ORIGINAL LESSON THAT WAS MODIFIED

Performance Based Learning and Assessment Task

Polynomial Farm
I. ASSESSSMENT TASK OVERVIEW & PURPOSE:
This performance task is planned to give students an opportunity to add, subtract,
multiply, and divide polynomials in order to solve real-world problems. It is also
planned to give students real-world practice factoring completely first- and second-
degree binomials and trinomials in one variable. Lastly, this task is designed to
encourage students to make connections and to communicate their mathematical
thinking clearly and accurately.
II. UNIT AUTHOR:
Emily O’Rourke, Northside High School, Roanoke, Virginia
III. COURSE:
Algebra I
IV. CONTENT STRAND:
Expressions and Operations
V. OBJECTIVES:
The student will be able to add, subtract, multiple, and divide polynomials. The
student will also be able to factor completely first- and second-degree binomials and
trinomials in one variable.
VI. REFERENCE/RESOURCE MATERIALS:
Students will need access to class notes, a pencil, a graphing calculator, and a
“Polynomial Farm” worksheet.
VII. PRIMARY ASSESSMENT STRATEGIES:
The task includes an assessment component that performs two functions: (1) for the
student it will be a checklist and provide a self-assessment and (2) for the teacher it
will be used as a rubric. Students will be assessed on their understanding of adding,
subtracting, multiplying, dividing, and factoring polynomials as it relates to real-life
problems. Students will be evaluated on how clearly and accurately they explain
their mathematical process and thinking. Students will also be assessed on the
connections between their work and their reflection.
VIII. EVALUATION CRITERIA:
A self-assessment and a teacher assessment are attached below. A benchmark is
also included at the end of the document in order to demonstrate the level of quality
that is expected from each group of students.
IX. INSTRUCTIONAL TIME:
The performance task should take no longer than one ninety-minute block.
Performance Task – Expressions & Operations Names: __________________________________
A.2bc Polynomial Farm Date: _____________________Block: _______

Directions: Farmer Bob is planting a garden this spring. He wants to plant squash, pumpkins,
corn, beans, and potatoes. His plan for the field layout in feet is shown in the figure below. Use the
figure and your knowledge of polynomials, perimeter, and area to solve the following:

1. Write an expression that represents the length of the south side of the field.

2. Simplify the polynomial expression that represents the south side of the field.

3. Write a polynomial expression that represents the perimeter of the pumpkin field.

4. Simplify the polynomial expression that represents the perimeter of the pumpkin field. State
one reason why the perimeter would be useful to Farmer Bob.

5. Write a polynomial expression that represents the area of the potato field.

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6. Simplify the polynomial expression that represents the area of the potato field. State one
reason why the calculated area would be useful to Farmer Bob.

7. Write and simplify the polynomial expression that represents the area of the bean field if x = 3
and y = 7. What unit would the area of Bob’s bean field have?

8. The farmer would like his bean plants to grow to a height of (x + 3). Write a polynomial
expression to find the volume of the bean plants if they reach a height of (x + 3).

9. Simplify the polynomial expression that represents the volume of the bean plants if they reach a
height of (x + 3) feet.

10. Farmer Bob would like to plant three additional fields of produce. Using your graphing
calculator, find the dimensions of each field given the area.

a. The area of the strawberry field is 16x2 + 4x.

b. The area of the cucumber field is x2 – 4x – 21.

c. The area of the tomato field is x2 – 36.

11. Farmer Bob realized he forgot to include a zucchini field into his field layout. He plans to use
half the length and half the width of the squash field in order to plant zucchini. Write a
polynomial expression that represents the area of the new zucchini field.

