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Campus: High School Author(s): Miller and McIntyre Date Created / Revised: August 7, 2009 th Six Weeks Period: Fifth Six Weeks - P1 Grade Level & Course: 9 Grade Algebra Timeline: 9 days Lesson Unit Title: Unit 9. Polynomials and Factoring a. Which subject-specific TEKS are going to be addressed in the lesson unit? Continuation of A.9 and A.10: Quadratics and other nonlinear functions. Stated Objectives: A.11 Quadratic and other nonlinear functions: The student understands there are TEKS Addressed in situations modeled by functions that are neither linear nor quadratic and models the the Lesson Unit situations. A.11B Analyze data and represent situations involving inverse variation using concrete models, (Include TEK tables, graphs, or algebraic methods. number and (SE) A.11C Analyze data and represent situations involving exponential growth and decay using student expectation concrete models, tables, graphs, or algebraic methods. description b. Which specific (TA) Technology Application TEKS are going to be addressed in the lesson unit? : N/A What specific concepts will be included that clarify the content and satisfy the goal of the TEKS addressed in this lesson unit? Chapter 7 Exponents and Polynomials Continued: Clarifiers: C7.5 Polynomials C7.6 Adding and Subtracting Polynomials (Specific concepts C7.7 Multiplying Polynomials to be included to C7.8 Special Products of Binomials address the TEKS) C8.1 Factors and Greatest Common Factors C8.2 Factoring by GCF 2 C8.3 Factoring x +bx+c 2 C8.4 Factoring ax +bx+c C8.5 Factoring: Special Products C8.6 Choosing a Factoring Method What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept? Vocabulary Monomial, Degree of a monomial, Polynomial, Degree of a polynomial Addressed Standard form of a polynomial, Leading coefficient, Quadratic, Cubic Binomial, Trinomial, Perfect square trinomial, Difference of two squares Prime factorization, Greatest common factor What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a Anticipatory Set or mental set to pique the students' interest? Introduction to Lesson Unit Focus Materials: Countdown to TAKS (Holt- beginning page “TX4” - 24weeks) Miller/McIntyre/Powell 12f8e6522-1c22-4096-8640-713c3b576c90.doc Higher Order Thinking Skills (see P: drive – highschool/millermath/Focuses) Missed questions from previous test Technology Integration: N/A What specific teaching strategies are going to be used to teach this lesson unit? What approach will be used to provide information (explain) the lesson unit to the students? Textbook – Holt: Algebra 1 Auxiliary Text - “Step-Up-to-TAKS “- Assessment for Ninth Grade Math” by GF Educators, Inc. Re-teach Text: TAKS Study Guide for 9th Grade by TEA Focuses – “Countdown to TAKS” (Holt- beginning page “TX4” - 24weeks) Teaching Class work – “Guided Practice plus Independent Practice”(Holt) Strategies Homework – From Chapter 0 and “Skills Bank” (Holt) and Independent Practice. Quizzes – “Ready To Go On?” (Holt – 2 per chapter) Tests – “Chapter Tests” (Holt) or teacher generated. Vocabulary – From “Study Guide Preview” for each Chapter (Holt) TAKS – “Step-Up-to-TAKS “- Assessment for Ninth Grade Math” by GF Educators, Inc. (Two tests for each objective) Six Weeks Tests – Use reviews and tests from Webccat. (Region 10) What modeling will take place to demonstrate what the students will do? Modeling The teacher will model examples of each type of problem showing the style and steps that the students will be expected to master. Activities What initial practice of lesson skill will be used under direct supervision of the teacher? What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take (Guided Practice place? (List for each day of the unit: Example: Day 1, Day 2, Day 3). and Independent Practice) Day 1. C7.5 Polynomials: Page 476 The teacher will explain monomials, binomials, trinomials, and polynomials. The terms will be (Include: Day 1, identified as constants, coefficients, and the degree of the polynomial. Day 2, etc…) Example 1: Finding the Degree of a Monomial 2a2b4 The degree is 6. Add the exponents of the variables 2+4=6. Example 2: Finding the Degree of a Polynomial Find the degree of each term. Assign the highest degree to the polynomial. Example 3: Writing Polynomials in Standard Form Find the degree of each term. Then arrange in descending order. Guided Practice: P479. Students will practice the new material. Independent Practice: P479. # 27-49 Day 2. C7.6 Adding and Subtracting Polynomials: Page 484 Miller/McIntyre/Powell 22f8e6522-1c22-4096-8640-713c3b576c90.doc The teacher will explain adding and subtracting of monomials, binomials, trinomials, and polynomials. Example 1: Adding and Subtracting Monomials Example 2: Adding Polynomials Example 3: Subtracting Polynomials Guided Practice: P487. Students will practice the new material. Independent Practice: P487. # 16-24 Day 3. C7.7 Multiplying Polynomials: Page 492 The teacher will review the distributive method (FOIL) and then show how the box method can be used in the general case for a poly times a poly. Algebra tiles may be used the reinforce instruction. Example 1: Multiplying