Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Abbi Stratton

Date Friday Nov 10 Subject/ Topic/ Theme Factoring Polynomials Grade ___Algebra II___________
I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson in the unit plan. It builds on other parts learned previously in the unit, and it starts the foundation of learning the next two learning targets

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify the greatest common factor of a polynomial R, An
Factor a polynomial using the greatest common factor U, Ap, An
Participate in a think-pair-share X
Derive a formula for xnxm Ap, An, C

Common Core standards (or GLCEs if not available in Common Core) addressed:
Perform arithmetic operations on polynomials: 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. (A-APR 1)
Use the structure of an expression to identify ways to rewrite it (A-SSE 2)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
-Students should know that xn is the same as x*x*x*x* n times
-Students should know how to find the Greatest Common Factor of whole numbers (Common Core
Standard 6.NS #4)
-Students understand, or at least have seen, factor trees
-Students know how to factor quadratic functions
Pre-assessment (for learning): Do Now

Formative (for learning): Continually asking questions; students class work (will be viewed as walking around
Outline assessment the room)
activities
(applicable to this lesson) Formative (as learning): Notesheet and problems on notesheet

Summative (of learning): Homework

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
lesson present?
Provide options for self-regulation- Provide options for Provide options for executive
expectations, personal skills and comprehension- activate, apply & functions- coordinate short & long-
strategies, self-assessment & highlight term goals, monitor progress, and
What will it take reflection Expressions are made in a box modify strategies
neurodevelopmentally, and listed out Write answers on paper, board,
experientially, verbally respond, write on note
emotionally, etc., for your card/explain to neighbor
students to do this lesson? Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Challenges are given to Information is given on paper,
students who may work faster board, and verbalized
than others (perfect number for
Do Now, harder questions as
move along in the example);
Students check answers and get
help from each other during
note card activity
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Questions are asked of the
students to engage students

Day 1 Do Now/Notesheet Handout

Materials-what materials Worksheet #3
(books, handouts, etc) do Whiteboard/Markers
you need for this lesson Notecards
and are they ready to use? Projector with timer

The classroom will be set up in three rows of tables that seat two students at each table; all chairs face
the front of the room
How will your classroom
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Before Remind students to grab supplies on the back Before/when class begins, students grab supplies
class table, but not to start on the Do Now yet, but to set on the back table
write I can statement on their paper: I can find
the GCF of factor and a polynomial Students listen to and look at example

