Tasks/Solutions:

Consider 𝑝 𝑥 = 𝑥 ! − 5𝑥 ! − 57𝑥 + 189

1. Evaluate p(3)
𝑝 3 = 3 ! − 5 3 ! − 57 3 + 189
𝑝 3 = 27 − 45 − 171 + 189
𝑝 3 =0

2. Based on your answer to #1, what can you conclude about 𝑥 = 3?

x=3 is a root of p(x)

!(!)
3. Find the remainder of !!!

𝑥 ! − 2𝑥 − 63

𝑥 − 3    𝑥 ! − 5𝑥 ! − 57𝑥 + 189
-(𝑥 ! − 3𝑥 ! )
−2𝑥 ! − 57𝑥
-(-2𝑥 ! + 6𝑥)
−63𝑥 + 189
-(-63𝑥 + 189)
0
so the remainder is 0.

4. Based on your answer to #3, what can you conclude about 𝑥 − 3?

𝑥 − 3 is a factor of p(x)

5. Is 𝑥 + 12 a factor of p(x)? Explain how you know.

𝑝 −12 = −12 ! − 5 −12 ! − 57 −12 + 189

𝑝 −12 = −1728 − 720 + 684 + 189
𝑝 −12 = −1575 ≠ 0

𝑥 + 12 is not a factor of p(x) because 𝑥 = −12 is not a root of p(x) (p(-12) is not
equal to 0).

6. Is 𝑥 − 9 a factor of p(x)? Explain how you know.

𝑝 9 = 9 ! − 5 9 ! − 57 9 + 189
𝑝 9 = 729 − 405 − 513 + 189
𝑝 9 =0

𝑥 − 9 is a factor of p(x) because 𝑥 = 9 is a root of p(x) (p(9) is equal to 0).

Explanation/Analysis:

I selected this concept because the students have been doing a lot of work lately with

polynomials and rational expressions. Although the students learned this material last

quarter, I think some students have not yet made the connection between roots and

factors. In addition, they may not understand the remainder theorem very clearly. I

created these tasks as a way for students to investigate how to more efficiently check if a

linear binomial is a factor of a given polynomial and to better understand the remainder

theorem. I was hoping that by the time they reached tasks 5 and 6 they would know to

evaluate p(-12) and p(9) to determine if x + 12 and x – 9 are factors of p(x). The

mathematical understanding I expected students to have before completing these tasks is

how to define roots and factors of polynomials. Students should understand that a root of

a polynomial is an x value that results in the polynomial being equal to 0. They should

also understand that a factor of a polynomial is an expression that divides the polynomial

equally, resulting in a remainder of 0.

Possible Student Responses:

1. Evaluate p(3)

Besides solving this problem the way I solved it, a student could also solve by
graphing. I do not see graphing this on paper as a likely outcome because the
students have not yet learned how to graph cubic functions. However, I am
allowing the students to use a graphing calculator so it is possible that a student
may graph the polynomial on their calculator. Although they do not need a
graphing calculator to complete any of these tasks, I am allowing them to use one
because they seem more comfortable when they have access to graphing
calculators and having a graphing calculator will not overly simplify the process I
am asking the students to think through.

2. Based on your answer to #1, what can you conclude about 𝑥 = 3?

• When x is 3, p(x) is 0 (they may say this if they do not have the prior
knowledge that x = 3 is a root)
 • 3 is an x-intercept of p(x) (this is a very likely response because the
students have worked a lot with finding x-intercepts of functions)

!(!)
3. Find the remainder of !!!

• If a student successfully attempted to factor p(x), they would have

𝑝 𝑥 = (𝑥 − 3)(𝑥 + 7)(𝑥 − 9). A method they had been using recently to
graph rational functions was simplifying the expressions. Therefore, a
possible student thought process might be as follows:

(𝑥 − 3)(𝑥 + 7)(𝑥 − 9)
 
𝑥−3
 
(𝑥 + 7)(𝑥 − 9)

!(!)
so the remainder of !!!
is (𝑥 + 7)(𝑥 − 9)

• Students may also use synthetic division instead of long division

3 1 -5 -57 189
3 -6 -189
1 -2 -63 0

!(!)
so the remainder of !!!
is 0.

4. Based on your answer to #3, what can you conclude about 𝑥 − 3?

!(!)
If the student found the correct answer for #3 as remainder of !!!
is 0, then they
might conclude that x - 3 evenly divides p(x).

However, if they somehow divided incorrectly, they might conclude that x - 3

does not evenly divide p(x), or that x-3 is not a factor of p(x).

If the student found the answer (𝑥 + 7)(𝑥 − 9) for #3, then they might conclude
one of the following:
• 𝑥 − 3 is a factor of p(x)
• 𝑥 − 3 is a hole (they may come to this conclusion because they have been
working a lot on finding holes and asymptotes in rational functions)

5. Is 𝑥 + 12 a factor of p(x)? Explain how you know.

 • If the student already successfully factored p(x), they would already know
𝑝 𝑥 = (𝑥 − 3)(𝑥 + 7)(𝑥 − 9), so they would be able to respond that x +
12 is not a factor of p(x) without doing additional work.
• A student could also solve this by doing either long or synthetic division
in the same way they solved problem #3.

