factoring lesson plan

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Teacher: Emily Bertagnolli_ Bertagnolli _

Grade Level: 9

and 10 ________ 

Course: Algebra I

Lesson Topic: Polynomials and Factoring

Unit: Factoring

Day of Unit: 4______ 

Length of lesson: 40 minutes

Date: _4/24/2013__  Stage 1  –  Desired Results

Content Standard(s): Common Core State Standards for Mathematics www.corestandards.org/assets/CCSSI_Math%20Standards.pdf  A-APR-1. Understand that polynomials form a system analogous to the integers, nam ely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. A-SSE-1a. Interpret expressions that represent a quantity in terms of its context. Interpret  parts of an expression, such as terms, factors, and coefficients. Understanding (s)/goals Students will understand: 1. Factoring a polynomial reverses the multiplication process. 2 2. Trinomials of the form x +bx+c can  be written as a product of two  binomials.

Essential Question(s): 1. Why are factoring polynomials  beneficial? 2. What types of objects exhibit  parabolic motion, and how can factoring help us find characteristics of parabolas? 3. How does factoring demonstrate  properties of multiplication?

Student objectives (outcomes): Students will be able to: 1. Factor a monomial from a polynomial. 2 2. Factor a trinomial of the form ax +bx+c, where a=1 or-1. Stage 2  –  Assessment Evidence Performance Task(s): Other Evidence: 1. Completing the graphic organizer  1. Answering in class questions first row of examples with the relating to the topic teachers help. 2. Homework #89 Factoring 2. Completing the second row of  example problems in the graphic organizer utilizing previous

 problems as guides at the individual students own pace. Stage 3  –  Learning Plan Learning Activities: 1. Student led Prayer. (1 min) 2. Check previous nights homework on reviewing adding, subtracting, and multiplying polynomials and answer questions.(10 min) 3. Show “Teach Me How to Factor Video” to get students excited about factoring.(3 min) 4. Pass out graphic organizer. 5. Discuss with students why factoring is beneficial. (5 min) 6. Explain to the students that their graphic organizer demonstrates types of   problems, and the methods used to solve the problems. The first examples we will do together as a class and they will try the second examples on o n their own. (1 min) 7. Walk through the first example problems with the students. (10 min) 8. The students should now begin the second example problems. They can work at their own pace and can raise their hand if they want me to check a problem or  help them. (10 min) 9. Students will be instructed to finish any second ex ample problems not completed in class for homework. They will also be assigned assigned “Homework #89 Factoring”.