Monomials 2 3 (5X )(4X ) Group factors with like bases and then multiply. Example 2: Multiplying a Polynomial by a Monomial 2 2 5(2X +X+4) = 10X +5Xx+20 Distribute the 5 and multiply. Example 3: Multiplying Binomials (X+2)(X+5) Use the FOIL method. First, Outside, Inside , Last XX+X5+2X+2(5) 2 X +7X+10 Also teach the Box Method which will be the preferred method: X +2 X2 2X Multiply rows times the columns. X Combine terms Box the answer 5 5X 10 2 Answer = X + 7X +10 Guided Practice: P497. Students will practice the new material. Independent Practice: P497. # 26-52 Day 4. C7.8 –Special Products of Binomials: Page 501 2 Example 1: finding Products in the Form (a + b) 2 Example 2: finding Products in the Form (a - b) Day 5. Quiz Lessons 7.5 through 7.8 ”Ready to go on?” page 509 Miller/McIntyre/Powell 32f8e6522-1c22-4096-8640-713c3b576c90.doc Chapter 8: Factoring Polynomials Day 6. C8.3 Factoring Quadratic Trinomials. x bx c Page 540 2 Example 1: Factoring Trinomials by Guess and Check Example 2: Factoring x bx c When c is Positive 2 Example 3: Factoring x bx c When c is Negative 2 Example 4: Evaluating Polynomials Guided Practice: P544. Students will practice the new material. Independent Practice: P544. # 17-31 Factoring is just the reverse of multiplying. This may be demonstrated using algebra tiles. The teacher will hand out tiles for the students to use to solve problems listed on the board. Day 7. C8.4 Factoring ax bx c 2 Example 1: Factoring ax bx c by Guess and Check 2 Example 2: Factoring ax bx c When c is Positive 2 Example 3: Factoring ax bx c When c is Negative 2 Guided Practice: P552. Students will practice the new material. Independent Practice: P552. # 34-51 Day 8. Review Quadratics and Polynomials. Day 9 Test on Quadratics and Polynomials. What check(s) will be used to determine if learners have understood the material and activities of the lesson? Monitor students working at desks Ask questions of the class for understanding Checking for Ask questions individuals for understanding Understanding If necessary, what alternative teaching methods will be used to teach the same information or skill? Consider teaching methods that address different learning styles, e.g., auditory, visual, tactile, and kinesthetic. Re-teaching Worksheets from Algebra 1 P: drive. Opportunities to TAKS Study Guide for 9th Grade by TEA Relearn T3 Lab (Reteach) Peer tutoring Technology Integration: MySatori software for individual practice A+ software in T3 Lab for individual practice Accommodations What alternative instructional modifications and adaptations that address all learners' needs are Miller/McIntyre/Powell 42f8e6522-1c22-4096-8640-713c3b576c90.doc for Special necessary, if any? Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual. What additional teaching strategies will be used to accommodate the needs of English Language Strategies for Learners during this lesson unit? English Language Learners (ELLs) Pair students with difficulty understanding English with a student who is proficient in both languages What formal assessment that provides learning criteria and indicators through traditional or alternative assessment means will be used? State what the learner will do to demonstrate Assessment or understanding and mastery of objectives (this should be directly tied to the lesson unit Evaluation objectives). Tests covering material learned (Formative and Quizzes covering material learned Summative to Assessments will be graded and missed questions will be clarified Assess Mastery) If needed tutoring and retesting is available. What challenging instructional activities can be provided for students who demonstrate academic proficiency of curriculum objectives? Focus on Application and Transference to the "Real World". Make a connection between past and present. Enrichment / Extension Enrichment activities from the supplements to Holt Algebra 1. Extra Credit puzzles or games. Technology Integration: N/A What very brief activity will take place that has students state or demonstrate the main Closure or Ending objective(s) of the lesson. the Lesson Unit Review test results and clarify missed questions. What preparation must occur before the lesson is ready? The following materials are available for Units 4 and 6 as needed by the teacher: 1. Power Points (P: share/5high school/millermath/power points) 2. Brain Pops (brainpop.com) Monomials Polynomials Materials: 3. Re-teaching Worksheets (P: drive- “highschool/millermath”) Preparation and Parentheses. 4A06/4A07 Resources The FOIL Box 4A09/4A10 Review FOIL 4T3R Test FOIL 4T3 Factor FOIL 4A11 Quadratic Formula. 4A12 Test on Quadratics 4T4 Review Quadratics 4T4R Test on Quadratics 4T4 Miller/McIntyre/Powell 52f8e6522-1c22-4096-8640-713c3b576c90.doc What resources should be available to the instructor and learner to appropriately and successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)? Textbook – Holt: Algebra 1 Auxiliary Text- “Step-Up-to-TAKS “- Assessment for Ninth Grade Math” by GF Educators, Inc. TAKS Study Guide for 9th Grade by TEA Projector Miller/McIntyre/Powell 62f8e6522-1c22-4096-8640-713c3b576c90.doc

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