-12 1 -5 -57 189

-12 204 -1764
1 -17 147 -1575

so x + 12 is not a factor of p(x).

• A student may forget that in order to check if x + h is a factor, they need to

use –h as their x value. In that case, they would still get that x + 12 is not a
factor, but only because x - 12 is not a factor of p(x) either.

𝑝 12 = 12! − 5 12 ! − 57 12 + 189
𝑝 12 = 1728 − 720 − 684 + 189
𝑝 12 = 513 ≠ 0

Then x + 12 is not a factor of p(x) because x = 12 is not a root of p(x)

6. Is 𝑥 − 9 a factor of p(x)? Explain how you know.

• If the student already successfully factored p(x), they would already know
𝑝 𝑥 = (𝑥 − 3)(𝑥 + 7)(𝑥 − 9), so they would be able to respond that x-9
is a factor of p(x) without doing additional work.
• A student could also solve this by doing either long or synthetic division
in the same way they solved problem #3.

9 1 -5 -57 189
9 36 -189
1 4 -21 0

so x - 9 is a factor of p(x).

• A student may see x - 9 and think they need to check to see if -9 is a root
of p(x). Then they would get the incorrect answer, because they would be
checking if x + 9 is a factor of p(x), which it is not.

𝑝 −9 = −9 ! − 5 −9 ! − 57 9 + 189
𝑝 −9 = −729 − 405 + 513 + 189
𝑝 −9 = −432 ≠ 0

Then x - 9 is not a factor of p(x) because x = -9 is not a root of p(x)

Reflection:

Student 1 Tasks 1 and 2:

Student 2 Tasks 1 and 2:

While solving the first task, both students used the method I anticipated of putting

3 in for x and evaluating p(x) when x = 3. Neither student used the graphing capabilities

of the calculator during this task, but both confirmed their answer with the table at a later

time. During the second task, the first student realized that he had made a slight

calculation error in the first task. He had originally computed p(3) to be 154, but when
asked to conclude something about the importance of x = 3 he checked his work and

realized he had added incorrectly. I had not anticipated that the second task would help

the students to check their work, but I realized this was the case when it helped the first

student realize his mistakes. The second student immediately recognized x = 3 as the x-

intercept. As anticipated, both students used the vocabulary “x-intercept” as opposed to

“root” or any other vocabulary. In addition, the second student gave the anticipated

response that when x = 3, p(x) = 0, but she continued her description to include that x = 3

is therefore an x-intercept.

Student 1 Tasks 3 and 4:

Student 2 Tasks 3 and 4:

When both students reached the third task, they were confused by my notation of

using p(x) instead of putting the entire polynomial in the numerator. However, after the

students confirmed that they were still supposed to use the polynomial defined at the

beginning of the first task, they were able to do polynomial division to find the

remainder. The first student used long division, while the second student used synthetic

division. These were both anticipated responses because they have learned and used both

methods of division in class. Both students checked in the table in their calculator after

completing the third task, possibly to confirm that x - 3 is a factor of p(x) by seeing that x

= 3 is an x-intercept of p(x). The first student immediately realized that x - 3 was a factor

when completing the fourth task. However, the second student identified x - 3 as an x-

intercept. This was not an anticipated response. I had assumed that if the student had the

correct prior knowledge they would know that a binomial could not be classified as an x-

intercept. Before this student wrote her response to the fourth task, she asked me if she

was allowed to use the information from the second task, since she had realized that x = 3
was an x-intercept and had made the connection between x = 3 and x - 3. This showed

that she knew that factors and x-intercepts are related, but she did not have a completely

correct definition of a factor.

Student 1 Task 5:

Student 2 Task 5:

When the first student got to the fifth task, he factored the quotient from his

polynomial division in task 3. I had anticipated that a student might attempt to factor the

cubic function, but I had not anticipated that a student would do so by using the quotient

of their polynomial division. After factoring p(x), the first student realized that x + 12 is

not a factor of p(x). However, after completing the sixth task he returned to the fifth task

to add that x = -12 is not an x-intercept, so x + 12 is not a factor of p(x). This shows that

he made most of the connection I had hoped he would make that if x = h is an x-intercept
then x – h is a factor. However, he did not connect that he could evaluate p(-12) to

determine if x + 12 is a factor of p(x). The second student asked if she was allowed to “do

the work” to complete the fifth task. Because of this, it seemed the student was aware that

she was supposed to make some connection with the information she had just found, but

she had not yet made that connection. When I told her she could solve the problem

however she wanted to, she did synthetic division and found a remainder of -1575, which

was anticipated. However, her answer after finding the remainder was -1575 was that x +

12 is a factor of p(x) because “it would cross at (-12, -1575).” I had not anticipated that a

student would classify x + 12 as a factor if they had correctly found the remainder of their

polynomial division to be equal to -1575. Although this showed me that she made the

!(!)
connection between p(-12) and the remainder of !!!!, it seemed as though her definition

of a factor was not entirely correct. After completing task 6 and recalling her definition of

a factor, the second student was able to correct her answer and explain that x + 12 is not a

factor of p(x) because the remainder was not 0. This was one of the responses that I

anticipated if a student had found the remainder to be -1575.