12. Simplify the polynomial expression that represents the area of the newly added zucchini field.

13. Extra Credit: Write and simplify polynomial expressions that represent the perimeter and area
of the cornfield.

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Suggested modifications for original activity:
Original Lesson That Was Modified For The Lesson Study:

Polynomial Farm Activity

• Where in the lesson do you see opportunities for connecting to students’ home and
community knowledge?
This lesson could be modified to be a about the school, the mall, a house, or the town that
the students live in instead of a farm. Because, not many of my students have much
experience with a farm, and they would certainly have more experience and be able to
relate to the school and/or town they live in or the mall they visit regularly.
• For students to engage in mathematical thinking and develop their own solution
strategies?
Students need to connect their previous knowledge of dimensions, perimeter, and area
with their new knowledge of operations with polynomials. They need to be able to
understand the context of the problem to solve it correctly. The solution strategies,
however, are pretty laid out for the students. If they know what the different
mathematical terms (area, perimeter, etc.) mean then it just becomes a procedural
problem. This could be modified by changing the questions to be less leading, and require
students to do a little more problem solving to arrive at a solution, instead of just
realizing Area means multiply length times width and then multiply the polynomials.
• For students to discuss their mathematical thinking?
If we make the task more open-ended and not as leading, students will have to problem
solve with their group members and be able to explain their mathematical thinking to
each other to reach a solution.
• Considerations of the cognitive demand of the lesson’s task as it plays out in the text
lesson. Is the task initially one that requires high cognitive demand?
As this task is, I would say that a majority of the task is Low Level (Procedures without
connections). The procedure that needs to be used is evident if students know some basic
terms, and it even has separate questions that ask students to simplify their answers.
Students are lead through this task and they do not have to explain their process or
thinking.
• If one follows the lesson plan as suggested by the text, are expectations for high
cognitive demand likely to be maintained? Why or why not?
Again, I see this as a low-level task as is, and if the suggested lesson plan is followed it
would remain low-level. But if questions are modified to be more open and require more
problem solving, it would be easy to move it up to a high-level (procedures with
connections) task.
• Consideration of “problems that matter” – do these lesson engage students in problems
that “matter”?
Depending on how we change the “theme” of this problem, we may be able to modify it
to become a problem that matters. In terms of remodeling a home or expanding the
school. But as is, I would not say that it is a “problem that matters.”
• Considerations of group worthy tasks – is the task provided group worthy as written?
Might the task be adapted to be group worthy?
As is, I believe that this task is not group worthy. It does not require a group to be
completed, and it is very procedural. It can be adapted to become more group
worthy. Making the questions more open ended will require students to have
mathematical conversations with each other so they can bounce ideas off of their
peers and work collaboratively to come to an agreement on a.) the solution method
to follow in order to solve the problem and b.) solve the problem.
 Content Area: Algebra 2 in the Workplace – Operations with Higher Degree Polynomials
Daily Lesson Plan for Week of April 23-29 Days TBD
Lesson Taught By: Alyssa Hogan Group Members: Laura Naumann and Debbie Watson

Learning Goals(for the 3 day activity): Students will be able to…

- Add and subtract higher degree polynomials
- Multiply higher degree polynomials
- Use the concepts of area and perimeter to solve problems
- Use problem solving techniques to solve a maximization problem
- Evaluate polynomials

Approximate time: 58min each of the 3 days

GLCEs/Unit of Study/Common Core:

CCSS.MATH.CONTENT.HSA.APR.A.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.

Mathematical Practices Used:

