HART - HAVRANEK
TEACHER:
DEPARTMENT: MATH
TEKS: 2A.2
Hunter
Lesson Cycle
1. Learning Objective(s):
What do you want students to
learn?
WEEK OF: Jan 17 – Jan 21, 2011
CAMPUS SCHS
TUESDAY
6-6
I can find all roots of a
polynomial equation and
write a polynomial equation
when given the roots
including complex zeros.
Have students draw
quadratic functions with
imaginary zeros.
WEDNESDAY/THURSDAY
6-7
I can use properties of end
behavior to analyze, describe,
and graph polynomial
functions.
FRIDAY
8-6
I can simplify and evaluate
radical expressions and
expressions containing
rational exponents.
Ask students to identify
drawings of various polynomial
functions.
Have students find the side
length of a square when
given its area.
3. Teaching—Input:
What information will you provide
and by what means?
The Fundamental Theorem
of Algebra, its corollaries,
and the Complex Conjugate
Root Theorem.
Properties of nth roots.
Define a rational exponent.
Properties of rational
exponents.
4. Teaching—Modeling:
How will you demonstrate the
skill or concept to students?
Demonstrate how to find all
roots including complex
zeros and steps for writing
the polynomial expression.
When determining end
behavior, look at the term of
greatest degree and its
coefficient. Define end
behavior and turning point.
Identify the leading coefficient,
degree, and end behavior.
Identify whether the function
graphed has the odd or even
degree and a positive or
negative leading coefficient.
5. Guided Practice:
How will students practice the
skill or concept with your
guidance?
Students will find all roots of
a polynomial equation and
write a polynomial equation
when given the roots.
Identify the leading coefficient,
degree, and end behavior.
Identify whether the function
graphed has the odd or even
degree and a positive or
negative leading coefficient.
6. Closure:
How will students summarize the
lesson?
Students will explain how to
identify the number of roots
of a polynomial equation.
Why are the leading
coefficient and degree of the
first term of the polynomial
the only characteristics that
determine end behavior?
2. Anticipatory Set:
How will you engage students at
the beginning of the lesson?
MONDAY
CLASS: ALGEBRA II HONORS
YEAR: 2010 – 2011
Holiday
Simplify a radical expression.
Write an expression in
radical form and simply.
Write an expression by using
rational exponents and
simply expressions using
rational expressions.
Simplify a radical expression.
Write an expression in
radical form and simply.
Write an expression by using
rational exponents and
simply expressions using
rational expressions.
What is the benefit of
writing a problem with
rational exponents as
opposed to writing the
problem as nth roots?
Point out that the properties
of roots apply only to radicals
with the same index and that
the properties of rational
exponents apply only to
HART - HAVRANEK
TEACHER:
DEPARTMENT: MATH
TEKS: 2A.2
7. Independent Practice:
How will students demonstrate
mastery of the learning
objective(s)?
CLASS: ALGEBRA II HONORS
YEAR: 2010 – 2011
Pg. 449; 5, 7, 13, 15, 17, 19,
21, 25, 27, 29, 44-47, 49, 51,
54, 55
WEEK OF: Jan 17 – Jan 21, 2011
CAMPUS SCHS
Pg. 457; #5-9 all, 32-35 all, 37,
39, 41, 48, and 49
powers with the same base.
Pg. 614-615; #3, 31-55 odd,
63-73 odd; 89