## Distributing and Factoring Using Area

- Lesson

In this lesson, expressions representing area of a rectangle are used to enhance understanding of the distributive property. The concept of area of a rectangle can provide a visual tool for students to factor monomials from expressions.

Students often struggle with the distributive property when they are first introduced to the rule. The idea of multiplying *everything*
by the common factor is often a battle that teachers have with
low-achieving or young algebra-learners. By introducing area to
students as a way to represent multiplication of terms, students have
exposure to another tool for understanding and remembering *why* the distributive property is so.

Students can also write expressions as area to find common factors and for factoring. This process is essentially "undoing" the distributive property.

**Area Representation of the Distributive Property**

The first activity sheet can be used to introduce the concept of the *distributive property*
but this sheet is designed to aquaint students with the area
representation for the distributive propery, rather then develop the
concept for first exposure to the rule.

Area for Distributive Property Activity Sheet |

The first section introduces students to the idea of writing the area of a rectangle as an expression of the length × width, even when one or more dimensions may be represented by a variable.

The next section aquaints students with the thought of writing the length of a segment consisting of two parts as a *sum*.

The key section is next, having students represent the area of each rectangle *two ways* to distribute the common factor among all parts of the expression in parentheses.

**Area Representation to Find a Common Factor**

When students are presented with a figure such as the one below,
they can be asked to determine the dimensions that yield the area
expressed.

- The second page helps students recognize and factor out an
*integer*common factor.Help students who pause when the common factor is a negative number. Be sure that they

*change the sign*of the second term. (Example: -2*a*+ 10 = -2(*a*– 5) ) - The third page helps students recognize and factor out a
*variable*common factor or an integer other than the leading coefficient.Encourage students who pause when the common factor may not seem to follow a pattern. Students will have to consider

*both*terms when deciding on a common factor. - The fourth page helps students recognize and factor out a common factor that may be an integer, a variable or a product of
*both*an integer and a variable to find the*greatest*common factor.Students should recognize that when they find a common factor, it may not be the

*greatest*common factor.

**Assessments**

- Ask students to write about the relationship between the
*product*and*sum*representation of the area model. - Ask students to write about what they think
*distributing*has to do with the distributive property.

**Extensions**

- Students can use this method to factor a monomial from expressions that have more than two terms, such as: 3
*x*^{3}+ 6*x*^{2}- 12*x*. - Students can use this method to multiply two binomials, such as: (
*x*+ 5)(*x*+ 2).

### Learning Objectives

In this lesson, students will:

- Represent the area of a rectangle whose sides may be variables
- See a new representation of the distributive property
- Use area of rectangles as a tool to factor monomials from expressons

### Common Core State Standards – Mathematics

Grade 6, Geometry

- CCSS.Math.Content.6.G.A.1

Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.