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Paul.Blouch.LP-Revised.March.25.2017.

9am

Category Criterion

Name of Course/Class: Honors Algebra 2

(4 parts)
Technology/Resources/Materials:

Textbook, Smartboard, pencils, individual whiteboards, markers, composition book, tablet/ipad/computer

Geogebra.org
SurveyMonkey.com
MyScript.com/calculator
www.quia.com/ba/106429.html (Polynomial Battleship)
Socrative.com
Penzu.com (journal entry option)
Toondoo.com (journal entry option)
SMART Response

Accommodations/Modifications:

Seating assignments for visual or hearing impaired, or attention disorders.

Recorded lessons for student playback.
Extended assessment time for inclusive students.
Classroom relocation when necessary
*Consult IEP for individual situations

Essential Questions: How can you determine whether a polynomial equation has a repeated solution?
Orient the learner:
(4 sections)
Objectives:
Paul.Blouch.LP-Revised.March.25.2017.9am

Having been given a quadratic equation on the board, paper, or transom.org, students will solve polynomial equations by factoring,
writing answers on handout, whiteboard, or giving them orally, according to Common Core Standard A.APR.3 with 80% accuracy
within two weeks.

Standards: Arithmetic with Polynomials and Rational Expressions (A-APR)

Understand the relationship between zeros and factors of polynomials (A-APR.B)
Factor a quadratic expression to reveal the zeros of the function it defines (A-SSE.B.3a)
Develop an innovative solution to a real-world problem or issue in collaboration with peers and experts, and present ideas for feedback
through social media or in an online community. (8.1.12.C.1)
Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic
information sources to complete a variety of tasks. (8.1.5.E.1)
Empowered Learner (Student-ISTE 1.b)
Global Collaborator (Student-ISTE 7.c)

Interdisciplinary Standards: Solutions of quadratic equations are applicable to understanding projectile motion in the physical
sciences.
Analyze data to support the claim that Newtons second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration. (HS-PS2-1)
Forces and Motion (PS2.A)

Anticipatory Set/Hook/Daily Review:

Solving a polynomial equation by Review previously learned key concepts through First Outer Inner Last hip-hop song. Sing along, encouraging
factoring students to join in.
Have students use ipads/tablets/computers to warm up with a polynomial factoring review at Transum.org
Paul.Blouch.LP-Revised.March.25.2017.9am

Input/Modeling or Present Information: Solving a polynomial equation by factoring:

Instructional Design:
(8 events) Using Geogebra, present students with quadratic equations, asking them what it means to solve a cubic equation. Ask
them to give an example with a cubic with only one solution and an example of a cubic with no solutions. Graph each
using Geogebra to see the similarities and differences. Have students post examples in Google classroom for todays
lesson.
Check for Understanding/Provide Learner Guidance:
Instruct students to click on the Polynomial Battleship link in our Google Classroom. Have them work through
various problems for 15 minutes. Individual results will be posted to Google classroom for grading.
Guided Practice with coaching /Elicit Performance:
Assemble students into groups. Use Think-Pair-Share techniques to have students factor polynomials given through
a SMART Response assessment. Students will use SMART response clickers to log answers. Circulate around the
room, working through examples with individual students, as needed, while discussing results.
Independent Practice/Provide informative feedback:
Guide students to XPmath to factor additional polynomial equations. Be sure to cycle around the room, checking
students work. Award praise through Class Badges.
Closure:
Give the students a writing prompt for their journal entry at Penzu or Toondoo, A repeated solution
Encourage them to articulate their thoughts, using vocabulary from this and prior lessons.
Assessment:
Use Socrative/Questbase to assess students understanding of material. Students may reference Google classroom
items/graphs from todays lesson.
Enhance/Transfer:
Incorporate 4.5 Puzzle Time What did the Weatherman Say About his Meteorology Test? (BigIdeasMath)
Provide students with a preview of the next lesson using Polynomial functions game

Recommendation: Student / Teacher Feedback: Students will write in their journal at Penzu.com, three concepts/points/ideas that they
learned from todays lesson. They may also include answers to the following questions: What went well? How can
the teacher make this more enjoyable? Provide a self-reflection about todays lesson. Each student must then share a
minimum of one idea/concept of what they learned from todays lesson and what strategy made this learning enjoyable.
Teacher: Reflect on presentation of material, entering into my journal positive and negative aspects of the lesson.
Review student journal entries to glean information regarding thoughts and attitudes towards todays lesson. Use this
information to incorporate new strategies/techniques into the next lesson.