Angelica Schwartz #23

Learning Experience Plan

Subject: Algebra Grade level: 9th grade
Unit: Perform Arithmetic Operations on Polynomials Length of LEP: 45 min class
Topic: Multiplying Polynomials
Content Standards: (include only standards addressed in this LEP)
9-A-APR Perform arithmetic operations on polynomials.
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.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) ● Taking notes and following along with the
Students will: video
● Group Work- Completing the Classwork
● Compare and contrast multiplication
● Exit Slip - Create your own Question
between numbers and polynomials
● Homework Worksheet
● Identify the steps to multiplying
polynomials.
● Apply the Box Method

Materials Procedures/Strategies

Classwork Day 1 (add additional days as needed)

worksheet Sponge Activity (activity that will be done as students enter the room to get
them into the mindset of the concept to be learned)
Smartboard Activity:
1. Have a blank multiplication table (1-10) set up on the smartboard before
Youtube the students enter the room.
link 2. Choose students to fill out the table
3. Once students have completed the table talk about how multiplication
changes once variables are added
Whiteboard 4. Review the definition of: polynomial & binomial
Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)
Markers
1. As the classwork worksheet is being handed out, discuss the topic of
today's lesson (Multiplying Polynomials)
Homework 2. Go over questions 1-5 on the worksheet which will cover information
worksheet from previous classes
Direct Instruction (input, modeling, check for understanding)
Activity:
1. Play part of a youtube video on “The Box Method”
(https://www.youtube.com/watch?v=yYKsrT0E98o)
2. Demonstrate how to solve #6 to the class
#6 (x+3)(x+1)
● Plug the values into their respective lines above the box
● Multiply and fill in the boxes
● Write out the solution
● Simplify
● Box the answer

x (+1)

x x2 +x

(+3) +3x +3
=x2 +3x+x+3
=x2 + 4x+ 3

3. Ask the students to actively solve the questions by having them tell you
how to solve each step in solving question #8 on the worksheet
#8 (2x - 3)(x + 6)
● Plug the values into their respective lines above the box
● Multiply and fill in the boxes
● Write out the solution
● Simplify
● Box the answer
2x (-3)

x 2x2 -3x

(+6) +12x -18

=x2 +12x-3x-18
=x2 + 9x-18

4. Encourage students to ask questions about confusing parts of the

lesson
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing/Tutoring: Students will pair off and complete the rest of the
questions on the classwork worksheet. Once a group has completed the work
them may help students in other groups would ask for help. If all groups
complete the worksheet before class ends then the class as a whole will go
over the answers and correct each other by volunteering to go up to the board
and show the correct work.

Independent Practice
Students, for homework, will complete a homework worksheet (formative
assessment) which will be reviewed the next day as part of Activating Prior
Knowledge.

Closure (action/statement by teacher designed to bring lesson presentation to

an appropriate close)
Teacher will hand out an Exit Slip (formative assessment) to each student.
Students will turn in the Exit Slip before they leave the classroom.

Works Cited
Math, M. (2015, December 14). Multiply Binomials Easy Shortcut - Box
Method! Retrieved from https://www.youtube.com/watch?v=yYKsrT0E98o
Angelica Schwartz #23
Learning Experience Plan
Subject: Algebra Grade level: 9th grade
Unit: Perform Arithmetic Operations on Polynomials Length of LEP: 45 min class
Topic: Multiplying Polynomials
Content Standards: (include only standards addressed in this LEP)
9-A-APR Perform arithmetic operations on polynomials.
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.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) ● Group Work- Completing the
Students will: Classwork
● Compare and contrast the Box ● Exit Slip - Create your own Question
Method and the FOIL Method of ● Homework Worksheet
multiplying polynomials
● Identify the steps to the FOIL Method.
● Apply the FOIL Method

Materials Procedures/Strategies

Classwork Day 2 (add additional days as needed)

