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Algebraic Laws & Geometric Postulates Lesson Plan

Instructor: Adrianne Baron

Adrianne has a master's degree in cancer biology and has taught high school and college biology.

Learning the algebraic laws and geometric postulates will help your students in their ability to solve algebraic and geometric formulas. Your students will enjoy learning this skill as they watch a video and play a game.

Learning Objectives

At the completion of this lesson, students will be able to:

  • define algebraic laws and geometric postulates
  • explain the importance of the algebraic laws and geometric postulates
  • explain and give examples of the associative, communicative, distributive, reflexive, symmetric, and transitive laws

Length

1 - 2 hours

Curriculum Standards

  • CCSS.MATH.CONTENT.HSA.APR.A.1

Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

  • CCSS.MATH.CONTENT.HSA.APR.D.7

Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Materials

Instruction

  • Begin this lesson by telling your students that there are some algebraic laws that will help them with their ability to solve various algebraic and geometric equations.
  • Let your students know that they are going to learn about these laws as they watch the Algebraic Laws and Geometric Postulates video.
  • Play the video from the beginning and pause it at 1:24 to discuss and do the following:
    • What is an algebraic law?
    • What is a geometric postulate?
    • Write four different equations on the board, two that demonstrate the commutative law and two that do not. Ask your students to identify the equations that demonstrate the commutative law.
  • Continue playing the video and pause it again at 3:13 to ask and do the following:
    • How does the associative law differ from the commutative law?
    • Ask a student to go to the board and write an example of the associative law on the board. Ask the class to tell whether their example is correct or incorrect. If incorrect, ask the class how to correct the example. (You can have more than one student do this to give the class more practice.)
    • What makes the distributive law different from the commutative and associative laws?
    • Write some examples of each type of law on the board and ask the students to identify which law is demonstrated.
  • Continue playing the video for your students and pause it one last time at 4:23 to ask and do the following:
    • How are the reflexive and symmetric laws similar to one another?
    • What are some examples of the symmetric law? (Have students just tell you verbally and they should be different from the examples in the video.)
    • What are some examples of the transitive law? (Again, a verbal response is fine).
  • Play the remainder of the video for your students and answer any questions they have at this point.

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