Understanding By Design Lesson Template

Teacher: Emily Bertagnolli_ Course: Algebra I Unit: Factoring Length of lesson: 40 minutes Grade Level: 9th and 10th ________ Lesson Topic: Polynomials and Factoring Day of Unit: 4______ 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, namely, 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. Trinomials of the form x2+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. Factor a trinomial of the form ax2+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 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 example problems not completed in class for homework. They will also be assigned Homework #89 Factoring.