Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
writer:
PLAN CODE:
R. Jameson
Course/subject:
Algebra
Grade(s):
11th
Time allotted
for instruction:
Two class periods (on block)
Title:
Simplifying, Transforming, Solving
Lesson TOPIC:
Finding specific function values, simplifying polynomial expressions,
transforming and solving equations, and factoring as necessary in
problem situations
TAKS Objective:
Objective 2: The student will demonstrate an understanding of the
properties and attributes of functions.
FoCUS TEKS and
Student Expectation:
A.4(A) The student is expected to find specific function values, simplify
polynomial expressions, transform and solve equations, and factor as
necessary in problem situations
A.4(B) The student is expected to use the commutative, associative,
and distributive properties to simplify algebraic expressions
Supporting TEKS and
Student Expectations:
A.3(A) The student is expected to use symbols to represent unknowns
and variables
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
monomials
Expressions that are products of numbers, variables, and their
degrees.
polynomial expression
A number, a variable, or a product of numbers and variables
Example: 6(x+2) or (2m-1)(3m+2)(8m-1)
equation
A mathematical sentence that contains an equal sign (=)
algebraic expression
An expression consisting of one or more numbers and variables along with
one or more arithmetic operations
variable
Symbols used to represent unspecified numbers or values
commutative property
If a, b, and c are any three real numbers, then a + b = b + a or ab = ba
associative property
If a, b, and c are any three real numbers, then a + (b + c) = (a + b) + c or
a(bc) = (ab) c
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
If a, b, and c are any three real numbers, then a(b + c) = ab + ac
distributive property
Sequence of Activities
IA. focus Activity – Equations: common and Not-so-common
IB. Group Activity – solve problem “an object is dropped”…
IC. Overhead sheets – Simplifying, transforming, solving
IIA. Homework – simplifying, transforming, solving
IIIA. Quiz – simplifying, transforming, solving
I.
A.
Focus Activity: Equations: Common and not-so-common
The teacher will hold up small posters with the following “well-known” equations, asking
students to identify each equation and its significance.
Equation
a2 + b2 = c2
e = mc2
m = y2 – y1
x2 – x1
Teacher will lead class in discussion of other equations used by scientists and engineers
to study and make predictions. (See Focus Activity)
The goal of this activity is to pique student interest in equations & algebraic
expressions and how they can be used to study and understand our world.
B.
Group Activity:
Description: Students work in groups of 2-3 to solve a problem such as the
following:
An object is dropped from the top of a 144 foot building. The function that
specifies the height of the object in terms of the time is h = 144 – 16t2,
where h is in feet above the ground and t is in seconds.
Students construct a table to chart their results.
Guiding Questions:
What is the height after 2 seconds?
How much time has passed when the object is 48 feet above
the ground?
(hint: Transform and solve the equation 48 = 144 – 16t2)
When will the object hit the ground? (Students should note
that the height of the object when it hits the ground is 0. They
should set up and solve the equation 144 - 16t2 = 0.)
Retrieved from:
http://www.utdanacenter.org/mathtoolkit/instruction/alg1.php
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
C.
Guided activity or strategy
Overhead Sheets: Teacher will guide class through the skills needed to master
this TEKS by “teaching through the overhead sheets”. The class will review 9 th
and 10th grade TAKS items which assess mastery of their ability to solve
equations, simplify polynomials, and solve problems as well as review basic math skills
learned in previous math classes such as the distributive property, definition of
polynomials, and FOIL. They will practice Exit level TAKS questions which assess their
proficiency with these skills. They will take notes and utilize these notes for review.
D.
Accommodations/modifications
Teacher may assist students as needed with entering equations into graphing
calculator. Students may need assistance entering exponents, for
example. Peer grouping may by used as needed.
E.
II.
Enrichment
none
STUDENT PERFORMANCE
A.
Description: Homework over Simplifying, Transforming, Solving
Students will practice skills of simplifying polynomial expressions, transforming
and solving equations, and factoring as necessary in problem situations.
B.
Accommodations/modifications
For students in need of modifications, teacher may reduce multiple choice answer
choices from 4 choices to 2.
C.
Enrichment: The following problem may be attached to the homework for
enrichment:
Have students use the commutative property of multiplication to
investigate the following problem:
If you are buying something on sale, would you rather the store clerk give you the
discount first, then figure the sales tax on the discounted amount, or figure the
sales tax first on the original amount, and then apply the discount to the total.
Justify your answer.
Retrieved from: http://www.utdanacenter.org/mathtoolkit/instruction/alg1.php
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
iii.
Assessment of Activities
A.
B.
Description Quiz over Simplifying, Transforming, Solving will assess mastery
of this TEKS
Rubrics/grading criteria
# missed
1
2
3
4
5 or more
C.
score
90
80
70
60
50
Accommodations/modifications
Teacher may reduce # of answer choices as needed on multiple choice questions
D.
Enrichment
None
E.
Sample discussion questions
What is the difference between an equation and an algebraic expression?
Given a problem such as -4(5x – 6)(2x + 11) how would you explain your choice
regarding “order of operations”?
IV.
TAKS Preparation
A.
Transition to TAKS context
Transition to TAKS context takes place in the sequencing of the Overhead Sheets
as well as in the transition of questions within the homework and quiz.
B.
Sample TAKS questions
Which expression is equivalent to
(5n − 2)3n – (5n − 2) (n − 1)
A
B
C
D
V.
n–1
3n2 – 3n
10n2 – 13n + 2
10n2 +n – 2
Key Vocabulary
Polynomials
Binomial
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Trinomial
Algebraic expression
Distributive property
Order of operations
foil
VI.
Resources
A.
Textbook
B.
Supplementary materials Exit Level TAKS Study Guide, pp 48, 51-57.
C.
Technology
TI 83 or 84 Graphing Calculators
VII.
follow up activities
VIII.
Teacher Notes
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District