Sample Algebra I 5E Lesson Plan Using Learning Centers

(Please email rldurs2003@yahoo.com if you see any errors.)

Estimated Time: Three 45-minute class periods

Unit: 11 Tying It All Together
Subject/Grade Level: Algebra I / 8th-9th Grade
Materials: graphing calculator, Simplifying Expressions Cards, Pen Design sheet, Formalizing Pen Design sheet, Expert
Strips, chart papers, markers, Algebra tiles, learning centers
TEKS: A.4A Readiness Standard (2010 Texas Algebra I Standard)
Lesson Objective: Find specific function values, simplify polynomial expressions, transform and solve equations, and
factor as necessary in problem situations.
Differentiation strategies to meet diverse learner needs:
sentence frame, paragraph frame, extended time, manipulatives, enrichment choices, RAFT
ENGAGEMENT
• Randomly distribute one Simplifying Expressions Card to each student. Have students complete the right side of
the table for their particular card. Allow students to check a neighbor’s work. Then, have students find the other
student in the class who has the same table of values they have. In pairs, have students compare the
expressions at the top of the right columns on their two matching cards and explain/describe why these
expressions are equivalent. Each top card (more difficult) is paired with the bottom card (easier). Let each pair
discuss their matching cards and share out with the whole class. Allow other pairs to ask questions or comment
on what has been shared. (ESL or SPED students will use sentence frames during discussions.)
EXPLORATION
• In groups of four, let students explore the problem on the Pen Design sheet. Give each group a copy of Pen
Design sheet to complete.
Amanda is constructing a pen for her goats using 60 feet of fencing. She plans to build a rectangular
enclosure using part of the side of her barn as one of the sides of the pen. Amanda is trying to
determine what possible dimensions her new goat pen could have.
• Select groups to share their answers (or parts of their answers) with the whole class. Allow other groups to ask
questions or comment on what has been shared. (ESL or SPED students will use sentence frames during
discussions.)
EXPLANATION
Part I
• Revisit the Pen Design problem to discuss with students how we might determine what pen is truly the best
design (based on the area each pen allows). Give each student a copy of the Formalizing Pen Design sheet.
Facilitate as students complete this activity and discuss it as a whole class.

Part II
• Let each group pick one of the Expert Strips that contain any of the following topics: Finding Function Values,
Simplifying Polynomial Expressions, Transforming and Solving Equations, and Factoring Polynomials. Add
another set of Expert Strips if needed. Depending on the size of the class, a group may work on two topics or
two or more groups work on the same topic. Tell them that the topic they have picked is their assigned topic to
teach the class as an expert group.
• Have each group study the examples of their assigned topic in their corresponding learning center. Add another
set of learning centers if needed. Facilitate the study session or teach each group if needed. Have the group
write on chart paper their topic and the examples they have to teach. Let them also prepare at least three
problems for other groups to practice the skills they are teaching.
 • Let each group teach their assigned topic with the whole class. Let groups doing the same topic work together.
(ESL or SPED students will use sentence frames during discussions.)
• Have other groups practice the skills being taught and interact with the teaching group by asking questions or
clarifications. (ESL or SPED students will use sentence frames during discussions.)
• Intervene if needed to dispel misconceptions and for further clarification.
• Have each student summarize the experience by completing the Polynomial Foldables.
ELABORATION
• Have students revisit the Pen Design problem again, the polynomial equation they have generated, Juan’s
equation A(x) = -2x2 + 60x, and Sarah’s equation A(x) = 2x(-x + 30). Emphasize that these are the polynomial
equations that describe the situation. Ask how the equations make sense to describe the Pen Design problem.
Ask students if they can make a problem out of a polynomial equation, like what they have experienced in the
learning center.
• As a whole class, ask students to give a polynomial equation and generate a problem that can be described by
the equation. Have students brainstorm other ways to express the equation.
• Have students individually write real-world polynomial problems. They will write the word problem on one side of
an index card and the answer on the other side.
• Let students do Quiz-Quiz-Trade with their polynomial problems.
EVALUATION
• Classwork:
o Groups visit other learning centers and complete the activities. (ESL and SPED students will work only
on fewer numbers.)
o Bonus Points: Students do the enrichment activity in each learning center. (Required for G/T students,
but optional to others.)
• Homework:
o Students write a letter to their classmate who has been absent from the class, explaining to him/her the
new lesson they have learned.
Focus Question: How do you explain the processes of finding function values, simplifying polynomial
expressions, transforming and solving polynomial equations, and factoring polynomials? Choose only
two of the topics not assigned to your group. (ESL and SPED students will use a paragraph frame.
Example:

