Rough draft 3/22/17

Lesson Plan

Class: 9th Grade Honors Algebra 2

Unit: Solving Polynomial Equations
Teacher: Paul Blouch
*Disability Category: Hearing impaired. A student in this class has reduced hearing capability1.
Co-teaching: Team teaching

Objectives: Having been given a quadratic equation on the board, paper, or transom.org,
students will solve polynomial equations by factoring, writing answers on handout, whiteboard,
or giving them orally, according to Common Core Standard A.APR.3 with 80% accuracy within
two weeks.

Standards: Arithmetic with Polynomials and Rational Expressions (A-APR)

Understand the relationship between zeros and factors of polynomials (A-APR.B)
Factor a quadratic expression to reveal the zeros of the function it defines (A-SSE.B.3a)
Develop an innovative solution to a real world problem or issue in collaboration with peers and
experts, and present ideas for feedback through social media or in an online community.
(8.1.12.C.1)
Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of
using print and non-print electronic information sources to complete a variety of tasks.
(8.1.5.E.1)
Empowered Learner (Student-ISTE 1.b)
Global Collaborator (Student-ISTE 7.c)
Interdisciplinary Standards: Solutions of quadratic equations are applicable to understanding
projectile motion in the physical sciences.
Analyze data to support the claim that Newtons second law of motion describes the
mathematical relationship among the net force on a macroscopic object, its mass, and its
acceleration. (HS-PS2-1)
Forces and Motion (PS2.A)

Anticipatory Set: Divide class in half and have each teacher open with a few rounds of 24
math game. Review previously assigned homework. Write the following equations on the
board: x-1=0; x^2-1=0; x^3-1=0; x^4-1=0. Answer warm up questions and review answers as
a class. Have students discuss, in smaller groups, how the equations are alike and how they are
different. Each teacher should circulate between groups to listen, offer support, and assist.
*Remain in sight of individual to ensure they are looking at the board and to allow for lip-
reading. Frequently walk beside them to observe their work and see if they are following
instructions. If necessary, repeat instructions in close proximity and model individually. Written
directions and guidelines should be printed, ready to hand-out if needed.

Teaching Input: Regroup students by having them face the same board. Ask students what it
means to solve a cubic equation. Ask them to give an example of a cubic with only one solution
and an example of a cubic with no solutions.
*Remain in eyesight of individual. Have co-teacher circulating around room, frequently
stopping by to observe/model/assist. Be sure to write key points, vocabulary, concepts on board
for individual to see.

1 The entire lesson will be recorded and transcribed to be given to the individual during class closure.
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Lesson Plan

Teaching Modeling: Model for students that solutions to the quadratic equation are
representative of the x-intercepts of the graph. Use Geogebra.org to graph a polynomial and
identify the x-intercepts for students.

Teaching Checking for Understanding: Discuss repeated solutions with the students. Students
define repeated solutions and discuss how it applies to Example 1. Have students copy
information into their notes. Assess understanding using a thumbs up technique.

Questioning Strategies:
Ask the students to explain how Example 1 and Example 2 are alike and how they are different.
Tell them they both involve factoring to solve. Ask how Example 1 is a cubic equation, and
Example 2 is a quartic function. Ask them to discuss the end behavior. What is the expected
end behavior? Which has at least one repeated root. Ask the students what the word multiplicity
means and how it could be used to describe repeated roots. Ask the students to discuss the
difference between a graph crossing at a root versus touching the axis at a root.

Guided Practice: With a partner, students will Think-Pair-Share to factor the polynomials.
Groups will record answers on whiteboards, raising their boards to share the answer. Circulate
around the room, checking students work and giving praise. Work through examples with
students. Discuss incorrect answers and ask students to describe errors in computation.
*Ensure that one of the teachers is near to this group. Remind student in this group that all
points of interest should be written down and they should maintain eye contact when speaking
with the individual. Have step-by-step solutions ready to hand to student upon completion, if
needed.

Closure: Give the students a writing prompt for their journal entry at Penzu.com or
Toondoo.com A repeated solution
Encourage them to articulate their thoughts, using vocabulary from this and prior lessons.
Students may choose to follow the R.A.F.T. guidelines given below.
*Utilizing hand-outs and points that are written on boards and in notes, the individual will be
able to reference these for their journal entry. Deliver transcribed lesson for review.

Independent Practice: Allow students to choose either: Socrative/Questbase assessment,

working with a partner to complete problems 4-20 even, or the attached TicTacToe Math Review.

Materials: Textbook, Smartboard, pencils, individual( mini) whiteboards, markers, composition

book, tablet/ipad/computer

Duration of the Lesson: 1 hours 50 minutes

Rough draft 3/22/17
Lesson Plan

R.A.F.T.
Role Audience Format Topic

Quadratic equation Science textbook #1 hit song I can solve all your
problems

Polynomial factors Your parents Poem Heres how you find

my roots

Parabola Future employer Cover letter for job What I can offer your
application company

X-intercepts Math community Missing dog ad Where would you

find me?

TicTacToe - Math Review

Solve 3 problems using both Develop a way of Define the vocabulary from
algebraic and graphing demonstrating understanding this chapter with pictures
methods this chapters concepts and
ideas. Present to class.

Solve 2 challenge problems Take the Chapter test Complete every other
problem in the chapter review

Create 3 word problems using Solve 1 Application problem Identify 4 ways to use this
information from this chapter from each section chapters concepts/ideas in
the real world
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Lesson Plan

Questioning Guidelines: (how to get attention and get them started)

If needed, count down and turn out banks of lights to get students attention
Have students define repeated solutions by raising hands.
Open the question for discussion by other students. Ask whether they agree or disagree and why.
Accept all responses, directing attention towards the concepts of multiplicity, repeated roots, and
solutions.
Ask questions using a hierarchy of thinking skills (refer to Questioning Strategies).
For the next 10 minutes, students will get into groups to work cooperatively.

Creating Directions: (how to deliver instructions)

Give directions orally, prompting students to recap when finished.
Work in groups with mini whiteboards to answer given question.
Assign an individual to record work and write answers.
Give one quadratic equation to factor.
Have designated individual raise mini whiteboard to show answer
Give directions in the correct sequence.
Plan dignified help for those who do not tune in.

Giving Directions: (what to say for instructions)

Get a whiteboard and sit in groups of 4
Work together to solve the quadratic I will put on the board
Check the students understanding by having them give a thumbs up.
Have students factor on the board for the class.
If needed, remediate and recheck. Do not allow students to practice errors.