TEACHER: Ivette Falcon DATE: 11/05/19

OBJECTIVE: Unit 4: Factoring GRADE LEVEL: Algebra II with

Trinomials and Solving in different ways for Freshman/Sophomores/Juniors.
Polynomials.
Objective/Purpose:
Lesson Goals: Students will learn how to factor trinomials. Students will use this knowledge to
complete a puzzle activity in groups.
Lesson Title or topic: Lesson Title: Factoring Trinomials and Lesson Topic: Solving by grouping
(factoring) Trinomials/Polynomials using a puzzle activity in groups.
Estimated length of lesson: Around 45 minutes long. From 9:27 a.m. to 10:14 a.m. which is my
second period.
TEKS Standards: AII.7. E: The student is expected to: determine linear and quadratic factors of a
polynomial expression of degree three and of degree four, including factoring the sum and
difference of two cubes and factoring by grouping.
Content Objective:
 We will statement: We will use the grouping method to factor trinomials using our secret door foldable.
 I will statement I will use my new obtained knowledge about factoring trinomials and my past
knowledge about solving polynomials to solve for a puzzle in my assigned groups.
Language Objective:
Use oral and written English to discuss how to solve for factoring trinomials and solving for
polynomials.
Mathematical Vocabulary: Factoring, Grouping, Polynomials, Trinomials, Solving for Polynomials,
Binomials, Monomial, Foil, Leading Term, Leading Coefficient, Exponents, and Degree.
English Vocabulary: Apply, Topic, Imagine, Mathematician, Draw, Personality, and Describe.

Materials/Resources/Equipment Needed:
Materials needed for students: Worksheet, Foldable, Notebook, Sticky Notes, Paper/Color Paper, Question
cube, and Pens/Pencils.
Materials needed for teacher: Whiteboard, White erase makers and eraser, Projector, Worksheet, Foldable,
Paper, Notebook, Question Cube, and Pens/Pencils.

Instructional delivery:
Grouping: We will start our lesson independently with an entrance ticket, then we will move on to whole
class instruction and lecture (on factoring trinomials), then for their activity/puzzle (on everything that we
have learned about solving polynomials) it will be done in groups which are already decided since before
(students decided this on their own) also (Group Roles are also already decided by sitting chart), finally
students will finish our lesson independently with an exit ticket.

Anticipatory Set (ENGAGE): (Teacher will be at the door welcoming the students) Time: 5 min
Students will come into the classroom sit down and start working on an Individual Warm-Up (Entrance
ticket) which deals with the past lesson this will help students remember how to solve problems from past
lesson. Students will solve for this Warm-Up in their separate sheet of paper where they already have their
Warm-Up from the day before (The Warm-up will be collected at the end of the week with all the other
Warm-ups from the week).
Warm-Up: Perform the Operation: (𝑥 + 3)2
Model (EXPLAIN): Time:15 min
To continue the lesson the teacher will start by giving notes on how to solve for factoring polynomials
specifically trinomials which students will write down on their foldable which will eventually be glued
down to their notebooks. While doing this lecture-based part of the lesson the teacher will be checking
for understanding with thumb system (thumbs up, sideways, or down) throughout the notes as well as
asking various questions that will help the students master the content.

Independent Practice (ELABORATE): Time: 20 min

As “Independent” Practice students will either work in groups in their puzzle activity where they will
use their new obtained knowledge on factoring trinomials to solve the puzzle which also has questions
about how to solve for polynomials (distributing, multiplication, and foil).

Check for Understanding (EVALUATE):

To check for understanding in a formative assessment matter I will be asking questions throughout the
lesson as well as walk around listening and asking independent questions to the groups/individuals.

Closure: Time: 5 min

Students will finish the lesson with an Individual Exit Ticket. The students will use a sticky note given
to them by the teacher where they will answer the questions which will be randomly given to them
when they flip a question cube. Once done the students will turn in their sticky note by sticky it to the
whiteboard as they leave.

Exit ticket questions:

 If Math could be anything (color, shape, sound, etc.). What would it be and why?
 How would you apply what you learned to your life?
 Imagine you are the teacher. How would you teach today’s topic to your students?
 Pick any number you want from (-∞, ∞) and put a personality on it. Describe it.
 Draw a picture of a Mathematician and describe what a Mathematician does.
 What else would you like to learn about this topic?
Things to consider:
How will each student be individually accountable?
Each student will be accountable not only with their team/individual work (puzzle can be done in
groups) but also with their specified given roles.

What will be the summative assessment part of the lesson?

The Warm-up, The Exit Ticket, and students will also turn in their puzzle (at the end of the week).

What support will be given to ELLs?

ELLs will be put in groups with students who are more advanced in English language then they are.
Where students will help each other with oral and written language. The teacher will give out an Exit
ticket which will be all about writing to help them grow in that specific area. Finally, the students will
try to translate and focus on specific mathematical vocabulary.

What strategies do I plan on using?

The Fundamental Five, Guided Practice, Checking for understanding, Independent Practice,
Collaboration skills, and a Puzzle activity.