Dear ________,

I am writing you because __________________________________________________________

______________________________________________________________________________________.
The first thing I would like to share with you is _________________________________________.
You will do it by _________________________________________________________________________
______________________________________________________________________________________.
Second is about ___________________________________________________________________.
It is done by ______________________________________________________________________________
________________________________________________________________________________________.
Please do not hesitate to contact me if __________________________________________________.

Sincerely,

____________ )
 Simplifying Expressions Cards (Page 1 of 3)

1 4 − 2( x − 3) −3(−9 + 4 x) 2x − (3 x − 4) (2x − 4) − ( x + 4)
x (6 x − 4) x x x x
2

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

x 3x − 2 x −2x + 10 x −12x + 27 x 4− x x x −8

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3
 Simplifying Expressions Cards (Page 2 of 3)

2 − 4  − 0.75 
4 x 1 1
x (6 x − 9) x x −(4 x − 8) − 2 x (4 + 8 x ) x (6 − 4 x)
3 2  4 2

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

x 8 x − 12 x −2x + 5 x −4 x + 6 x 2x + 1 x −2 x + 3

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3
 Simplifying Expressions Cards (Page 3 of 3)

1
x 6( x − 3) + 10 x 2(4 − 3 x) x −3(9 + x) x − (15 x − 10) x 5(2x − 4) − 4 x
5

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

x 6x − 8 x 8 − 6x x −3 x − 27 x 2 − 3x x 6 x − 20

–1 –1 –1 –1 –1

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3
 Pen Design

Amanda is constructing a pen for her goats using 60 feet of fencing. She plans to build a
rectangular enclosure using part of the side of her barn as one of the sides of the pen. Amanda is
trying to determine what possible dimensions her new goat pen could have.

width

Barn
Pen length

What are some possible dimensions for the goat pen?

Are any of your sample goat pens better or worse than any of the others? Explain.
 Formalizing Pen Design

Complete the following table with possible dimensions for the goat pen that Amanda is building.

Width (ft) Length (ft)

How could we quantify what makes a “good” or “better” goat pen? Label this in the third column
and determine values for each of the possible goat pens above.

Construct a graph depicting the ______ of each goat pen as a function of the width of that pen.

Our graph contains many different possible pens, but not all of the possible pens. Let’s generalize:
If the width of the pen is represented by a variable x, how could we represent the length of
the pen?

How could we then represent the area of the pen, A(x)?

Add your function model A(x) to your graph above.

Use your table, graph, and function model to answer the following questions.

What pen dimensions would yield the largest pen for the goats? What would the area of that pen
be?

Interpret the meaning of A(10) = 400.

If Amanda builds a pen with a width of 8 feet, how big will the pen be?

What if she used a width of 9.5 feet?

Amanda wants the goats to have at least 400 square feet of space in the pen. What widths could
she use to build a pen with this requirement?

What width(s) could Amanda use if she wanted the pen to have exactly 425 square feet of space?

In solving this problem, Juan rewrote his A(x) equation as A(x) = -2x2 + 60x and Sarah rewrote hers
as A(x) = 2x(-x + 30). Are these expressions equivalent to the model we generated? How do you
know?
 Expert Strips

Let each group pick one strip to teach as an expert group.