1. Make sense of problems and persevere in solving them.
2. Look for and express regularity in repeated reasoning.
Procedures and approximate time allocated for each event. Include the following –
Warm-Up: (5minutes) – Attached separately
Students will pick up the warm-up on their way into the classroom. Once the bell rings, students will continue to work on the warm-up while I
check in the homework from the previous night. This warm-up will have some basic combining like terms questions to get their brains
warmed up and ready for this task.
Questions to measure understanding and elicit student thinking: How do you know if two terms are “like terms?” What qualifies as a term?
Launch of Lesson Study Lesson: (15 minutes)
“Twelve Oaks Mall is doing some remodeling and you are going to be working in groups to obtain the information they need to move forward
with their plans. When remodeling or redecorating is taking place there are certain instances where you will need to know specific
measurements of the space you are working with. What measurements are common in these types of situations?”
(Students will raise their hands and volunteer their answers, I will help students relate their answers to one another and make connections
when necessary)
“I now want you to all to take 1.5 minutes and brainstorm two examples in a redecorating/remodeling situation where you would need two of
these DIFFERENT types of measurements that we just discussed.”
(As students brainstorm, I will walk around and observe their ideas so I can figure out who I will ask to share their thinking with the class)
(After students are done brainstorming, we will have a short discussion about the different examples that the students came up with and help
them see the similarities/differences between their answers)
“As we move forward in this group work, keep this discussion in mind! You will have the rest of this hour and all hour tomorrow to work on
this, so there is no rush! Take your time, work WITH your group members, not NEXT TO them; and DO NOT be afraid to ask questions. Always
ask your group members first, and if you are all confused, I will certainly come and help!”
Move students into groups and hand out the task: (2 minutes)
I am going to have the groups arranged ahead of time, I will put a seating chart up on the board and students will be able to find where they
sit. I am also going to try and copy down the figure onto a big piece of paper so that students have more room to show their work and work
with the image instead of just the 8x11.5 piece of paper.
Working on the Task: (25minutes of first day and about 45 minutes the second day)
Students will be working in their groups of 4/5 to complete this task. If students ask me a question, I will always be sure that they have asked
everyone in their group first, if they are all confused then I will direct my questions to elicit thinking to the whole group and not just one
individual.
Questions to measure understanding and elicit student thinking: How would you explain the difference between area and perimeter? If the
side lengths were numbers instead of expressions, what would you do? Can you use that same technique with the expressions? Is there
anything you must do differently or keep in mind? If you’re painting the wall, what type of information do you need about the wall? What
about the molding? What do you need to know? How can you find out what you need to know? How will you know if you have the largest
value? How do you find the area if you know the side lengths? Can you think of a way to work backwards from this? Have we done this
before? Gone from a sum to a product? Can those skills work here?
Conclusion of the Task: (15 minutes)
Class discussion after all groups have finished the task. The discussion will be based on common themes, errors, misconceptions, and
successes that I observe throughout all the groups as they are working. I will call on specific students or groups in general and will encourage
other groups to add on to the statements and ideas of their peers.
• Extensions for advanced students and accommodations for students with an AYP/Credentialing Plan, IEP, E.L., or tier process plan.
The launch of this activity will allow students to have some time on their own to warm their brains up and to start thinking about the ideas of area and
perimeter before just jumping into the task. This will give them the opportunity to gather their thoughts and be confident with having some previous
knowledge to build off as the activity progresses. The launch will also give advanced students the opportunity to build upon the ideas of their peers.

The activity, itself, will encourage students to work together. There the problem can look overwhelming to begin with and having group members to bounce
ideas off of and to help work through the problems with will only benefit them. The policy that I will not answer questions unless the WHOLE group is
confused, will encourage students to talk with each other. The students in need of accommodations will be able to receive answer to their questions from their
peers (who may be able to explain it better than I ever could) and the advanced students will be able to even further their understanding by explaining their
ideas and thinking to their group members.

If groups get done early, then I will have them look at the last question (which is the one asking them to maximize). Students will have most likely answered
this question by doing some form of guess and check, since we have not done anything with maximizing at this point. I will pose the following question to the
students: “Using the expression you came up with for the area of Lord & Taylor’s floor, do you think there is a way you could find the maximum value you
found a different way? See if your calculator can help you?” This will get them thinking about how to use technology and start to get them thinking about
maximization which we will be covering after this activity!
Name:__________________________________________________________________ Date:__________________ Hour:_______

Algebra 2 Workplace
Pre 12 Oaks Mall Remodel Activity Warm-Up
Express the following in simplest form.
1. 2𝑥 2 − 3𝑥 3 + 2 − (𝑥 − 4𝑥 2 + 4𝑥 3 − 2) 2. (2𝑥 − 5𝑥 6 ) + (3𝑥 2 + 4𝑥)

3. (4𝑥 4 − 5𝑥) − (3𝑥 2 + 2𝑥 2 ) − (4𝑥 + 3𝑥 4 ) 4. (3𝑥 3 − 2𝑥 + 1)(2𝑥 2 − 3)

