We will use our knowledge of how to find the GCF of a polynomials to factor polynomials by grouping.

Transcription

1 Christie Milton Rockmart High School Advanced Algebra Lesson Plan for October 18 th 23 rd Monday, October 19 th, 2015 Standard(s): MGSE9-12.A.REI.4b Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, factoring, completing the square, and the quadratic formula, as appropriate to the initial form of the equation (limit to real number solutions). MGSE9-12.a.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. Essential Question/ Learning Target(s): We will use our knowledge of how to find the GCF of a polynomials to factor polynomials by grouping. Activator (opener): Bell Ringer: o Go onto Socrative and complete Factoring Review Bell Ringer. Class Code: MILTON235 Teaching and Learning Strategies: Factoring Polynomials Review Nearpod Presentation o Factoring Strategies will be introduced o Review how to factor trinomials with a coefficient equal to one o Review how to factor trinomials with a coefficient greater than one o Questions that will be addressed: How do I use my ability to find the GCF of a polynomial to factor polynomials by grouping? How do I factor a polynomial by grouping? o Examples given on Nearpod Presentation o Partner Classwork: The students will work with their group to solve problems involving factoring polynomials by grouping. The teacher will circle the classroom to monitor work and answer any questions the students may have.

2 Summarizer: Factoring Polynomials by Grouping Kahoot! Game o The students will log onto Kahoot! and answer questions on factoring polynomials by grouping. The top five in the class will receive a homework pass. Differentiation: Use the five finger fist strategy to check for understanding. For students who are struggling: o Allow time for one-on-one help o Allow time for reteaching (if necessary), during partner work time. For students who are advancing: o Provide an extra set of challenge questions as they finish partner work.

3 Christie Milton Rockmart High School Advanced Algebra Lesson Plan for October 19 th 23 rd Tuesday, October 20 th, 2015 Standard(s): MGSE9-12.A.REI.4b Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, factoring, completing the square, and the quadratic formula, as appropriate to the initial form of the equation (limit to real number solutions). MGSE9-12.a.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. Essential Question/ Learning Target(s): We will use our knowledge of how to take the square root of a number to factor polynomials by completing the square. Activator (opener): Bell Ringer: o Go onto Socrative and complete Factoring by Grouping Bell Ringer. Class Code: MILTON235 Teaching and Learning Strategies: Factoring Polynomials by Completing the Square Nearpod Presentation o Factoring Polynomials by Completing the Square notes will be given o Questions that will be addressed: How do I use my knowledge of square roots to complete the square of a polynomial? How do I factor a polynomial after completing the square? o Interactive examples given on Nearpod Presentation o Partner Classwork: The students will work with their group to solve problems involving factoring polynomials by completing the square. The teacher will circle the classroom to monitor work and answer any questions the students may have.

4 Summarizer: Factoring Polynomials Review Kahoot! Game o The students will log onto Kahoot! and answer questions on factoring polynomials by grouping. The top five in the class will receive a homework pass. Differentiation: Use the five finger fist strategy to check for understanding. For students who are struggling: o Allow time for one-on-one help o Allow time for reteaching (if necessary), during partner work time. For students who are advancing: o Provide an extra set of challenge questions as they finish partner work.

5 Christie Milton Rockmart High School Advanced Algebra Lesson Plan for October 19 th 23 rd Wednesday, October 21 st, 2015 Standard(s): MGSE9-12.A.REI.4b Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, factoring, completing the square, and the quadratic formula, as appropriate to the initial form of the equation (limit to real number solutions). MGSE9-12.a.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. Essential Question/ Learning Target(s): We will use our basic knowledge of how to factor polynomials to explore how to factor special case polynomials using difference of squares and sum/difference of cubes formulas. Activator (opener): Bell Ringer: o Go onto Socrative and complete Factoring by Completing the Square Bell Ringer. Class Code: MILTON235 Teaching and Learning Strategies: Factoring Special Case Polynomials Nearpod Presentation o Vocabulary Introduced: Difference of Squares Sum of Cubes Difference of Cubes o Questions that will be addressed: What does a special case polynomial look like? What is the difference of squares formula? What is the sum of cubes formula? What is the difference of cubes formula? How do I use these formulas to factor the special case polynomials?

6 o Interactive examples given on Nearpod Presentation o Partner Classwork: The students will work with their group to solve problems involving factoring special case polynomials. The teacher will circle the classroom to monitor work and answer any questions the students may have. Summarizer: Exit Ticket on Socrative: o The students will log into Socrative to complete the exit ticket on factoring polynomials using any factoring method. Differentiation: Use the five finger fist strategy to check for understanding. For students who are struggling: o Allow time for one-on-one help o Allow time for reteaching (if necessary), during partner work time. For students who are advancing: o Provide an extra set of challenge questions as they finish partner work.

7 Christie Milton Rockmart High School Advanced Algebra Lesson Plan for October 19 th 23 rd Teacher will be out of the classroom for Apple ipad training. Thursday, October 22 nd, 2015 Standard(s): MGSE9-12.a.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in context. MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries; and end behavior. MGSE9-12.F.IF.7c Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Essential Question/ Learning Target(s): We will use all of our knowledge of how to graph and factor polynomials functions to complete a project on creating a polynomial function. Activator (opener): Bell Ringer: o The students will log onto the teacher s Online Classroom, OLC. They will complete the bell ringer for the day under the bell ringer tab. The students should attach the answers to this bell ringer to the day s assignment. Teaching and Learning Strategies: The Birthday Polynomial Project o The students will all be given detailed instructions for this project. The project will be counted as a TEST GRADE. All students should complete all components of this project and turn it in by the end of the class period. o If any students finish early, there is an additional assignment called, Factoring Review Quiz, that will be provided. This is an extra credit quiz that will be counted as 20 possible points towards any quiz, test, or assignment of their choice.

8 Summarizer: The students will clean their area and turn in all assignments into their bin. Any assignments not turned in will constitute a possible late grade or 0. Differentiation: For students who are struggling: o Allow time for one-on-one help o Allow time for reteaching (if necessary), during partner work time. For students who are advancing: o Provide an extra set of challenge questions as they finish partner work.

9 Christie Milton Rockmart High School Advanced Algebra Lesson Plan for October 19 th 23 rd Friday, October 23 rd, 2015 Standard(s): MGSE9-12.A.APR.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x). MGSE9-12.A.APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Essential Question/ Learning Target(s): We will use our basic knowledge of how to factor polynomials to explore how to factor special case polynomials using difference of squares and sum/difference of cubes formulas. Activator (opener): Bell Ringer: o Go onto Socrative and complete Dividing Polynomials using Synthetic Division Bell Ringer. Class Code: MILTON235 Teaching and Learning Strategies: Factoring Special Case Polynomials Nearpod Presentation o Vocabulary Reviewed and Introduced: Synthetic Division Remainder Theorem o Questions that will be addressed: How do I use synthetic division and the remainder theorem to evaluate polynomials? o Interactive examples given on Nearpod Presentation o Partner Classwork: The students will work with their group to solve problems involving evaluating polynomials using the remainder theorem. The teacher will circle the classroom to monitor work and answer any questions the students may have.

10 Summarizer: Evaluating Polynomials Review Kahoot! Game o The students will log onto Kahoot! and answer questions on evaluating polynomials using the remainder theorem. The top five in the class will receive a homework pass. Differentiation: Use the five finger fist strategy to check for understanding. For students who are struggling: o Allow time for one-on-one help o Allow time for reteaching (if necessary), during partner work time. For students who are advancing: o Provide an extra set of challenge questions as they finish partner work.