Your Name: Danielle Alexander

Lesson Title: Factoring trinomials

Subject: Algebra 1 Grade: 9-10
Date: 5/11/17 Time: 60 minutes
Context: Whole Class

Desired Results or Learning Targets

Content Standard:
HS.A.SSE.1a Interpret parts of an expressions such as terms, factors, and coefficients.
HS.A.SSE.3a Factor a quadratic expression to reveal the zeros of the function it defines.
ELP Standard:
9-12.4 An ELL can construct grade appropriate oral and written claims and support them with
reasoning and evidence.

9-12.6 An ELL can analyze and critique the arguments of others orally and in writing.

Proficiency Level Descriptors:

ELP.9-12.4.2 By the end of level 2, an ELL will be able to construct a claim about a familiar
topic and give a reason to support the claim.
ELP.9-12.4.4 By the end of level 4, an ELL will be able to construct a claim about a variety of
topics, introduce the topic, provide sufficient reasons or facts to support the claim, and provide a
concluding statement.

ELP.9-12.6.2 By the end of level 2, an ELL will be able to identify the main argument an
author or a speaker makes and identify one reason an author or a speaker gives to support the
argument.
ELP.9-12.6.4 By the end of level 4, an ELL will be able to analyze the argument and specific
claims made in texts or speech, determine whether the evidence is sufficient to support the
claims, and cite textual evidence to support the analysis.

Learning Objectives: Assessment for Learning Objectives:

- Students will be able to ask questions
and work with partners in order to
understand how to factor trinomials
with different leading coefficients.
- Student will be able to critique their
classmates work while we work through
problems on the board.
- Posters around the room with questions
stated and answered.
- Exit ticket showing their work of
factoring two different trinomials.
Feedback:
- Feedback from peers on how they
solved their trinomials and what they
could have done differently or what
they have learned.
- Students will receive their exit ticket
back with their steps clarified or
corrected.
Academic Language Demands
Language Function Targeted: Explain. Students will be asked to explain both in writing and
orally about the process they took to factor a trinomial. The students will be asked to have at least
three vocabulary words from the word wall in their descriptions. The posters around the room
will have questions answered explaining the steps to factor.

Supports to help students for the language function:

- Word wall students will be asked to use at least two vocabulary words when explaining
their process to their partners.
- Foldable with the steps written out.
- Partners to work with

Syntax/Discourse addressed in lesson:

The students will be using discourse throughout the lesson by working with their partners on how
to explain the process to their class mates by creating a poster with the steps listed. The students
will be using vocabulary words from the word wall and from their notes. The students will be
using syntax throughout this lesson by following the correct steps of factoring a trinomial.

Vocabulary targeted:
- Polynomial
- Trinomial
- Factors
- Variable
- Leading coefficient
- Greatest common factor
- Roots
- Factored form

Supports to understand the vocabulary:

Word wall and vocabulary lesson the first day
Foldable

Targeted Support (Differentiation) for ELP levels (or SLP levels if teaching in Spanish):
Support for level 2:
- Word wall for students to use the words while explaining their process
- Sentence starters / example
- Visuals (foldable) with steps listed
- One on one bilingual aid
- Posters (visual aid)
Supports for level 4:
- Sentence starters / example
- Visuals (foldable) with steps listed
- Posters (visual aid)

Targeted Support for IEP, 504, TAG:

IEP students:
- Larger worksheets for hard of seeing students
- Different area to work on work/tests
- More time for tests

Learning Plan
Opening/Hook: Targeted Support:
1. Bring up the following trinomial try to factor the trinomial using Doc cam with work
the box method and have the students notice it doesnt work. being shown as I am
Ask if there is anything that they notice from the three terms talking through it.
(GCF). Have students notice there is a GCF that needs to be Visuals foldable
pulled out. Have students write this down in their foldable under
Does the trinomial have a GCF?
If the trinomial has a GCF, factor it out and continue factoring. (10
min)
6 2 + 9 + 3 = 3(3 + 1)( + 1) or (6 + 3)( + 1)
Main Activities/Explore: Targeted Support:

2. Split students up into groups of 3 4 randomly. There will be Directions on the

posters around the room with different topics on them. Each board for students to
group will be assigned a poster. Have the students grab a look back on.
writing utensil. There will be no talking during this activity. The
students will walk around the room to each poster when
instructed to do so, write down steps they would take to factor
the trinomial, or if they dont know, they will write a question.
(5 min)

3. Once students have moved around each poster, they will now be Group members to talk
able to talk with their group members about their questions and with.
see if they were able to answer the question they originally
stated. They will be instructed to move around the room after a Directions on board.
minute at each poster.
4. After all students have been to each poster, students will sit Visuals of word wall in
down. I will move around to each poster and read the questions the back of the room
that were being asked. I will then ask the class if there is for students to look at
someone who wants to come up and explain how to factor the if they need help with
polynomial, and explain their steps while writing them down. a word.
They must use vocabulary from the word wall. Make sure to Poster to help them
reach each poster and have the students write the work down in with what steps they
their notebooks. are following.
Is there a word from our word wall that can be used to describe
what you just did?
Can you explain why we chose ___ as the factors again?
Why did we have __ on the outside?
Since this has a GCF, how do I know what to put in the
parenthesis?
 5. Give students time to work on their worksheets that were Notes in front of
assigned earlier in the week. Walk around the room to answer students along with
any questions posed. Keep posters on the wall for a reference. posters around the
room.
Closure: Summary, application, review of days lesson objective(s) Targeted Support:
6. Students will be asked to complete an exit ticket, factoring two Directions on the
different problems that were presented that day. A trinomial board if students need
with a leading coefficient of 1 and a leading coefficient greater clarification.
than 1. They will be asked to write out the steps and turn it into Posters around the
the basket at the end of class. room to help with the
steps.
Foldables that have
steps written inside.
References and Materials Needed:
- Sticky paper
- Markers
- Foldable
- Doc cam