Algebra 2 in the Workplace
Names: _________________________________ ________________________________________

____________________________________ ______________________________________

Expressions and Operations

Directions: 12 Oaks Mall is looking to gather some information about its current layout and some of
the stores are looking to make some changes to their layouts. Use the figure, the expressions given, and
your knowledge of perimeter, area, and polynomial operations to answer the following questions.
3𝑥 7 + 4𝑥 3 − 3𝑥 2
Algebra 2 in the Workplace
1. Using the diagram, write expressions for the missing sides (a-n) of the diagram.

2. Write an expression for the perimeter of the entire mall

3. After doing all of the remodeling and redecorating, 12 Oaks Mall is going to want to have a
Grand Re-Opening. They want to make a big deal about it, so a ribbon cutting ceremony is a
must and the person in charge wants to get enough ribbon to wrap around the ENTIRE outside
of the mall! The ribbon that they are looking to purchase costs $3.60/ft. How much money can
they expect to spend on ribbon for this ribbon cutting ceremony if we assume that x = 2?
EXPLAIN how you obtained your answer.

4. Macy’s wants to put molding around the walls of their entire store (but not the doorway – side
d). Write the amount of molding they would need as an algebraic expression.

4. Sears is looking to replace all of the floor tile from wall to wall in their store. Write the amount
of tile they would need as an algebraic expression.
Algebra 2 in the Workplace
5. Lord and Taylor have a $1100 budget for new carpet for their store. Suppose the carpet they are
interested in costs $2.50/ft2. What is the largest value of x that would allow Lord and Taylor to
stay in budget AND re-carpet their entire store? EXPLAIN how you obtained your answer.

5. JC Penney wants to paint the East wall of the store from floor to ceiling. If the height of the
wall is represented by x3 + 6x2 – 5, write an algebraic expression for the amount of paint needed
for this wall.

6. The portion of the hallway that leads from Lord and Taylor to Nordstrom (side k to the 2x side)
is always crowded. The mall is thinking of expanding walkway by adding 8ft to both doorways
of Lord and Taylor and Nordstrom.
a. What would the new side length be for those doorways?

b. Write an expression for the new area of the expanded walkway.

c. If the value of x was equal to 3, what would the DIFFERENCE be between the original area
of the walkway and the area of the expanded walkway? EXPLAIN how you obtained your
answer.

7. Nordstrom is looking to add on to their existing store. The area of the add on is represented by
x2 – 16. Sketch the addition on the figure with the appropriate dimensions labeled. EXPLAIN
how you obtained your answer.
TE857 Final Lesson Reflection Alyssa Hogan

In what ways does your revised lesson plan focus on mathematical problem solving?

Our revised lesson plan requires students to apply their previous knowledge on area and
perimeter to the new mathematical concepts of operations with higher degree polynomials.
Questions ask them to determine how much molding they would need to go around a space or
how much carpet they would need to cover a given area. They will need to first identify whether
they need to find the area or perimeter and then determine how to apply those concepts using
polynomials. Students will also need to be able to understand what the expressions they are
working with represent and how to manipulate and evaluate them in order to answer different
questions dealing with cost of materials or finding dimensions of a space given the area.

Would you say your lesson employs a task requiring high cognitive demand? Why or why not?

I believe that our lesson is of high cognitive demand. Students need to be able to use their prior
knowledge to interpret the question and recognize the steps that they need to take in order to
arrive at an answer. Students will also need to be able to explain how they obtained their answer
for different questions to show that they understand what the question is asking and what the
question and their answer represents. This also helps the students think about their process and
understand why they are taking the steps they are taking to arrive at the right answer.

Does it employ a groupworthy task? Why or why not?

I do believe that our task is groupworthy. There are multiple ways that different questions of this
task can be completed; students can use factoring, the quadratic formula, their calculator, or a
guess and check method to answer the problems that involve evaluating. The task is also best if
completed in a group, being able to have peers to talk with and reason through the mathematical
reasoning behind the questions and answers will only help the students further their
mathematical understanding and problem solving skills.

