CEP Lesson Plan Form

Teacher: Mitchell Tandy

School: Chatfield Senior High School

Date: 2/26/2016
Grade Level: 9

Title: Polynomials: Multiplication Extended

Content Area: Math

Lesson #:5 of 7

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CDE High School Math Standard 2.3.c.
Perform arithmetic operations on polynomials. (CCSS: A-APR)
i. Explain 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: AAPR.1)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How can the ideas of binomial multiplication be extended to larger polynomials?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
Students will expand on their understanding of polynomial multiplication (using whichever method they
choose) to include multiplication of polynomials larger than binomials.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Students, given two polynomials of any size (although most accurately with 3 or 4 terms), will be able to
find their product using either of the methods used in class.
Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
For an immediate, informal assessment, students will complete an exit ticket where they multiply two
trinomials. As a formal assessment, students will complete the practice assignment and turn it in the
following day.

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Polynomials: Multiplication Extended

Approx. Time

20min, leaving 30min to start on practice assignment.

Anticipatory Set

Teaching/
Presentation:
-Direct instruction

Teaching Strategy:
Guided Practice
&
Differentiation
Closure

The do-now as students enter the room is not a computational problem, but a pair of simple questions asking how
each method (F.O.I.L. and the Box) would have to change in order to multiply a binomial and a trinomial. This is
intended to have students try and think through the problem before seeing the methods used, and it allows me to utilize
my fastest students who I talked with about this concept in earlier lessons to explain to the class in their words.

1. Input: Following the discussion regarding extending binomial multiplication, I will have students walk me
through two examples of multiplying with a trinomial involved rather than me working through the first
example.
2. Modeling: Due to todays lesson being just an extension of the previous two days (with a couple students
already having a preview of the concept), I will have students model the solving process with my guidance,
rather than directly working through it myself.
3. Checking for Understanding: Following the lesson, students will begin the practice assignment, which will allow
me to gauge their progress as they work.
4. Questioning Strategies: My beginning questions will start at the remembering and understanding levels
regarding how to multiply binomials, in order to review what led into today. From there, I will work my way up
to analyzing questions regarding how what theyve learned relates to these new problems/situations that they
havent seen before.
Following the presentation of new material, students will work on the practice assignment of the day, allowing me the
opportunity to informally assess progress as they work.

In the final 5 minutes of class, I will have them pull out a piece of paper and complete the exit-ticket for the day (the two
questions described above).

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Materials

None outside of routine materials.

Accommodations
&
Modifications

To modify: There are a LOT of problems on todays practice assignment. Certain students who are slower than their
peers can get comparable benefits from only completing the odd problems on the left side.
To extend: On the assessment, the bonus question is an even further extension than on the homework. It is multiplying
a 5-term polynomial by a 4-term polynomial. This information will give fast students plenty to do if they finish early (that
is a product with 20 different terms, some of which even have to be combined afterwards).

Assessment

Informal: two question exit-ticket

Formal: Practice assignment half-sheet (turned in following day)

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
After the initial exploration, the vast majority of students were able to see today as just
a minor extension on the distributive property ideas of the previous two days, so this
angle was certainly successful enough to repeat in a future class. While many students
complained about the amount of practice involved with todays assignment, my
assessments showed that the lesson objectives were achieved for the vast majority of
students.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
Students are getting tired of the basic, abstract practice after the last two days, so in the
future, I should mix in problems involving projectile motion in order to reduce the
amount of abstract practice problems while maintaining enough practice for students.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
In addition to the planned squares and conjugates lesson tomorrow, I will come up with more
complex super-problems to challenge students in a variety of ways.

Colorado State University College of Applied Human Sciences

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