1 min When the bell rings, tell students the Do Now is

finding the prime factorization of a number, and
write example and say Prime factorization of 6 is
3 and 2 because 3 times 2 is 6 and both 3 and 2 are
prime numbers Students silently work on the Do Now; they will
probably not complete this task, which is the
2 mins Tell students they have two minutes to complete purpose
the Do Now
-Project timer on board Students who found 8128=2*2*2*2*2*2*127 raise
hand
5 mins After two minutes, ask students to raise their hand Student shares method
if they found the prime factorization
-If a student raises their hand, tell them we
dont want to share the answer yet, but ask them Student shares method
how they did it
-If no one raises hand, ask a student to share
the method they were using and how it was
working out for them
-Either way, say that I will show them an All Students type numbers into their calculators
efficient, but not perfect wayFactor tree
-Ask students to follow along using their
Motivation calculators, and draw factor tree on board:
(opening/ -Say, First I will try dividing 8128 by 2 since I A student answers 4064
introduction/ know 2 is a prime number. Ill write 2 under #
engagement) here. What is #/2? (Student answer). Write 4064
under 8128. Now divide 4064 by 2 [Repeat
process until get to 2 and 127]
-Now divide 127 by 2. What do we get?
Divisible by 3? 7? Any other prime numbers? Is
127 prime? Yes. Now we have a tree where the
end is made up of prime numbers.
-Write factorization on the board. Say, Now Students say yes
check on your calculators that
2*2*2*2*2*2*127=8128. This is our prime
factorization.
2 mins Set-up for lesson: Students listen and think about/answer question
-As I mentioned, this method, as are many
things in math, is not perfect. I want to get the
exact same factorization every time, but I will not
be able to for certain types of numbers. Can
anyone guess what types of numbers where both
me and Cam use the same method but get different
answers? (Wait for 3 seconds) What about -6? Is
there more than 1 answer? I got -2 and 3. What
could Cam get thats different from me? (Either
student answers or I prompt by saying Cam could
get 2 and-3) Students listen and maybe some copy down -6
-Today we are talking about factoring example, but not required
polynomials with degrees greater than 2, and being
able to find the prime factorization is important to
be able to find the greatest common factor, which
is a crucial step in todays lesson. Since our
method is imperfect, if we have a negative number,
we will first divide the number into -1 and itself, Students who are intrigued by the word
i.e. 6=(-1)*6. challenge listen
-This is unrelated to what were doing today,
but as we move on, if you want a challenge, find
all of the factors/divisors of 8128 (including 1) and
find out what the sum of its divisors are. The result
is surprising because 8128 is what we call a perfect
number.
7 mins Tell students to look at their notes and write in Students write answers for blanks/make their own
answers or make their own notes. Write all notes
answers on board as go along:
-Ask, What is a GCF? What is definition? Student answers Greatest Common Factor and
-First, find the GCF of #1. Can someone tell me gives definition for GCF (something about greatest
what that is? Yep! 2 divides 6 and 2 divides 4, and integer that divides both of the numbers)
theres nothing bigger that divides both of them.
Easy enough to see for this, but what if numbers Students look and do Exercise 1 with the class
are larger? What strategy did we just use?
-Draw a tree, write prime factorization, circle
common terms, multiply those common terms

Prompt students to do the rest of the examples Students work on GCF problems
(gauge time, but give about 3 mins)
-Ask students what they got for the answers;
write them on the board; go over #4

7 mins Now were going to add xs into the equation. Students look at exercise 2
Tell students to look Exercise 2. Quickly walk
through questions 1-4 (pre-requisite knowledge,
but a good reminder for all students).
#5: Think-Pair-Share
-Take 30 seconds to do #5 by yourself: Students think/write answer by themselves
what do I do to the exponents when I multiply the
xs?
Development -Share answer with neighbor if havent Students share answer with neighbor
(the largest already
component or -Ask Asha what she got Asha shares answer
main body of -Correct; x^m*x^n=x^m+n, so x^2*x^3 Students who need it write example
the lesson) would be x^2+3=x^5

5 mins Tell students to look at Exercise 3. Do this in the Students complete Exercise 3
same way as Exercise 1.

10 Work through Exercise 4 in the same way, Students do Exercise 4

mins emphasizing that each term added/subtracted is
what were finding the GCF of
-Ask for/choose volunteers to write answers 6 students volunteer to do the examples
on board

7 mins Walk students through how to factor a polynomial Students follow on board and write down
using the notes. Do #1 as a class during the notes notes/example
Have students do the example problem with their
Students work with elbow partner to do the
neighbor
example on the notes
Choose a student who is confident to do the
problem on the board
Ask student if wants to explain what he/she did;
if not, teacher explains it; if yes, yay!make sure
he/she speaks loud enough

Rest Have students work on worksheet, which will be Students work by themselves or with other
of homework if not completed classrmates on the worksheet until the bell
time -Roam room during this time, answering
rings
questions
2 mins Teacher reminds students that we learned how to Students listen and leave when bell rings
factor polynomials and next time we will again use
the Zero Product Property to find the roots of the
Closure
polynomial. We will also go over the homework in
(conclusion,
class
culmination,
wrap-up)
Teacher closes by instructing students to take a
picture of something that could be seen as a
polynomial and put it on their computer and also to
do the given worksheet as homework for the next
day

Remind students to bring computers on Tuesday

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)