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Name: Andrew Pollick Date: 3/16/15 Content Area: Algebraic Concepts WOODLAND HILLS SECONDARY LESSON PLANS Length of Lesson: 3 days STAGE I – DESIRED RESULTS Lesson Topic (Modules, if applicable): Exponents/Exponential Functions Polynomials Big Ideas: Understanding Goals (Concepts): M11.A.1.1 Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, exponents and scientific notation). M11.A.2.2 Use exponents, roots and/or absolute value to solve problems. M11.D.2.2 Simplify expressions involving polynomials. Operations with monomials and polynomials The connection between multiplying and dividing polynomials The subsequent effect on the exponents in the expression Conversion of scientific notation to standard notation and vice verse How to find the product of special polynomials Student Objectives (Competencies/Outcomes): Essential Questions: Vocabulary: 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. Performance Task: Why do exponents change when you multiply and divide polynomials? How do you tell the degree of a polynomials and why is it important? Who needs scientific notation? How do you find it on a calculator and how do you get out of the scientific mode? How are polynomials useful in modeling data? How can adding and subtracting polynomials help you predict with models? Why can't unlike terms be combined? How does multiplying polynomials relate to finding area? Is FOIL special or just the distributive property disguised? 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: 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 3/16 Day B Tuesday 3/17 Day A Bell Ringer Work Day – work on Exponent and Polynomial Problems Review Friday’s Test Do Now – intro Polynomials – Systems of Equations None Go over Keystone missed questions Intro to budgeting, additional keystone problems. Wednesday 3/18 Day B DO NOW- check homework assignments Mini lesson – 10 minute review Polynomials Practice with partner – Problem Set Problems not completed in class Thursday Friday *Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections