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LESSON PLAN 4: Greatest Common Factor

Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): Math

Topic or Unit of Study: Factor using greatest common factor

Grade/Level: 10th

Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b Solve quadratic


equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): Using pencil and paper students will be able to factor polynomials using
greatest common factor

MATERIALS AND RESOURCES

Instructional Materials: Smartboard, Chromebooks, Individual whiteboards and markers

Resources: Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate


approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: Students have


taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
Presentation of New Information or Modeling: Finding the monomials will be
demonstrated by using the smart exchange examples. They will be shown on the smartboard.

Guided Practice: Problems are placed on the board and students will solve them within
their cooperative groups. Each group will take a turn solving the problem at the board for
the class. Corrections are made and questions will be answered as the groups go through the
questions.

Independent Student Practice: Students are given an individual assignment of 20


questions that cover GCF. Students will work on the assignment at the end of class, and all
unfinished questions will be left as homework.

Culminating or Closing Procedure/Activity/Event: The remaining 5 minutes of class


students review key terms for the Unit, and solve one problem as a class. Final questions are
answered to ensure students have a firm grasp on the concept before leaving.

Pedagogical Strategy (or Strategies): Direct instruction, cooperative learning groups

Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics: Students will be able to factor polynomials using greatest


common factor with an accuracy of
80%

Lesson Plan Summary: This unit begins by using a constructivism learning theory. By
introducing the GCF concept using the algebra blocks, students are given the opportunity to be
creative in finding factors on their own. They are able to represent the factors of different
problems physically and verbally within their cooperative groups. The blocks also help to link
factoring as an abstract concept to a real world scenario. This will help students gain a better
understanding, help with retention and give them a firm foundation in which to begin the unit.