SAU School of Education Lesson Plan Template

Adding and Subtracting Polynomials

Name: Amanda Mandell Time Allotted: 1 hour
Grade Level: 9-10 Subject(s): Algebra
Materials Required:
 Class-set of foldables
 Overhead projector
 Ticket-out worksheets

Michigan Content Expectations:

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.

Objectives:
1. The learner will add polynomials and be able to teach at least 2 classmates the process
they used to come to a solution.
2. The learner will subtract polynomials and be able to teach at least 2 classmates the
process they used to come to a solution.

Assessment:

Formative:
 Informal:
 Observation: During guided practice, I will observe students as they participate
in guided practice and reciprocal teaching to ensure they are understanding the
material.
 Each student will teach at least two other peers their process for solving an
addition problem.
 They will also teach at least two other peers their process for solving a
subtraction problem.
Interim:
 Formal:
 Ticket-out: Each student will complete a “ticket-out” worksheet at the end of
class that they will turn in before leaving the class. The ticket out will consist of 3
polynomial addition problems and 3 polynomial subtraction problems. Students
will be considered proficient if they are able to get at least 2 addition and 2
subtraction problems correct.

Instructional Procedure:

1. Anticipatory Set: (5 minutes)

a. Students will add and subtract polynomials by taking orders from as a drive-thru
attendant as measured by closing activity.
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b. Teacher pretends to be a customer in a drive-thru trying to feed a van of hungry

athletes and the students are the employees taking the order.
c. Give an order and allow the students to calculate the order using their own
previous knowledge.
i. 2 hamburgers, 2 cheeseburgers, 5 double hamburgers, 3 more
cheeseburgers, 2 double cheeseburgers, take away one hamburger, add one
more cheeseburger, 12 napkins. What is the final order?
ii. 2ℎ + 2𝑐 + 5ℎ2 + 3𝑐 + 2𝑐 2 − ℎ + 𝑐+12
iii. 5ℎ2 + 2𝑐 2 + 6𝑐 + ℎ+12
iv. 5 double hamburgers, 2 double cheeseburgers, 6 cheeseburgers, 1
hamburger, 12 napkins
d. After 3minutes, check the student’s progress.
e. Once they are finished, discuss how students went about solving this problem.
f. Solve it as a class on the board.
g. Transition into objectives for the day.

2. State Purpose and Objective of Lesson: (2 minutes)

a. We will be adding and subtracting expressions that have several constants,
variables, and even exponents.
b. These expressions are called polynomials.
c. We can use polynomials to solve many real world problems, similar to our drive-
thru problem.
d. Overall, this lesson shows us how to combine expressions with several variables.

3. Instruction: (Allotted Time: 50 minutes)

a. Modeling: (10 minutes)
i. During instruction, each student will use a graphic organizer known as a foldable
(strategy #19 from profile) to answer a set of intentional questions that will be
answered throughout instruction on the overhead projector.
1. The first flap will ask: What is a polynomial?
2. Second flap: How do you add polynomials?
3. Third flap: real world application- Why do we add polynomials?
4. Fourth flap: How do you subtract polynomials?
5. Fifth flap: real world application-Why do we subtract polynomials?
ii. We will go over key terms within the answers to the above questions using an
overhead projector.
1. Standard form of Polynomial
2. Degree of Polynomial
3. Binomial
4. Trinomial
iii. Go over examples on foldable along with each key term

b. Guided Practice: (30 minutes)

