Name: Andrew Pollick
Content Area: Algebraic Concepts
WOODLAND HILLS SECONDARY
LESSON PLANS
Date: 4/6/15
Length of Lesson: 15 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Factoring (Chapter 9)
Big Ideas:
M11.A.1.2 Apply number theory concepts to show
relationships between real numbers in problem
solvingsettings.
M11.D.2.1 Solve and/or graph linear equations and
inequalities using various methods.
M11.D.2.2 Simplify expressions involving
polynomials.
.
Understanding Goals (Concepts):
Use operations on polynomials to solve real
world problems.
Apply the concept of area of a geometric figure
and calculate the dimensions.
Use the concept of working backwards to lead
to factoring a polynomials.
Identifying all the special cases of polynomials
for factoring.
Relating the unit to the idea of finding two
numbers that multiply to zero.
Student Objectives (Competencies/Outcomes):
Students will be able to:
1. Multiply monomials.
2. Simplify expressions involving powers and quotients of
monomials.
3. Simplify expressions containing negative exponents.
4. Conversions and operations numbers written in
scientific notation.
5. Find the degree of a polynomial and arrange terms in
ascending and descending order.
6. Add and subtract polynomials.
7. Multiply a polynomial by a monomial.
8. Multiply binomials using the FOIL method and the
distributive property.
9. Find squares of sums and differences.
10. Find the product of a sum or difference.
Essential Questions:
 Is factoring making lucky guesses or is there
a process?




Does any method of factoring always
get you to the same final answer?
How does the distributive property
relate to FOIL?
How do you use Algebra Tiles to UNDO
FOIL?
What do the signs in front of the terms
in a trinomial tell you about how to
factor?
What is the main premise for factor?
Why does this lead to an answer in a
quadratic equation?
Vocabulary:
polynomials
exponents
degree
terms
FOIL
zero exponents
scientific notation
constant
leading coefficient
perfect square trinomial
difference of two squares
STAGE II – ASSESSMENT EVIDENCE
Formative Assessments:
Performance Task:
Students will participate in class discussions, guided practice, computer work, and
whiteboard activities
Students will actively participate in class examples, discussion, class work,
whiteboards, open ended assessments, graphic organizers, exit tickets, daily warm
ups, homework, Study Island (or what is currently available) and unit tests, quizzes,
and other formative assessments.
STAGE III – LEARNING PLAN
Materials and Resources:
Interventions:
Chapter 3: Glencoe Text)
Unit 1 (Algebra Rescue Text)
Think Through Math, Study Island, A+ Math (if available), Math Lab, Online Self Check
Quizzes and Tests
Warm ups & Exit polls (daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab & Go workbooks
Additional materials as needed
Positive/ negative counters
Number lines, etc.
Assignments
Procedures
Instructional Procedures*:
Monday
4/6
Day A
Tuesday
4/7
Day B
Bell Ringer
Work Day – work on
factoring Problems.
Intro to factoring
 Review Friday’s Test
 Do Now – intro factoring –
GCF
None
Go over Keystone
missed questions
 Intro to budgeting,
additional keystone
problems.
Wednesday
4/8
Day A
 DO NOW- check
homework assignments
 Mini lesson – 10 minute
review factoring with
partner – Problem Set
 Problems not completed
in class
Thursday
Friday
4/9
Day B
 Practice Exam. Students
practice Factoring on the
board
4/10
Day A
 Formative Assessment
 Exit slip for factoring test
 Test corrections
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections