I.

Concept to be taught: Multiplying polynomials

II. Instructional Objectives:

Student will be able to recognize a polynomial.

Students will know the components that make up a polynomial.

Student will be able calculate the product between two polynomials.

III. Materials needed: Paper, pencil, textbooks, worksheet

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: To start class there will be an area of a rectangle problem on the board. There is a
rectangle shaped pool in your grandmas back yard, the length of the pool is 10ft and the width is 6ft.
What is the area of the pool? The teacher will give them time to solve the problem and ask for the
answer. Then the teacher will introduce the idea of what if we wanted to make it bigger then work
though the idea with the students until they get to the equation Area = (x+10)(x+6). (To make the pool
bigger you want to add to the length and width of the pool). Now the teacher asks the students how they
are to manipulate the problem even more. After students have given some answers she introduces the
FOIL method (first, outside, inside, last). The new equation will be x2 + 16x + 60. Now we have a
polynomial.

B. Student Learning Activities: The class will then transition into the lesson of the day. The students
will get out their textbooks and turn to pg. 64. The teacher will ask Now we know what a polynomial
looks like, but what is it? Teachers will allow students to take a few minutes and come up with an
answer in groups of two or three (teacher guides them to break the word up poly- many and nominal-
term); the students will then answer aloud. The teacher will get then give the answer a term that
consist of many terms including constants, variable, and exponents. The teacher and students will then
go through the example problems for multiplying polynomials in the textbook. The student will be
assigned class work (pg. 72- #1-20) after the lesson. The teacher will be walking around the classroom
helping and answering any questions if a student is struggling.

C. Conclusion: As the students finish the individual work the class as a whole will go over the answers
for the assigned problem. The teacher will go over a few on the board and then ask for volunteers to
come do their problem on the board. This is a time for any other questions to be asked.

D. Activity Extension: If a student gets done with the assigned work early then there is a challenge
worksheet on multiplying polynomials. These problems will be harder and more challenging. This will
allow the students that have mastered multiplying polynomials to have something a little more
challenging.

V. Evaluation

A. How will student learning be measured: The students will be observed by the answers that they
come up with in their groups. They will also be observed as the teacher walks around helping and
looking at students work. The students will also turn in the assigned work (and challenge worksheet if
they got to it) at the end of the class.