Lesson Plan Template

Name: James A. Grover III Program: SMED Course: EDU 460

Lesson Topic/Title: Operations with Polynomials

Lesson Date: Lesson Length: 2 Grade/Age: Grade 9-12

Learning Objectives (Targets):
Students will know how to identify the degree, leading coefficient, and standard form of monomials,
binomials, and trinomials.

Students will understand that adding and subtracting polynomials as well as multiplying and dividing
polynomials works using previously learned methods of mathematical operations.

Students will be able to add, subtract, multiply, and divide

Standards:
Common Core State Standards:
CCSS.MATH.CONTENT.HSA.APR.A.1
Content Area: Honors Algebra II
Grade Level: High School
Domain: Arithmetic with Polynomials and
Rational Expressions
Standards Alignment & Justification:
Students will use understanding of integer
operations in order to see that polynomial
equations and expressions can be manipulated in
the same way. Developing a new algebraic
understanding of these integer operations using
variable equations can help students view
changes in real world ideas like volumes or the
expenditure of money.

Cluster: Perform Arithmetic Operations on

Polynomials

Standard(s): Understand that polynomials form

a system analogous to the integers, namely, they
are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and
multiply polynomials.

Mathematical Practices:
1. Reason abstractly and quantitatively
2. Model with mathematics
Assessment:
Pre
Students will begin the lesson by reviewing the
terms: degree, leading coefficient, and constant.
The students will then be asked what they notice
Assessment (Data & Student Feedback):
Pre
Reviewing previous topics before beginning to
construct new knowledge will help students
connect learning to previous concepts at the

Revised 07/16
about the writing of standard form of polynomials outset of the new material as well as assist me in
known as monomials, binomials, and trinomials deciding what more needs to be reviewed before
in order to understand standard form more new material is ready to be approached.
deeply.

Formative
When discussing polynomials and their
operations, students will be asked to begin
writing the steps in written form with the
educator as a class so that a more understandable
format or method may be used in general.
Formative
Writing the steps in real, written words should
help students bridge the gap between
mathematics and language while also providing
me with concrete examples of where mistakes
may be made.

Summative
Students will complete a short quiz that asks
them several questions pertaining to polynomial
operations as well write out a short descriptive
narrative explaining how to solve a given
polynomial operation.
Summative
Students quizzes will allow me to see exactly
what students are finding challenging as well as
give me more concrete examples of mistakes and
new solutions for class discussion.

Student Self
Student Self
Opportunities to respond will help me
Students will be given ample opportunity to understand how students are able to piece
respond and check their current levels of together solutions and develop thinking
understanding of the material as well as be given strategies for problem solving. I can also use this
time to develop their sequential narratives of time to provide specific, constructive feedback.
explanation, allowing for deeper reflection.
Integration of Other Content Areas: (If appropriate)

Writing: As students develop narrative-style descriptions of the problem solving process for adding,
subtracting, multiplying, and dividing polynomials, familiarity for the subject should allow students to
more readily access knowledge and understanding of connected topics in order to clearly understand
and articulate this particular problem solving process while enhancing writing skills.
Instructional Strategies to Differentiate Whole Class Instruction:

Multiple Intelligences:
Verbal-linguistic: Mathematical notes will be described in non-mathematical language, and
mathematical language will also be practiced for all students to practice verbal comprehension.
Spatial: Students will use the Eno board to develop and record notes through the use of tools built into
OneNote software that will deepen understanding of visual learners.
Interpersonal: Participating in teaching the lesson through group discussion, conversation, and debate
will appeal to auditory learners.
Logical-mathematical: Use of previous mathematical understandings will help students compound
their knowledge of logarithmic functions and exponential relationships in mathematics.
Intrapersonal: Internal reflection of understanding through frequent opportunities to respond will
help students decide the strength of each students personal level of understanding.
Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

Modifications & Accommodations:

Revised 07/16
Two of my students receive specialized services through IEPs in the classroom, and appropriate
accommodations or modifications (if necessary) are made to assist the students in reaching the
learning goals established in the classroom as well as reach the learning goals established in their IEPs.
Work for both students is to be broken down into more manageable tasks when necessary, and thus
this is done for all students in the class. Students also need quiet spaces to work and this is done
within each class in order to minimize off-task behavior among all students.
One student requires that lessons be organized and that a specific goal be the target of each class. It is
important that the lesson not make any sudden changes in direction or pursuit throughout the lesson,
and the educator does not deviate from this requirement. Answers are to be openly accepted out loud
and plenty of time is given for the solution or thought process given to be completed. The same
opportunity is given to all students in the class.
Another student requires that assignments be organized in a way that mitigates distractions and
unnecessary chatter between classmates. The students also needs information given in multiple ways
so that mental processing may occur over a span of styles of learning, and this type of accommodation
is made for all students as well.

