Common Core Aligned Lesson Plan
Subject: Algebra II
Unit: Polynomial functions
Week: 6
Teacher: Mr. Ives
LESSON ELEMENT: Factoring Special Cases
Common Core Learning Standards Addressed:
Grade: 11-12
Day: 4
Rocinante High School
STUDENT-FRIENDLY TRANSLATION
A-APR.3 (Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.)
F-IF.4
F-IF.7c (Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.)
F-IF.8a (Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.)
F-IF.9 (Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).)
Learning Goals and Objectives: (What will students know & be able
to do as a result of this lesson?)
Students will be able to factor a quadratic in the form of a
difference of two squares or a perfect square into its two binomial
zero solutions.
I can factor special case
quadratics
Vocabulary Support: (What vocabulary will student need for this
lesson?)
Linear function, quadratic function, cubic function, polynomial,
periodic function, leading coefficient, degree of a polynomial,
increasing function, decreasing function, absolute or global maximum
or minimum, local maximum or minimum, concavity, interval notation,
long-term or end behavior, zeros of a function, and inflection point.
I understand the vocabulary
of quadratics.
Formative Assessment Criteria for Success: (What does success on
this lesson’s outcomes look like?)
The student will factor a quadratics in the form of a difference
of two squares or a perfect square into its two binomial zero
solutions.
The student will complete the assignment with a rubric of 7 or
higher.
All notes and diagrams will be complete in their data folder.
I will factor special cases.
Activities/Tasks: (What learning experiences will students engage in?)
Focus activity: journaling and goal setting.
Video of appropriate science and technology (time permitting)
Presentation of
Guided practice of
Independent practice of
In class formative assessment (time permitting)
Vocabulary graphic organizer (if needed)
Student reflection on learning.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
A combination of:
Agile Mind software and resources
Technology / Science / mathematics slideshow
Education YouTube videos
Glencoe Geometry textbook and resources
Glencoe Algebra II textbook and resources
Holt Algebra I Textbook and resources
Manipulative Objects and Puzzles
Geometric Templates and drawing tools
Laptop computer
Pencil and paper
Data folder and formula sheet
Essential Questions:
1. How do special case quadratics differ from normal ones?
2. What clues can I look for to identify a special case quadratic?
Modifications/Accommodations: What curriculum modifications and classroom accommodations will you
make for Students with Disabilities in your class?
Extended time for completion of assignments or tests.
Additional time for reading assignments.
Time for repeated drill and review.
Small groups.
Data folders with study sheets, vocabulary sheets, and other supplemental aids.
Visual demonstrations, which include the presentation of material in small steps.
Multisensory materials and activities (written, spoken, demonstration, kinesthetic.)
Mnemonic devices and aids.
Word processor with spell checker and calculator as well as graphing calculator.
Assisted note-taking and note-taking guidelines.
Credit for participation, effort and attendance as well as completed work.
One-to-one teacher contact daily.
Assistance with organization and planning as well as organized classroom procedures and
materials.
Peer / pair tutoring and cooperative learning.
Emphasis on success.
Seating to reduce distractions.
Clearly defined limits and classroom procedures.
Cooling off periods and concrete, positive re-enforcement.
 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core
Shifts)
 In addition, please choose ONE question below to respond to after you have taught the lesson
OR create your own question and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in cooperative learning and cooperative learning skills?
5. How effective was the work in this lesson?
Common Core Aligned Lesson:
Reflection
+ Teaching this a "No middle" and "Double middle" is a good way to help students identify the special case quadratic.
- Students really struggle identifying the difference of two squares.
∆ I need to explain why the difference of two squares has no middle using the OI check.