i. Give half of the class a problem with adding polynomials
ii. Give the other half of the class a problem with subtracting polynomials.
iii. Give the class time to work on their problems and monitor student’s work and
assist students who have questions.
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iv. Instruct students to get into pairs consisting of a student that did an addition
problem and a student who did a subtraction problem.
v. Have them take part in Reciprocal teaching (strategy # 7 from profile) to each
other how they solved their problem.
1. Summarizing: Summarize the process they took to solve the problem
2. Questioning: Ask questions to their partner about their problem.
3. Clarifying: Respond to any questions or confusion their partner may
have.
4. Predicting: Since this strategy is typically used for literary pieces, the
prediction is based on the plot progression. Since there is not a piece of
literature in these problems, the students will try to create a real world
problem using the expression.
vi. Go over both problems on the board, explaining how you would solve it and
asking the class for feedback and questions.
vii. Then split the class in half again but have the half that did an addition
problem do a subtraction problem and the half that did a subtraction
problem do an addition problem.
viii. Repeat steps ii-vi, having students pick different partners each time.
ix. Repeat all steps 2 more times so that each student teaches an addition
problem twice and a subtraction problem twice.

c. Independent Practice: (10 minutes)

i. Students will work on a ticket-out worksheet independently to show their
proficiency over the objectives.
ii. Receiving a “2 out of 3” on the addition problems and a “2 out of 3” on
the subtraction problems will be considered proficient.

4. Differentiated Consideration
a. Finish quickly: Student may work on a supplemental activity from “Extra Fun!” bin
pertaining to objectives.
b. Struggle to complete activity/assessments: Student will be given extra time to finish after
school, at home, or next class period.
c. Show proficiency early: Pair students that show proficiency early and allow them to
reciprocal teach for more complex polynomial expressions.
d. Still not proficient near end of lesson: Student can work with another student who has
shown proficiency early that can help work through problems with the student. Student
may meet with me after school for supplemental instruction until they reach proficiency.
They will be able to continue working on current objectives until they reach proficiency
before moving onto new objectives.
e. Needs different modes of learning or learn through a different multiple intelligence
strategies: Create open lines of communication in order to be informed of the student’s
instructional needs and adapt accordingly.
i. Provide additional materials that can be used in the classroom or at home that
will assist with the student’s needs

5. Closure: (Allotted Time: 3 minutes)

a. Restate the objectives: Today we worked on adding and subtracting polynomials.
b. Interview class:
i. Can anyone remind me: what is a polynomial?
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ii. Why are polynomials important?

iii. Using a thumbs up/thumbs down, show me how confident you are in
adding and subtracting polynomials.
c. In the next lesson we’ll take what we have learned today and apply it to
multiplying polynomials!

6. References:
a. Adding and subtracting polynomials: Anticipatory set. Creative Commons.
Retrieved from: http://www.fishing4tech.com/adding-and-subtracting-
polynomials.html

7. Explanation of Identified Instructional Strategies

Foldable:
 The foldable note-taking strategy allows the class to participate in note-taking through a
way of questioning. Intentional questions are already printed on their foldable so that
the students know what is important to know.
 This is the most effective strategy for note taking in this lesson because it gives students
an easy and understandable reference to turn back to if they need a reminder of the
process of adding and subtracting polynomials.
 Con- The student could potentially use the foldable as a way to just copy word-for-
word what the teacher is writing without retaining the information. A way to counter
this issue is to use the guided notes time as a sort of discussion where I discuss the
definitions and work on examples with the class. Then develop the notes from the
material rather than writing notes from the book and having the students copy.

Reciprocal Teaching
 I chose the reciprocal teaching strategy because it allows the students to use their
knowledge to teach their peers in an attempt to cement their learning.
 It is the most effective strategy because it goes beyond just explaining the steps to solve
the problem but it allows the students to generate questions and apply the material to
situations that matter to them,
 Con- When students get into pairs, it is possible they may not use their time effectively
and they may have conversations that are off topic. I can combat this by providing the
students with a timed guideline of how to spend their time.

Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can
answer the following questions… you do not need to physically respond to these questions,
just think about them and check yourself):
 Do I have measurable objectives derived directly from the state expectations?
 Do I have ways for students to create tangible proof or evidence that they accomplished
EACH objective? What will I do for the students that didn’t? What will I do for the
students that did?
 Do I embed in my direct instruction and guided practice as many possible multiple
intelligences to reach as many types of learners as possible?
 Do I have ways to scale-up or scale-back my content, resources, etc. for students
functioning on all levels?