Does your lesson connect to students' MMKB? Why or why not?

This lesson does connect to students’ MMKB because it is building upon their prior knowledge
of area and perimeter and expanding the types of mathematical tasks that can be done with these
concepts by introducing the use of higher degree polynomials. This task is also based on the mall
that students often frequent which gives them a familiar context as they work through the
different problem solving skills required to complete the task.

Return to the Foreward and Preface of your text on Implementing the Common Core through
problem solving. Revisit your previous posts and/or reflections about what mathematical
problem solving means to you. Address this topic again. How do you define mathematical
problem solving? What does a classroom engaged in mathematical problem solving look like?
Finally, imagine that you are having a conversation with colleagues and/or administrators about
mathematics teaching and learning. What argument would you put forth in support of a
classroom engaging in mathematical problem solving? What supports would you suggest be
provided for teachers and students? What might you suggest as a starting point for colleagues
interested in this practice and for administrators interested in supporting teachers?
TE857 Final Lesson Reflection Alyssa Hogan

I define mathematical problem solving as students taking charge of their own learning. Students
being able to use their prior knowledge mixed with new knowledge to complete high cognitive
demand tasks. Students working together to complete a task while building off each other’s ideas
and seeing their peers and themselves as reliable mathematical authorities in the classroom.
Mathematical problem solving happens when students face the difficult problems head on and
with confidence. Too many times, students instantly give up when they reach a point in a
problem where they are unsure of what to do next; just turning to the teacher and waiting to be
pointed in the right direction. A classroom engaged in mathematical problem solving will have
students working past these barriers and brainstorming possible ways to proceed and testing their
ideas.

The benefits of having a classroom that engages in mathematical problem solving, is that
students can start to see themselves and their peers as mathematical authorities. Meaning they
understand that the teacher is not the only person in the classroom who can answer questions.
Many times, students are convinced that they “Are not math people, and never will be good at
math.” Engaging in mathematical problem solving regularly and working with peers to preserver
through difficult problems will help them to gain some mathematical confidence. To start
utilizing this practice in the classroom, I would suggest that teachers start by incorporating more
and more groupwork in the classroom and answering only group questions. This will require that
students check with every member of the group before turning to the teacher. Doing this will
encourage students to talk with each other, share ideas, and build off of the ideas of their peers.
In terms of support for students, I would recommend that teachers give feedback based on their
problem-solving skills and willingness to participate and share ideas instead of just the
mathematical content. This will encourage students to continue to participate and just to keep
trying when a problem gets difficult even if they get incorrect answers.
TE857 Lesson Study Teaching Reflection Alyssa Hogan

Some of the goals for this lesson were to have students be able to add, subtract, and
multiply polynomials. These goals were certainly achieved by my students. Though a few of
the problems required a lot of work (dealing with very long polynomial expressions), they
persevered and ended up getting some fantastic practice with these skills. Students were
even recognizing that fact; saying things like, “Every problem after this is going to seem
super easy.” All students were participating in this task, dividing the work up amongst
group members, and asking questions of one another. It was great to see how willing
students were to go to each other for help and to offer help to their groupmates. I did not
have to answer too many group questions because they were all taking care of themselves!
One thing that I did not anticipate was just how much time it would take. We had planned
for two days, but it is definitely a three day lesson. This is something that I would not want
to change, because the students were working hard the entire time, and the practice they
got in not only the mathematical concepts but also in patience, and persistence are well
worth the time. I would just modify the polynomials in the activity a little to make it
somewhat more manageable and not as long and tedious. This way students can be focused
on the math and the learning.
I think I would also move the maximization questions up in the question order, just because
by the time students got to it, their brains were pretty exhausted from all the operations
they had just done, they did not exhibit their best problem solving skills. This was one goal
that I do not think my students met to the best of their ability. However, most of them did
attempt something and at least had the right idea going into the problem, they were just
too worn out to problem solve as well as I know they are capable of.