LESSON PLAN EXAMPLE: ALGEBRA, GRADE 9

Date: January 19, 2016

Teacher(s) Name: Erdem Denizli
Lesson Plan Type: Direct Instruction Lesson Plan
Grade: 8-9, Algebra 1
Lesson: Adding and Subtracting Polynomials
Content Area: Mathematics Algebra
Time Allocation: 45 min-2 days / 90 min-1 day
TEKS Objectives: A.(10)(A) Add and subtract polynomials of degree one
and degree two.
Lesson Objectives: Given a list of algebraic expressions, students will be
able to classify, add, and subtract the polynomials to have the like terms
combined and the expression simplified to its simplest form with 100%
accuracy.
Prerequisite Knowledge: A.12 Number and algebraic methods. The
student applies the mathematical process standards and algebraic methods
to rewrite in equivalent forms and perform operations on polynomial
expressions.
Teacher Materials: Computer, Projector, White Board, Markers, Handouts
for Group Activity
Student Materials: Pearson Interactive Journal, Writing Utensils, Binder
Introduction:

Set Induction/Anticipatory Set:

Some different currencies are projected on the screen while students

enter the class. Once all the students settle down, teacher asks if any of
them know where those currencies belong to. Student responses are
accepted. Some addition and subtraction examples are asked to students
about these currencies.

$7 + $8 - $3 = ?

-10 + 8 + 1 = ?

3 - 6 + 5 = ?

1 - 8 + 5 = ?

Student responses are listened and the answers are discussed.

$7 + $8 - $3 = $12

-10 + 8 + 1 = -1

3 - 6 + 5 = 2

1 - 8 + 5 = -2

Teacher asks students to add all the currencies at once.

$7 + $8 - $3 - 10 + 8 + 1 + 3 - 6 + 5 + 1 - 8 + 5
How much money would there be?
$12, -1, 2, -2
Teacher asks students substitute $ by x3 , by x2 , by x1 , by x0 and
rewrite the whole expression.
7x3 + 8x3 - 3x3 -10x2 + 8x2 + 1x2 + 3x1 6x1 + 5x1 + 1x0 - 8x0 + 5x0
= 12x3 -1x2 + 2x1 - 2x0

Specific Content to be taught

Teacher connects the given currency example to the specific content.

Students have worked with linear (first degree) polynomials in great
detail. Students have solved linear equations and inequalities in one
variable, have graphed linear equations and inequalities in two variables,
and have solved systems of linear equations and inequalities in two
variables. Students are now starting to study quadratic (second degree)
polynomials and other higher-order polynomials. The first step in this
study is to recognize and name the characteristics of such polynomials. To
define polynomial, first define monomial. Then define a polynomial as a
monomial or the sum or difference of two or more monomials.
It can also be helpful to describe what a polynomial is not. Variables in a
polynomial cannot have fractional exponents or negative exponents.
Since a term with a negative exponent is equivalent to a term with a
positive exponent placed in a denominator, a variable in a polynomial
cannot be in the denominator of a fraction.
Instructional Activities and Procedures

Teacher shows 3 videos from http://www.virtualnerd.com/ of Pearson

named;
What's a monomial?

Degree of a
monomial?

What are like terms?

A) Guided Problem Solving

Show Key Concept: Naming Polynomials. Point out the connection between
the prefix of the polynomial and the number of terms in the polynomial. For
example, because mono- means 1, a monomial has only 1 term. Similarly,
because bi- means 2 and tri- means 3, a binomial has 2 terms and a
trinomial has 3 terms.

Use the questions below to help build students understanding by guiding

them through and questioning them.
B) Lecture-Recitation

Use the questions below to help build students understanding by guiding

them through and questioning them.
1. Finding the Degree of a Monomial
a) 5x Degree: 1
b) 6x3y2 Degree: 5
c) 4 Degree: 0
2. Adding and Subtracting Monomials
What is the sum or difference?
a) 3x + 5x = 8x
b) 4y y = 3y
3. Classifying Polynomials
Write each polynomial in standard form. What is the name of the
polynomial based on its degree and number of terms?
a) 3x + 4x2
4x2 + 3x This is a quadratic binomial
b) 4x 1 + 5x3 + 7x
5x3 + 4x + 7x -1
5x3 + 11x 1 This is a cubic trinomial
4. Adding Polynomials
Simplify and write in standard form.
(8x2 + 7x3 5x) + (-3x + x3 10)
8x2 + 7x3 5x + (-3x) + x3 10
8x2 + 7x3 5x - 3x + x3 10
7x3 + x3 + 8x2 5x 3x 10
8x3 + 8x2 8x -10

5. Subtracting Polynomials
Simplify and write in standard form.
(-3x2 + 5x) (5x2 + 3x - 12)
-3x2 + 5x 5x2 - 3x + 12
5x2 - 3x2 + 5x - 3x + 12
-8x2 + 2x + 12
C) Discussion
Form homogenized discussion groups. Use the questions below to
help build students understanding. Let them discuss these
questions in their groups and get the answer from each group.
1. Why is the degree of a nonzero constant 0?
You can write a nonzero constant c as cx. The exponent is 0, so the
degree is 0 also.
2. Will the sum of two monomials always be a monomial?
No. The monomials must be like terms.
3. Will the sum of two quadratic trinomials always be a quadratic
trinomial? Explain.
No, because some of the terms may cancel each other out when they are
added together.
4. Can you change the order of the subtraction of the two
polynomials and still arrive at the same answer?
No, because subtraction is not a commutative operation.
D) Cooperative Learning
Students work together in mixed-ability groups on task to
complete the given handouts.

Differentiating Instruction

Adaptation 1: Some students will easily complete the introductory activity

while others will struggle or be slow to start their work. At this case, hand out
the following enrichment activity to those students and expect them to finish
before the class ends giving the ones who finish an extra 100 if they finish on
time.

Adaptation 2: For ESL students, Model a three-column chart on the board

titled Polynomials. Label the columns monomial, binomial, and trinomial.

Write examples of each as you think aloud the conditions each example must
meet. Encourage student volunteers to provide examples and nonexamples.
Engage students in instructional conversation by asking: Why is this is a
trinomial and not a binomial? And how are these two expressions different?
As an alternative, divide students into groups of mixed abilities and instruct
them to arrive at four examples of each to share with the class. Students in
each group will take turns explaining their reasoning.
Adaptation 3: Students who scores 2 points or fewer may need more practice
and/or reteaching provided below with an interventionist or the teacher
himself.

Evaluation
Following lesson quiz which aligns with the objectives will be performed for
student evaluation and decide differentiated student needs.

Closure
Ask students to write the following on a blank sheet as their exit ticket.
Summarize the terms;
Degree:
Binomial:
Like terms:
Homework Worksheet