Finding Function Values

Simplifying Polynomial Expressions

Transforming and Solving Equations

Factoring Polynomials
 A.4A Polynomial Foldables

Evaluation of Functions
Equation Notation Function Notation

Function Values Using Technology

Table Feature Trace Feature
 Addition

Subtraction
Polynomial Operations Addressed

Multiplication
 Solving Equations
Linear (Includes Inequalities) Quadratic (No Inequalities)
 Greatest Common Factor

Difference of Squares

Using Algebra Tiles

Factoring Polynomials

Undoing FOIL
Trinomials

Shortcut
Learning Center 1

Finding
Function
Values

TEKS
A.4A
 Learning Center 1
Finding Function Values

Table Feature Trace Feature

1. Press “Y=” and then enter the transformed equation
y = (5x/2) – (11/2).
2. Press “2ND” and “GRAPH” to go to TABLE.
3. Scroll down to find 3 in X. The corresponding Y1 value of 2
is the y-value.
1. Press “Y=” and then enter the equation y = 7x – 3.
2. Press “Trace.”
3. Press “4” and “Enter.” The corresponding y-value of
25 is displayed.
 Function Values Game
Materials:

• Function-Generating Spinner
• X-Value Cards
• Function Values Game Recording Sheet

Procedure:
1. Players play rock-paper-scissors to decide who will start first.
2. The first player shuffles the X-Value Cards and places them face down on the table.
Other player cuts the cards and then the first player gets the top card.
3. The first player spins the Function-Generating Spinner three times and writes his/her
function on the Function Values Game Recording Sheet. The three term/expressions
spun will be added to form the function.
4. The first player evaluates his/her function according to the x-value of his/her card on the
Function Values Game Recording Sheet. If the first player gets the correct answer,
he/she gets the card. If he/she does not get the correct answer and the other player
challenges and shows the right answer, the other player will get the card.
5. The second player gets the next top card from the pile and evaluates the same
polynomial for the x-value of his/her card. Alternatively, the second player may generate
another polynomial function by using the Function-Generating Spinner.
6. The player with more cards collected wins the game.

Enrichment:
• Choice 1: Create at least two polynomial functions (one linear and one quadratic) that
would evaluate to -10 when x = 5.
• Choice 2: Players do RAFT explaining the process of finding function values.
R (Role) – You are a function A (Audience) – Your classmates
F (Format) – Instructions T (Topic) – Finding function values
Function-Generating Spinner

2 2
(x + 5) 4x

3x – 10 7(2x)

6x + 8 x–9
x+1
 Function Values Recording Sheet
Player’s
X-Value Function Solution
Name
(Got card (Spun (x + 5)2, 7(2x), and 3x – (Evaluate using PEMDAS.)
2.) 10.)

x=2 f(x) = (x + 5)2 + 7(2x) + 3x – 10 f(2) = (2 + 5) 2 + 7(2⦁2) + 3(2) – 10

f(2) = (7) 2 + 28 + 6 – 10
f(2) = 49 + 24
f(2) = 73
5 4 3 2 1
X-Value Cards

-5 -4 -3 -2 -1
 X- X- X- X- X-
Value Value Value Value Value
X-Value Cards Cover

X- X- X- X- X-
Value Value Value Value Value
10 9 8 7 6
X-Value Cards

-10 -9 -8 -7 -6
 X- X- X- X- X-
Value Value Value Value Value
X-Value Cards Cover

X- X- X- X- X-
Value Value Value Value Value
Learning Center 2

Simplifying
Polynomial
Expressions

TEKS
A.4A
 Learning Center 2
Simplifying Polynomial Expressions
 Polynomial Expressions Match
Materials:

• Polynomial Expressions Match Cards

• Polynomial Expressions Recording Sheet

Procedure:

• Players lay out the Polynomial Expressions Match Cards face up on the table.
• Players divide up the polynomial expressions (King cards).
• Players simplify each of their polynomial expressions on their individual Polynomial
Expressions Recording Sheet and find the answer card (Queen card) that matches it.
Once found, they take the matched cards.
• A player who has finished may help other player simplifying his/her polynomial
expressions.
• The players complete the activity if they find all the correct matches.