504:
The use of a 504 plan has been implemented for one of my students, and the needs of the specified
plan are met through quiet work environments for the student, small manageable chunks of
assignments rather than large foreboding assignments. The student needs to be given plenty of time to
work on assignments in class as well as time outside of school to consistently practice what is being
learned in the classroom. Equal opportunity to do these things is given to each student as well.

Absent: Students that are absent will receive notes for the lesson through the OneNote and will have
all resources used during the lesson available to the class folder where all documents can be found.
Students will be exempted from the quiz on the following day and will be expected to attend math lab
or visit after school to receive any missed information as well as ask questions during the following
class period. Absent students will likely be focusing on any misconceptions or problems they
encountered when completing their individual assignment.
Technology Integration: (if appropriate)

Use of the installed Eno Board will supplement student understanding through quick editing and
adjusting of notes based on current discussion and student feedback through the use of the pen-active
board aiding instruction. Pairing the Eno Board with OneNote software augments instruction at the
modification level through the always-online OneNote software that allows for quick and frequent
creation and editing of lesson notes that are constantly uploaded to the cloud for student access
whenever they desire. Similarly, use of the Eno Board also encourages use of the installed graphing
calculator for easy transition between notes and accurate graphing and calculating where appropriate.
Materials and Resources for Lesson Plan Development
Materials:
9.1 (polynomials) notes
9.1 (polynomials) practice homework
9.1 (polynomials) quiz & key
Eno Board
Laptop & OneNote software
Projector
Document Camera

Resources:
Adding Polynomials Khan Academy

Revised 07/16
Subtracting Polynomials Khan Academy
Multiplying Polynomials Khan Academy
Dividing Polynomials Khan Academy
Synthetic Division of Polynomials Khan Academy
Teaching & Learning Sequence:
Day 1:
Review:
Students will begin the lesson by reviewing the terms: degree, leading coefficient, and constant. The
students will then be asked what they notice about the writing of standard form of polynomials known
as monomials, binomials, and trinomials in order to understand standard form more deeply. It is likely
that students will notice that as more and more parts are added to a polynomial, the degrees attached
to each monomial in the polynomial decrease going to the right side of the equation all the way down
to the constant, which has degree 0.
(5 minutes)

Adding and Subtracting Polynomials:

Students will look at the addition and subtraction of polynomial expressions in order to see that
adding and subtracting polynomials act exactly like the addition and subtraction of integers. Students
will work in small groups looking and problems like this and compare answers.
Written form:
Students will be asked to write down a step-by-step procedure that they would personally use in order
to add or subtract polynomials. After several students share with the class what they use for a problem
solving process, we will discuss as a class what several high-quality processes could be used for
anyone who may have forgotten how they could find a solution.
(15 minutes)

Multiplying and Dividing Polynomials:

Students will look first at multiplying polynomials. In this case, it is important to review the
distributive property as it is the primary tool in multiplying polynomials. Students should recognize
that the number of monomials within the polynomials being multiplied does not change the way that
the multiplication is carried out. Students will walk me through several examples checking for
understanding and misconceptions along the way.
Following multiplication, students will be looking first at long division of polynomials and then at
synthetic division of polynomials. When long dividing polynomials, students will start with a problem
that involves dividing by a monomial such that the students see that dividing polynomials (just like an
integer problem) involves undoing multiplication through finding factors. When looking at synthetic
division, we will perform the operation initially by dividing by a degree 1 monomial with no leading
coefficient in order to make things more simplified.
Written form:
Students will be asked to write down a step-by-step procedure that they would personally use in order
to multiply or divide polynomials. After several students share with the class what they use for a
problem solving process, we will discuss as a class what several high-quality processes could be used
for anyone who may have forgotten how they could find a solution.
(35 minutes)

Day 2:
Homework Questions:
Students will be given time to ask questions about their homework practice assignment. Students
should use this time to ask clarifying questions about anything they did not understand as well as refer

