two
terms.”
-Teacher asks students to
do Applying part. -Three students go to
board and do three 2. Applying:
parts. a) Expand:
Others do the ( x−1 ) . ( x +1 )=x 2−12
exercises in notebook ¿ x 2−1
( x−2 y ) . ( x +2 y )=x 2−(2 y )2
¿ x 2−4 y 2
3 2 3 2
( 2 3 )(
m+ n . m− n =¿
2 3 )
b) Calculate quickly:
56.64=( 60−4 ) .(60+ 4)
¿ 602−4 2
¿ 3600−16
¿ 3584
194.206=¿

Activity 3: Practice (10 mins)

a) Objective: Students can apply identities into exercises
b) Content: Exercises
c) Learning outcome: 3 memorable identities
d) Performance:
Teacher’s activities Students’ activities Write on board
-Teacher asks students to -One student read IV. Practice:
do question 7 aloud the question. Question 7 (P. 11)
Duc wrote:
x 2−10+25=( x−5 )2
Tho write:
2 2
x −10 x+ 25=( 5−x )
 Huong concluded: Tho is wrong and
Duc is right.
Son said: From these above
examples, I found a nice identity!
Raise your idea.

-One student answer. *Student’s solution:

Others write in -Both Duc and Tho are right.
notebook. Because, we consider:
x 2−10 x+ 25=25−10 x + x 2
Thus,
( x−5 )2= (5−x )2
Son found a nice identity, that is:
( a−b )2 =( b−a )2

-Teacher asks one student -All students check

to check the answer. the answer.

-Teacher asks students to -Two students write Ex 18 (P.11)

do exercise 18 (p.11) on board. Others a. x 2+ 6 xy+ 9 y 2=( x+ 3 y )2
write in notebook. b. x 2−10 xy +25 y 2=( x−5 )2

Activity 4: Applying (4 mins)

a) Objective: Students do homework carefully
b) Content: Homework
c) Learning outcome: 3 memorable identities
d) Performance:

Homework
-Learn by heart: 3 memorable identities
-Do exercise: 16, 17, 19 (Textbook P.11 & P.12)