worksheet Sponge Activity (activity that will be done as students enter the room to get
them into the mindset of the concept to be learned)
Smartboard Have homework questions #5 and #6 on the board and ask two students to
volunteer to put their work on the board. After they have finished and the rest of
the class reviews their work, put a tinFOIL hat (wear as much silver as possible)
Youtube on and tell the class they will be learning a new method today in class.
link
Anticipatory Set (focus question/s that will be used to get students thinking
about the day’s lesson)
Whiteboard ● Could there be a better way of multiplying polynomials?
● Could there be an easier way of multiplying polynomials?
Markers ● Does the Box Method work on polynomials bigger than binomials?
Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)
Homework ● Review the Box Method
worksheet ● Review distribution rules
● Review solving homework questions #5,6 using the Box Method
Direct Instruction (input, modeling, check for understanding)
Activity
1. Explain what FOIL Stands for by writing on the board, in different colors:
First
Outer
Inner
Last
2. Demonstrate how to solve homework question #6 to the class using the
new FOIL Method
a. Indicate what is meant by First Outer Inner Last by drawing lines
corresponding to the numbers
#5 (x + 9)(x + 3)
● Draw lines in their respective colors (x→ x,x→ 3,9→ x,9→ 3)
● Multiply the numbers to which the arrow was drawn
● Write out the products
● Simplify
● Box the answer
=(x*x)+(x*3)+(9*x)+(9*3)
=x2 +3x+9x+27
=x2 + 12x+27
b. Ask students to point out where the lines should be drawn
#6 (4x - 1) ( x + 2)
● Draw lines in their respective colors (4x→ x,4x→2,(-1)→ x,(-1)→ 2)
● Multiply the numbers to which the arrow was drawn
● Write out the products
● Simplify
● Box the answer
=(4x*x)+(4x*2)+(-1*x)+(-1*2)
=4x2 +8x-x-2
=x2 + 7x-2
3. Ask the students to actively solve the questions by having them tell you
how to solve each step in solving question #4 on the worksheet
#4 (2x + 1)(3x + 5)
● Draw lines in their respective colors (2x→ 3x,2x→ 5,1→ 3x,1→ 5)
● Multiply the numbers to which the arrow was drawn
● Write out the products
● Simplify
● Box the answer
=(2x*3x)+(2x*5)+(1*3x)+(1*5)
=6x2 +10x+3x+5
=6x2 + 13x+5

4. Encourage students to ask questions about confusing parts of the

lesson
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing/Tutoring: Students will pair off and complete the rest of the
questions on the classwork worksheet. Once a group has completed the work
them may help students in other groups would ask for help. If all groups
complete the worksheet before class ends then the class as a whole will go
over the answers and correct each other by volunteering to go up to the board
and show the correct work.

Independent Practice
Students, for homework, will complete a homework worksheet (formative
assessment) which will be reviewed the next day.
Angelica Schwartz #23
Learning Experience Plan
Subject: Algebra Grade level: 9th grade
Unit: Perform Arithmetic Operations on Polynomials Length of LEP: 3 days 45 min classes
Topic: Multiplying Polynomials
Content Standards: (include only standards addressed in this LEP)
9-A-APR Perform arithmetic operations on polynomials.
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.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Students will:
● Compare and contrast the difference
between DOPS sets and other
polynomials
● Identify the shortcut DOPS questions
have.
● Be able to use both the FOIL and
Box Methods to answer questions
● Group Work- Completing the
Classwork
● Exit Slip - Create your own Question
● Homework Worksheet
● Summative assessment: GRASPS
Task

Materials Procedures/Strategies

Classwork Day 3 (add additional days as needed)

worksheet Anticipatory Set (focus question/s that will be used to get students thinking
about the day’s lesson)
Smartboard ● Were there any question on the homework that seemed easier?
● How come some question only had two terms to their answer?
Activating Prior Knowledge (what information will be shared with/among
Youtube students to connect to prior knowledge/experience)
link
● Review the FOIL Method
● Review perfect squares
Whiteboard ● Review the term “canceling out”
Direct Instruction (input, modeling, check for understanding)

Markers Activity:
1. Explain what DOPS Stands for by writing on the board:
 Difference
Homework Of
Project Perfect
Worksheet
Squares
2. Ask students to look at homework question #2 (x + 2)(x - 2)
a. Use the Box Method to solve
(x + 2)(x - 2)
Plug the values into their respective lines above the box
Multiply and fill in the boxes
Write out the solution
Simplify
Box the answer

x (-2)

x x2 -2x

(+2) +2x -4
=x2 +2x-2x-4
=x2 -4
b. Use the Foil Method to solve
Draw lines in their respective colors (x→ x,x→ 3,9→ x,9→ 3)
Multiply the numbers to which the arrow was drawn
Write out the products
Simplify
Box the answer
=(x*x)+(x*2)-(2*x)-(2*2)
=x2 +2x-2x-4
=x2 -4
3. Ask students to actively solve the questions by having them tell you
what the shortcut is to solving question #6 on the worksheet
#6 (x - 3) ( x + 3)
● =x^2 -9

5. Encourage students to ask questions about confusing parts of the

lesson
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing/Tutoring: Students will pair off and complete the rest of the
questions on the classwork worksheet. Once a group has completed the work
them may help students in other groups would ask for help. If all groups
complete the worksheet before class ends then the class as a whole will go
over the answers and correct each other by volunteering to go up to the board
and show the correct work.

Independent Practice
Students, for homework, will complete the GRASPS Project (summative
assessment) which will be graded.