Spring Arbor University School of Education

Lesson Plan Essential Elements

Title: Chapter Review
Subject: Algebra 1
Grade Level: 8th grade

Time Allotted: 50 minutes

Materials Required:
Warm-up review paper
Four-in-a-row worksheet (Math Gorilla, 2015)
Algebra Connect Activity (ilovemath, n.d.)
Colored markers
Dice
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Michigan Curriculum Framework: benchmark and/or GLCE/HSCE/EGLCE (write out)
CCSS.MATH.CONTENT.HSA.APR.A.1 Understand that polynomials form a system analogues to the integers, namely,
they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
CCSS.MATH.CONTENT.HSA.APR.B3 Identify zeros of polynomials when suitable factorizations are available and use
the zeros to construct a rough group of the functions defined by the polynomial
Objective(s):
The students will calculate work with classification, binomials, and factoring by completing the two games of Four-in-arow and Algebra Connect.
(Taxonomy Level: Application)
The students will identify factors of polynomials by completing 36 trinomial answers in the Algebra Connect activity.
(Taxonomy Level: Understanding)
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Instructional Procedure: What information do students need to accomplish the objective(s)?
Time
Allotte
d

Essential Element
1. Anticipatory Set:
The students will come into the room and the following directions will be written on the board and they will
be directed to look at them for the beginning of class.
Welcome to review day
Please...
Grab a review worksheet off of the front table and complete the problems
Move desks into partners
Organize homework to put questions on top
Be prepared to participate and ask questions
No bathroom breaks for today
Let's have fun and prepare together for the test!
Instruction for review worksheet Walk around the class and with a new partner each time answer the
question together. This should come with both partners talking and contributing to the problem.
2. State Purpose and Objective(s) of Lesson:
The students will work in previous objectives to work towards mastery.
It is important to understand how you're learning has scaffold from the first day of the unit to the last.

SOE Faculty, 2/26/10

3. Plan for Instruction:

The class will go over the warm-up answers as a class. This is a time for students to talk about each
problem and answer any questions. Students also be given a chance to go over any questions assuming at
this point the students have their homework return except for the most recent work. (Homework is not for a
grade but is for students to work so that they're able to master the material)
After questions are answered, the students will get into groups of three, already decided by the teacher.
Each group will be given a four-in-a-row game to practice classification. This game works similarly to
bingo. Students will receive 12 game problem pieces, x game markers, and a bingo record sheet. The
students are to work on the problems on the back of the paper so they can flip the pieces over. Once the
student flips their card over they are to mark on their bingo sheet what classification of polynomials is
present. After 3 flips, the group is to mix up the cards. Once groups have two winners working this game
they are to raise their hands so they can receive the next review game.
The second game is called Algebra Connect. The students will still be working in their groups with the
materials of game sheets, colored markers, and 2 dice. The students will take turns rolling the dice and
answering the problems they land on. For example, if the two dice display a 2 and a 4, they can either count
4 down and 2 across or vice versa. The students are to work their problems out on another sheet of paper
and then write their answers on the board with the given color. While this is happening, all group members
are working on the problems. If the answers are not matching up to the partners, each partner will talk
through their process and come to a conclusion for the final answer. The students are to turn in all game
boards when finished with names on top. This will allow for me to review where students may still be
struggling.
4. Differentiation Considerations (accommodations):
Students that need extra assistance with group work will be partnered with a student that has mastered the
material. They will work together and verbally address every problem. Students that like to learn on their
own, will have the opportunity to do the problems on their own within the team activity. Students will be
working together, which will not allow for working ahead. I will be walking around the classroom to offer
assistance, lead students back to notes, or to review a process to the whole class.
5. Assessment:
Review warm-up: This work will not be used for a grade but it will be used as an informal assessment to
note if students need more instructional guidance before they head into the activity. I will assess the
students by walking around the room when they are meeting with their partners and take note of problems
that students are not quite understanding. I will also be able to informally assess students by how much
work and conversation they contribute to the partner based learning. I will revisit these students and ask
them to verbally talk out a problem from the warm-up to me.
Four-in-a-row: When students are engaging themselves in this activity, I will take note of who is struggling
with the material and who is understanding the material. The students that are struggling with the material, I
will highly advise for them to go over some of the homework practice problems for the test the next day.

4 min.

Algebra Connect: Students will turn in their work for the Algebra Connect game with their names on the
worksheets. I am going to use this data to note which students are understanding the work and the problem.
From the list I make, I will advise the students that are not yet proficient to do the practice support problems
that are on the top of the test. This will guide them to the correct answer by helping them scaffold their
learning.
6. Closure:
Before you leave the classroom, I want you to think about a question you might have tomorrow with taking
the test. On the sticky-note please write down a term, concept, process, etc. that you know will give you
troubles tomorrow. If there is not anything, please write the symbol n/a on it.
Have a great day and do not forget to study your homework, the review questions, and your notes!
I will be available by email from 7-8pm to answer questions and provide support.

SOE Faculty, 2/26/10

Warm-Up Review
Please do your work in your math notebook after all of your notes
Simplify the following problem
1. (4x2 + 2x + 5) + (7x2 5x + 2)
Simplify the following product
2. 2c(c5 + 4c3)
Find the GCF of the polynomial
3. 9m3 7m4 + 8m2

Warm-Up Review
Please do your work in your math notebook after all of your notes
Simplify the following problem
1. (4x2 + 2x + 5) + (7x2 5x + 2)
Simplify the following product
2. 2c(c5 + 4c3)
Find the GCF of the polynomial
3. 9m3 7m4 + 8m2
Warm-Up Review
Please do your work in your math notebook after all of your notes
Simplify the following problem
1. (4x2 + 2x + 5) + (7x2 5x + 2)
Simplify the following product
2. 2c(c5 + 4c3)
Find the GCF of the polynomial
3. 9m3 7m4 + 8m2
Warm-Up Review
Please do your work in your math notebook after all of your notes
Simplify the following problem
1. (4x2 + 2x + 5) + (7x2 5x + 2)
Simplify the following product
2. 2c(c5 + 4c3)
Find the GCF of the polynomial
3. 9m3 7m4 + 8m2

SOE Faculty, 2/26/10

Warm-Up Review Answer Sheet

1. 11x2 3x + 7
2. 2c6 + 8c4
3. m2

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