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CedarBridge Academy
Lesson Plan for Student Achievement 2010 -2011
Teacher: Damyon Ray Course: Integrated Math II
Department: Mathematics Unit: Algebra
Date: Nov 15th 19th, 2010 Topic: Complex Fractions

1. What is the curriculum standard / objective?

Students will be able to add, subtract, multiply, and divide complex fractions.
2. What do I want students to know (content & concepts) and be able to do (skills) by
the end of the lesson? (Objectives)
LESSON 1: Students will be able to add and subtract complex fractions.
LESSON 2: Students will be able to multiply complex fractions.
LESSON 3: Students will be able to divide complex fractions
LESSON 4: Assessment
3. How will I formatively assess students knowledge of content, concepts and skills?
Students will be formatively assessed daily with mis-conception checks and
homework on the perspective lesson. Students will also be assessed with
questioning and answering sessions, discussion of real-life issues, and reviewing of
class work related to the lesson.

4. How will I summatively assess students level of mastery of the content, concepts
and skills?
Students will be given a cumulative assessment at the end of the unit.

5. What are the key vocabulary words that I want students to be able to use during this
lesson?
Monomial one term x
Binomial two terms x + 5

September 2010
 Trinomial three terms x2 + x + 5 NOT x + x + 5 = 2x + 5
Polynomial three or more terms
Standard Form terms of a nomial are written in descending order
Degree the highest whole number exponent in a polynomial
Leading Coefficient the number being multiplied into the variable with the highest
exponent.
6. Describe the sequences of events in the lesson. (Focus on a high level of student
engagement and remember to ask yourself if you have included the (1) Do Now
activity; (2) a Motivate and Activate activity; (3) Opportunity for movement; (4)
Reading & Writing activities; (5) Review; (6) How students will get written
information on the content, concepts and skills; (7) Checks for understanding; (8)
Gender-based activities (9) Technology (10)Research based instructional strategies;
and (11) a Closure activity.)

LESSON 1 Adding and Subtracting polynomials

1) DO NOW
Complete Solving Radical Equations Assessment
2) MOTIVATE AND ACTIVATE
Brief discussion on Monomialspolynomials.

September 2010
 o PowerPoint on Polynomials along with note-taking
o Show students that to add/subtract polynomials, add or subtract
coefficients or like terms.
3) MOBILITY
Students will come to the promethean board to show how to add and
subtract polynomials.
4) READING AND WRITING
N/A
5) REVIEW
Students will do problems #13-25 odd pg. 341
6) AQUIRY OF INFORMATION ON THE CONTENT, CONCEPTS AND SKILLS
Students will take notes in class.
Students will practice various types of problems w/ assistance of a VIP.
7) CHECKS FOR UNDERSTANDING
Students will come to the board to work out problems as a proof of
understanding and mastery of schools.
The teacher will use go throughout the classroom and mark students
work as they move on.
Students will be encouraged to ask questions, and teacher will ask
thought provoking questions to prompt students to think on their
own.
8) GENDER BASED ACTIVITIES
When appropriate students will split into gender pairs/groups (only
four boys in the classroom)
9) TECHNOLOGY
Students will come up and use the Promethean Board
10) RESEARCHED BASED INSTRUCTIONAL ACTIVITIES
Students will be expected to discover patterns and techniques via a
collaborative effort by building on their experiences together.
11) CLOSURE ACTIVITIES Students will the review steps to add polynomials

LESSON 2 Multiplying Polynomials

1) DO NOW
Add/subtract the following polynomials and write in standard form, name
the degree of the polynomial, and the leading coefficient.
o (3x4 + x2 3) + (x6 + 2x3 3x2 + 7x) = (x6 + 3x4 + 2x3 2x2 + 7x 3)

September 2010
 o (2 4x3 5x) (5x3 + 2x 3x +1) = (-9x3 6x 1)
2) MOTIVATE AND ACTIVATE
Brief discussion on Distribution property, 2(x + 3) = 2(x) + 2(3)
o Introduce multiplying polynomials FOIL, and higher order
o Introduce Geometrical approach to polynomial multiplication
o Examination of special product patterns,
1) Sum & Difference
2) Square of a Binomial
3) Cube of a Binomial
Pascals Triangle - Multiply the following polynomials.
o (x 1)3 = x3 3x2 + 3x 1
o (x + 1)4 = x4 + 4x3 +6x2 + 4x2 + 1 (Introduce Pascals Tri./Bin. Distr.)
o (2x + y)4 = 16x4 + 32x3y + 24x2y2 + 8xy3 + y4
o (x + 5)4 = x4 + 20x3 + 150x2 + 500x + 625