Student 1 Task 6:

Student 2 Task 6:
 When completing the sixth task, the first student correctly identified that x - 9 is a

factor of p(x) because he had factored p(x), which was anticipated. However, he also

went on to say that x - 9 is a factor because x = 9 is an x-intercept. I had not anticipated

that a student would necessarily make this connection if they had factored p(x) instead of

evaluating p(9). The second student originally answered that x - 9 would be an x-

intercept at (9,0), which matched her answer to the fourth task but was not an anticipated

answer. However, after writing this down, she asked me to clarify what I was asking for.

When I said I was asking if x - 9 was a factor, not if it was an x-intercept, she was still

confused. I asked her for her definition of a factor and she said it would have no

remainder and go in evenly. After she said her definition aloud she was able to identify x

- 9 as a factor of p(x). In addition, she said “By the ‘y’ being 0 it shows that x – 9 goes

into the function evenly with a remainder of 0.” This shows that she may have made the

connection with the remainder theorem that I wanted her to, but I would need to ask

further questions to be sure. She was also able to go back to her answer on the fifth task

and say that x + 12 is not actually a factor of p(x) since the remainder was -1575.

After watching the students complete these tasks there are a few changes I would

make to the tasks. One change I would make is to the third task. Both students were

pretty stumped and took a large chunk of time to stare at the problem before asking what

they were supposed to do. I think it would be better to write the fraction as

! ! !!! ! !!"!!!"# !(!)

!!!
instead of !!!
so the students do not get held up on issues of notation. I

also think it would have been important to add another task between the fourth and fifth

problems that asked the students to reflect on what they had found so far. Neither of the

students appeared to make the complete connection that I was hoping they would.
Although they realized that if x = h is an x-intercept then x - h is a factor, neither of them

appeared to see that they could evaluate p(h) to determine if x - h is a factor. I think a

good question to ask between these tasks would have been something to the extent of

“based on the first four problems, what is an efficient way to check if a linear binomial is

a factor of a given polynomial?” I think it is necessary to ask the students to take time to

reflect on what they have found so far. As I said during my description of the students’

responses, the second student appeared to realize that she was supposed to have made a

new connection through the completion of the first four tasks, but she had not quite made

the connection and did not want to take the time to reflect if she was allowed to “just do

the work” she was already comfortable with for the fifth and sixth tasks. In addition, I

think I would not let the students use a graphing calculator if I were to use these tasks

again. I had decided to let the students use the graphing calculators because I knew they

are more comfortable when they have access to graphing calculators and I also knew they

had not worked much with cubic functions. I did not want their lack of comfort with

cubic functions to affect their ability to make the connections I was hoping they would

make, but I wanted to use a function with a higher degree than a quadratic because I did

not want them to immediately be able to factor the polynomial. However, I think the

students relied too heavily on the graphing calculators and therefore did not have to work

hard to find a more efficient method of checking for factors.

If I had used these tasks in my classroom, my hypothetical next step would be to

create more tasks. Although I could teach a lesson on the remainder theorem, I think it is

more powerful for the students to make the realization by proving it to themselves

through doing problems. The next tasks I would create would be similar to these tasks,
but they would involve higher-degree polynomials so students could not easily factor

them, even after finding some of the factors through other means. I would also not allow

students to use graphing calculators for these tasks. Although I did not originally think

the graphing calculators would oversimplify the students’ work, I realized I was wrong. I

think it prevented them from making a solid algebraically that evaluating p(h) can

determine whether or not x – h is a factor of p(x). I think it would also be important to

!(!)
investigate that p(h) is equal to the remainder of !!! . Although the students both realized

!(!)
that if p(h) = 0 then the remainder of !!! = 0 because x = h is an x-intercept, I am not

confident that either student realized that this is true for any value of p(h). I think it would

be important to let them investigate these ideas in the new tasks to help them learn to use

the remainder theorem.

Through this assignment, I have learned that creating intellectual-need-provoking

tasks is difficult because it is tough to anticipate what types of realizations students will

have while completing the tasks. However, anticipating answers was very helpful when it

came to refining my tasks. Luckily for me, both the students I picked ended up having the

prior mathematical understandings that I hoped they would. However, after watching the

second student struggle before she remembered her definition of a factor, I can see how

these tasks may have been basically meaningless for a student who did not have these

prior understandings. I also learned how important it is to ask students to reflect on their

findings. I think if I had asked them to reflect more thoroughly they might have had an

easier time making the connection I wanted them to make. I also learned that in some

cases it may be important to make the student feel a little uncomfortable while they are

trying to solve problems. Although they were more comfortable with access to a graphing
calculator, I think these tasks may have been more meaningful for them without the

calculators. If the students are uncomfortable while trying to solve the problems, they

will be forced to stretch their thinking a little to complete the tasks.