Subject:

- Greatest common factor (GCF) (1-50)
- Math worksheets: Greatest common factor of two numbers less than 50
- Factoring polynomials by taking a common factor
- Factoring Using a Common Factor
- GCF to Factor a Polynomial
- Taking common factors
- Factoring Polynomial Worksheets
- Factor gcf from polynomials worksheet pdf

Namely, students have factored whole numbers in the past.

## Greatest common factor (GCF) (1-50)

Typically, students in my district learn how to do this by using tree diagrams. Students may come up with either 10 and 1, 5 and 2 or 15 and 1, 5 and 3 respectively. I accept both answers from students, but ask them to think about why these are factors.

Then, I show them the two key words factor, multiply. On this slide, I provide some opportunities for students to deepen their understanding of these two key words. I ask students to relate each word to a metaphor.

Metaphorical thinking is a good way to deepen understanding with vocabulary e. Multiplying is like glue. I will then call on one or two pairs to explain their thinking MP3. Next, I have students brainstorm other factors of the polynomial.

I make a list on the board of possible factors to help students see the expression can be factored in different ways, just like a non-prime number.

Slide 5 gives students an opportunity to practice what was discovered on the previous slide.

It does so in a guided way. Students are first asked to verify that the given expressions are factors. Then, I ask students to find new factors of their own.

I let students work on this with their partners. I also leave the list from Slide 4 posted along with the original expression to give students some hints.

Instructional Note : Some students will undoubtedly factor out a 1 from the expression. This is a good teaching point because while it is a correct factorization, it does not accomplish the goal of writing the expression in a simplified way.

## Math worksheets: Greatest common factor of two numbers less than 50

I also ask students to come up with one other way to write the original expression. Students are familiar with this area model from earlier lessons. I will also use this area model for future lessons so I want students to be familiar with the structure. Then, I ask the students to think of another way they could write the expression in the example.

## Factoring polynomials by taking a common factor

After collecting a couple of ideas, I remind students that there are several equivalent expressions that are each a correct answer to the questions on this worksheet. I plan for students work on Questions with their partners. After about 10 minutes, I will ask all of the students to look at Question 7. I will then give them the task of determining "Why 4x is the greatest common factor GCF of the expression?

## Factoring Using a Common Factor

After we discuss their ideas about the GCF of the polynomial in Question 7, I will give the students to practice factoring by taking out the greatest common factor using Questions Usually, students will see when there is "more that you can take out of an expression. Through a guided discussion, my class is usually able to come up with the fact that you want to take out the greatest common numerical factor of the coefficients, and, the greatest power that each term has on a variable.

## GCF to Factor a Polynomial

First, I will be able to see which students understand how to factor an expression in different ways. Second, I will see which students are able to identify the greatest common factor of an expression as a way to factor it completely. Empty Layer. Home Professional Learning. Professional Learning. Learn more about.

## Taking common factors

Sign Up Log In. Algebra I James Bialasik. SWBAT factor a polynomial expression where each term has a common monomial factor. Big Idea Students are introduced to factoring by writing expressions in different but equivalent forms. Lesson Author.

## Factoring Polynomial Worksheets

Grade Level. Expressions Algebra. MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP7 Look for and make use of structure. Opening 10 minutes. Slide 3 On this slide, I provide some opportunities for students to deepen their understanding of these two key words.

Slide 5 Slide 5 gives students an opportunity to practice what was discovered on the previous slide. Launch 10 minutes. Independent Practice 15 minutes. Closure 5 minutes. Previous Lesson.

## Factor gcf from polynomials worksheet pdf

Next Lesson. Related Lessons. Simplifying Rational Expressions, Day 2.

Combining Like Terms. Vertex Form to Standard Form. Ninth grade.