3) MOBILITY
Students will come to the promethean board to show correct
solutions to lesson worksheet.
4) READING AND WRITING
Students will have read and understand geometrical terminology and
apply it to solving vector problems.
5) REVIEW
Teacher and students will review comprehensively the material
covered in the Unit and in the lesson and analyze the connections
between the new information covered.
Students will complete pg. 341 #3, 12, 53, 55, 62, 64, 65, 67, & 68.
6) AQUIRY OF INFORMATION ON THE CONTENT, CONCEPTS AND SKILLS
Students will take notes in class.
Students will practice various types of problems w/ assistance of a VIP.
Students will discover applications through group work and other
methods of instruction.
7) CHECKS FOR UNDERSTANDING
Students will come to the board to work out problems as a proof of
understanding and mastery of schools.
The teacher will use go throughout the classroom and mark students
work as they move on.
Students will be encouraged to ask questions, and teacher will ask
thought provoking questions to prompt students to think on their
own.
8) GENDER BASED ACTIVITIES
When appropriate students will split into gender pairs/groups (only
four boys in the classroom)
Students may also be paired by using various techniques (age, etc..)
9) TECHNOLOGY
Students will come up and use the Promethean Board
Students will also use graphing calculators
10) RESEARCHED BASED INSTRUCTIONAL ACTIVITIES

September 2010
 Students will be expected to discover patterns and techniques via a
collaborative effort by building on their experiences together.
11) CLOSURE ACTIVITIES

LESSON 3 Dividing Polynomials

1) DO NOW
Calculate 300 7 using long division, keep answer to 4 significant digits.
Answer is 42.8571
Calculate 3.8 6.2 = 0.6129
2) MOTIVATE AND ACTIVATE
Brief Review on Long Division, students will discuss the steps to dividing
numbers using Long division.
3) MOBILITY
Students will form groups by lining up and counting off by threes. The
ones will be in one group, followed by the twos and so forth.
4) READING AND WRITING
Students will complete a packet among themselves that teaches them
how to divide polynomials via Long Division and Synthetic.
5) REVIEW
Students will need to remember how to add and subtract
polynomials, and also how to write and polynomial in standard form.
6) AQUIRY OF INFORMATION ON THE CONTENT, CONCEPTS AND SKILLS
Students will take notes in class.
Students will practice various types of problems w/ assistance of a VIP.
Students will discover applications through group work and other
methods of instruction.
7) CHECKS FOR UNDERSTANDING
Students will come to the board to work out problems as a proof of
understanding and mastery of schools.
The teacher will use go throughout the classroom and mark students
work as they move on.
Students will be encouraged to ask questions, and teacher will ask
thought provoking questions to prompt students to think on their
own.
8) GENDER BASED ACTIVITIES
Students will be placed in assigned grouping for this lesson
9) TECHNOLOGY
Students will come up and use the Promethean Board
10) RESEARCHED BASED INSTRUCTIONAL ACTIVITIES
Students will be expected to discover patterns and techniques via a
collaborative effort by building on their experiences together.
11) CLOSURE ACTIVITIES Students will review the two ways of dividing
polynomials

7. What homework assignment will I give to students?

September 2010
 LESSON 1: Adding and Subtracting Polynomials
a. Students will do #14-22 even pg. 341
LESSON 2: Multiplying Polynomials
b. Students will practice multiplying polynomials
LESSON 3: Dividing Polynomials
a) Students will do pg. 356 # 15, 17, 27, & 28
LESSON 4: Factoring Polynomials

8. (What questions do I want answered about my teaching and or student learning

during the lesson?) Reflections

Introduce lesson effectively

Did the students remain on-task for the duration of the lesson?

Was the opportunity provided for movement during the lesson?

Did the gender activity assist the male students?

Was opportunity for reading and writing during the lesson?

Was the closure meaningful?

Did the lesson reflect a balance of skills, conceptual understanding

and problem solving?

Were the students actively engaged in the lesson?

Were students able to make connections to other ideas in their

lives?

September 2010