Enrichment:
• Choice 1: Create at least two polynomial expressions (one linear and one quadratic) that
would simplify to 3x – 5.
• Choice 2: Players do RAFT explaining the process of simplifying polynomial
expressions.
R (Role) – You are a polynomial expression A (Audience) – Your parents
F (Format) – Song T (Topic) – Simplifying polynomial
expressions
 Polynomial Expressions Recording Sheet
Name: __________________________________

Polynomial Expression Simplify

 Polynomial Expressions Match Cards

( y3 − 7x4 y4 ) +
(−10x4 y3 + 6y3 + 4x4y4) −9x4y4 − 11x4 y3 + 7y3
− (x4 y3 + 6x4 y4)

(−9xy3 − 9x4 y3 ) + −8x4y4 − 6x4y3 + 7y4

(3xy3 + 7y4 − 8x4 y4 )
− 4xy3
+ (3x4 y3 + 2xy3)

(−5x3y4 + 9x) +
(−5x3y4 – 8x + 8x2y2) −2x3y4 – 8x4y2 + 8x2y2 + x
+ (−8x4y2 + 8x3y4)

(4x2 + 7x3y2) –
(−6x2 − 7x3y2 − 4x) 14x3y2 + x2 − 6x
− (10x + 9x2)

(−9y2 − 8x) +
(−2xy – 2x2 + y2) −9y2 + 2xy – 2x2 – 8x
+ (−y2 + 4xy)
(−7x2 + 8x − 4) –
(−11x + 2 – 14x2) 7x2 + 19x − 6

(14x4 + 11x2 – 9x5) −

(−14 + 5x5 – 11x2) −14x5 + 14x4 + 22p2 + 14

(8k + k2 − 6) –
(−10k + 7 − 2k2) 3k2 + 18k − 13

(9x3 + 5x2 + 11x) +

7r3 − 3r2 + 20r
(−2x3 + 9x – 8x2)

(13x2 + 11x – 2x4) +

−8x4 + 8x
(−13x2 – 3x – 6x4)
 (−7x5 + 14 − 2x) +
(10x4 + 7x + 5x5) −2x5 + 10x4 + 5x + 14

6x (2x3 + 3x - 5) 12x4 + 18x2 - 30x

3x4 (10x6 − 5x2 + 7) 30x10 - 15x6 + 21x4

(7x − 6) (5x + 6) 35x2 + 12x − 36

2x + (8n + 1) (6n − 3) 48n2 − 20n − 3

Learning Center 3

Transforming
and Solving
Equations
TEKS
A.4A
 Learning Center 3
Transforming and Solving Equations
Solving Equations/Inequalities Jigsaw Puzzle
Materials:

• Solving Equations/Inequalities Jigsaw Puzzle Cards

• Solving Equations/Inequalities Recording Sheet

Procedure:

1. Players lay out their cards face up on the table.

2. Players solve in pairs the equations/inequalities and connect them to their respective
answers.
3. Players complete the puzzle when they form a circle.

Enrichment:
• Choice 1: Players write a real-life scenario that can be modeled by any of the
equations/inequalities they have solved.
• Choice 2: Players do RAFT explaining the process of transforming and solving
equations/inequalities.
R (Role) – You are an equation or inequality A (Audience) – Your friends outside school
F (Format) – Poem T (Topic) – Transforming and Solving
Equations/Inequalities
 Solving Equations/Inequalities Recording
Sheet
Equation/Inequality Algebra Tile Model Algebraic Process
Solving Equations/Inequalities Jigsaw Puzzle Cards
Equation/Inequality Mat

=
<
>
≤
≥
Learning Center 4

Factoring
Polynomials

TEKS
A.4A
 Learning Center 4
Factoring Polynomials
 Factoring Domino Game
Materials:

• Factoring Domino Cards

• Factoring Recording Sheet

Procedure:

1. Players lay out the Factoring Domino Cards face up on the table.
2. Players play rock-paper-scissors to decide who will start the game.
3. The first player factors any polynomial of his/her choice on his/her Factoring Recording
Sheet and finds the corresponding answer. He/She then places his/her matching domino
cards on the table as the starting point.
4. The second player factors the next polynomial on any end of the starting domino cards
and finds the correct answer to connect to it.
5. Players repeat the process to continue the chain of domino cards. The chain ends with
the domino card that has the word “End” on it.
6. The player with more correct factors wins the game.

Enrichment:
• Choice 1: Create at least two different polynomial expressions that have a factor of (2x +
7).
• Choice 2: Players do RAFT explaining the process of factoring polynomials.
R (Role) – You are a polynomial A (Audience) – Your neighbors
F (Format) – Script T (Topic) – Factoring polynomials
 Factoring Recording Sheet
Name: __________________________________

Polynomial Algebra Tile Model Algebraic Process

Factoring Domino Cards