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Justin Hadlock
December 2, 2018
000226063
A Written Project Presented to the Faculty of the Teachers College of Western Governors
University
Factoring Unit Instructor’s Manual
Table of Contents
Unit Overview
Instructional Goal
Instructional Objective
Audience
Instructional Sequence
Provided with polynomials, students will be able to add,subtract, multiply and factor the
polynomial.
Instructional Objectives
● Given two polynomials students will be able to find the sum and difference of the given
polynomials
● When given a monomial and a polynomial, students will be able to use the distributive
● When given two polynomials in factorial form students will be able to find the product of
● When given a polynomial students will be able to find the greatest common factor for
● When given a polynomial with an even number of terms students will be able to factor
● When given a trinomial students will be able to identify special cases, and factor the
given polynomial
Audience
The audience for this unit is 30 students in a sophomore secondary 2 core
mathematics class. About 75% of the students are in a medium or higher socioeconomic
status while the other 25% are in a low economic status. The students in this class are on
schedule to finish their math credits their junior year, but are not on an honors or AP
track.
Instructional Sequence
The Instructional sequence for this unit will include four instructional lessons and one
day for a post assessment. Each lesson is based upon a 90 minute class period. The unit will last
5 class periods over a two week period. My school is on block schedule so we only meet every
other day, the unit can be modified to fit the needs of different school schedules if needed. Our
district models lessons plans within a “I do, we do, you do” model. Each lesson plan will fall
within this model by starting with direct instruction and modeling, followed by guided practice
as whole group or small group work and finished with independent study.
Lesson Plans
LESSON PLAN
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator students will be able to add and subtract
polynomials with 80% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.
Independent Student Practice: Students are given given the link to Khan academy and
asked to complete the questions from the polynomial section.
https://www.khanacademy.org/math/algebra/introduction-to-polynomial-expressions/adding-and-
subtracting-polynomials/v/adding-and-subtracting-polynomials-1
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: Students begin by modeling polynomials with algebra block. This
helps them activate prior knowledge, and get a comfortable base for the unit. Using the algebra
blocks, adding a subtracting becomes a very familiar process. A constructivist method is used to
get students to create their own understanding of concepts. The exit tickets helps to measure
the level of understanding before students leave the classroom. This will guide future instruction
throughout the unit.
LESSON PLAN 2: Distributive Property Introduction
Name: Justin Hadlock
GENERAL INFORMATION
Topic or Unit of Study: Multiplying a monomial with a binomial using the distributive property
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are handed cards that contain a monomial, binomial and an
answer. The students must search the class in order to find the complete problem. After the
students find their match, each group will present their question to the class.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: Students are able to build on previous knowledge by multiplying
monomials. During guided instruction they are shown that the process just repeats itself through
the distributive property. Having students play the matching game, gets them out of their seats
and raises engagement. It also provides clear feedback of the students progress up to that
point. The exit ticket gives another way to measure the effectiveness of the lesson.
LESSON PLAN 3: Multiply binomials
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are given cards that contain either a binomial or an answer.
The students must search the class in order to find the complete problem. After the students
find their match, each group will present their question to the class.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: Students are able to build on previous knowledge from the previous
lesson by using the distributive property again. During guided instruction they are shown that
the process just repeats itself and then you must combine like terms. Having students play the
matching game, gets them out of their seats and raises engagement. It also provides clear
feedback of the students progress up to that point. The review at the end of class provides
support to the students before they are sent home.
LESSON PLAN 4: Greatest Common Factor
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using pencil and paper students will be able to factor polynomials using
greatest common factor
INSTRUCTIONAL PLAN
Guided Practice: Problems are placed on the board and students will solve them within
their cooperative groups. Each group will take a turn solving the problem at the board for
the class. Corrections are made and questions will be answered as the groups go through the
questions.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: This unit begins by using a constructivism learning theory. By
introducing the GCF concept using the algebra blocks, students are given the opportunity to be
creative in finding factors on their own. They are able to represent the factors of different
problems physically and verbally within their cooperative groups. The blocks also help to link
factoring as an abstract concept to a real world scenario. This will help students gain a better
understanding, help with retention and give them a firm foundation in which to begin the unit.
LESSON PLAN 5: Factor by Grouping
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator students will be able to factor polynomials by
grouping with 70% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: In this lesson the students will build upon the strategies learned in
lesson 1. In the first step they are asked to use multiplication to factor two binomials. This will
activate prior knowledge while also help to establish a deeper understanding for factoring. The
students will build upon that prior knowledge by using previous skills to tie into the new skills
obtained during this lesson. A scaffolding approach is taken throughout the lesson to help
students discover the ideas behind factoring by grouping. This is why this lesson was placed
following GCF as advised by another teacher during the final steps of this task.
LESSON PLAN 6: Factoring Trinomials
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator students will be able to factor polynomials of
the form x^2+bx+c with 70% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: Using a similar approach to the first two lesson plans, in order to keep
the students comfortable with the learning style, students will first activate prior knowledge by
multiplying binomials. Giving the students the chance to attempt the problem in groups before
showing them how to solve gives the chance for discovery. Again using a constructivist method
as the students work to build a deeper understanding of the concept. By using the strategies
demonstrated to them in the previous lessons the students will also be able to connect the
concepts together. The closing procedure in this lesson is an important one, because it gives
the students the chance to self evaluate their progress so far in the unit. This is valuable to them
as they can attempt the work without the pressure of a grade on the line.
LESSON PLAN 7: Factoring Trinomials a>1
Name: Justin Hadlock
GENERAL INFORMATION
Grade/Level: 10th
Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.
Lesson Objective(s): Using a graphing calculator students will be able to factor polynomials of
the form ax^2+bx+c with 70% accuracy
INSTRUCTIONAL PLAN
Guided Practice: Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.
Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.
Lesson Plan Summary: Again in order to try and keep things consistent within the unit, and to
activate prior knowledge, students will start the beginning of the lesson by demonstrating a skill
that they are already comfortable with. The students will be asked a series of leading questions
in order to guide them to discover the concept on their own. This strategy will help with student
engagement and lead to good discussion within their cooperative groups. Hopefully the students
will be able to draw on their previous knowledge to discover the concept.