Revised 07/16
to their written work that was created in class in order to formulate a method by which they may solve
their practice problems.
(30 minutes)

Quiz:
Students will complete a short quiz that asks them several questions pertaining to polynomial
operations as well write out a short descriptive narrative explaining how to solve a given polynomial
operation.
(15 minutes)

Quiz Review:
Following the quiz, I will use the document camera to highlight the solutions to the quiz so that the
students may view the quiz and follow along with my solution process. Students will be encouraged to
put forth their own solution process to check for accuracy and suggest differing solution paths for
their peers.
(10 minutes)
Content Knowledge Notes: (if applicable/instructor discretion)
Day 1:
Adding Polynomials:
Adding Polynomials Khan Academy
Students will be simplifying the polynomial expression (5x + 8x - 3) + (2x - 7x + 13x).
The like terms that can be found in this expression are broken down into monomials of degree two
(5x2 & 2x2), monomials of degree one (8x, -7x, & 13x), and one monomial of degree zero (-3).
First we want to add the two degree one terms in the second expression together to get 6x.
These like terms can then be added together respectively resulting in the expression 7x2 + 14x - 3.

Subtracting Polynomials:
Subtracting Polynomials Khan Academy
Students will be simplifying the expression (16x + 14) - (3x + x - 9).
The like terms that can be found in the expression are broken down into one monomial of degree two
(3x2), monomials of degree one (16x & x), and monomials of degree zero (14 & -9).
When we subtract these like terms respectively, we find that we get the expression -3x2 + 15x + 23.
Another way of looking at this problem comes from viewing the subtraction problem as an addition
problem once we have distributed the negative through the second polynomial resulting in
(-3x2 - x + 9).
When we add this to our first polynomial, we get the same solution of -3x2 + 15x + 23.

Multiplying Polynomials:
Multiplying Polynomials Khan Academy
Students will be expressing the product (3x+2)(5x-7) as 15x - 11x - 14.
This is an example of horizontal multiplication of binomials, but this can be solved by doing vertical
multiplication in a near identical manner.
We must distribute the first term in our first binomial by each term in our second binomial.
This looks like 3x(5x) & 3x(-7) resulting in 15x2 - 21x.
We then distribute the second term in our first binomial by each term in our second binomial.
This looks like 2(5x) & 2(-7) resulting in 10x - 14.
We add the two resulting binomials together to get a solution of 15x2 - 11x - 14.
Thus we can see that the product of the two binomials (3x+2)(5x-7) is the same as the expression
15x - 11x - 14.

Revised 07/16
Common CoreTeacher Standards (CCTS) Alignment & Justification (Field/Student Teaching
Only)
Standard #4 Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or
she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners.

Performance:
4 (h) Creates opportunities for students to learn, practice, and master academic language in their
content.

This lesson demonstrates educator understanding of using central concepts, tools of inquiry, and
structures of mathematics in order to create opportunities for students to learn, practice, and master
academic and mathematical language in order to discuss ideas and ask questions in a meaningful way.
Similarly, having consistent opportunities to express academic language through the process of
instruction-making allows students to practice language while creating personally meaningful tools for
improving understanding of content.

Standard #5 Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to authentic local and global
issues.

Performance:
5 (f) Engages learners in generating and evaluating new ideas and novel approaches, seeking inventive
solutions to problems, and developing original work.
Essential Knowledge:
5 (m) Understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.

This lesson demonstrates the ability of the educator to engage learners in generating and evaluating new
ideas and novel approaches through the process of instruction-writing and consideration of problem
solving through multiple means of completion. This lesson also demonstrates educator understanding of
critical thinking process in order to help learners develop high level questioning skills which will allow
students to introduce academically strong ideas and concepts to the rest of their class.
Post-Lesson Reflection:

This lesson allowed me to test the effectiveness of the short quiz in assisting students in self-assessing
themselves and determining where exactly their levels of understanding are when learning new
content. Students were extremely interested in taking short quizzes to test their understanding
frequently, and they were eager to pinpoint the pieces of information they were struggling to
understand. Student understanding in this lesson was strong on the whole, but several students
struggled to be confident in answering questions in practice and on the short quiz when the questions
asked were not identical to practice questions reviewed during instruction or further review. These
students tended to stray away from writing instructions, and I intend to encourage this more in the
future.

Revised 07/16