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William Pomfret

Technology Lesson Plan

MAT 675

August 28, 2019


Technology Lesson Plan
Subject: Mathematics
Grade: 8th Grade
Lesson Topic: Multiplying Polynomials
Candidate’s Name: William Pomfret
ID #: 040041615
Date: August 28, 2019
Introduction
A-APPR-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.
Learner Outcomes:
● Students will learn the acronym of FOIL
● Students will learn how to multiply
polynomials
● Students will practice previously acquired
skills on combining like terms
Pre-Assessment Activity
Students will complete a warm up activity that
includes combining like terms. The warm-up will
be done with partners.
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Rationale: Students will learn how to multiply
polynomials using the FOIL method to better
understand distributive property. Students will
learn how to bridge this knowledge to geometry
when finding areas of shapes with polynomial
dimensions.
Rationale: The acronym provides the students
with an understanding of how to multiply
polynomials. It also allows the students and
teacher to speak a common language when
discussing the steps on how to multiply
polynomials. It provides the students with a
memorization device to remember the order of
the steps.
Rationale: Students will achieve Common Core
Standard A-APPR-1. Students will also be able to
bridge this knowledge to geometry.
Rationale: Fulfillment of Common Core Standard
G-GPAR-3 on combining like terms. Students will
become proficient in previously learned skills.
Rationale: The lesson provides new information,
but the information that needs to be understood
as a prerequisite is how to combine like terms.
Therefore, we will practice this skill prior to the
new lesson to re-teach and review this previously
learned knowledge

Differentiation, Adaptation, and Accommodation
● Special Education students will complete
problems 1-8 of the worksheet rather
than the full 15 questions. Problems that
should be omitted are: 2,4,8,9,12,13,15
● Gifted students will complete the
worksheet and then become
“instructional guides” for the class. They
will move about the classroom and assist
students who need extra assistance.
● English learners will receive assistance
from multiple different voices. The
teacher will move about the classroom
and help these students. Once the gifted
students finish their work, they will walk
around and assist them as well.
Additionally, these students will have the
option to pair up with a native speaker to
complete their worksheet.
Resources:
● PowerPoint program
● Computer with VGA/HDMI cable
● Projection Unit
● Google Classroom access
● MathXL for School access
Learning Activities
● Students will complete a four-question
warm-up on Combining Like Terms, using
Google Forms. This will be done in pairs.
(10 mins)
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Rationale: The workload is likely too large. Extra
time is needed for these students to complete
each problem. Therefore, the required number
of problems drops. However, if the students are
able to complete their modified number of
problems in the allotted time, they will be
encouraged to try a few of the other problems.
Rationale: These students will likely finish before
the rest of the class. These students might then
become disruptive or grow bored with waiting for
others. Additionally, they understand the
material well, and therefore can benefit their
classmates. Thus, these students will assist their
classmates who might be struggling with the
material, language barriers, or struggle with a
learning disorder.
Rationale: The different voices will also provide
the student with the same information but
presented in slightly different ways. In doing so,
the student’s vocabulary grows, but also it is not
always clear which explanation will break through
to the student. By allowing the student to work
with another student and hear from multiple
voices, the student gets the benefit of lots of
explanations and gets to be in constant
communication with someone.
Rationale: The lesson calls for a PowerPoint
presentation on previously learned combining
like terms and new material on multiplying
polynomials. Then the students will complete a
worksheet independently. Next, the students will
collaborate together.
Rationale: Students will recall how to combine
like terms from previously learned knowledge.
This will be assessed by walking around and
checking their work and by calling on students to
answer the questions.

● Students will write out notes based on
PowerPoint. The PowerPoint will begin
with a review on combining like terms
then move to multiplying polynomials. It
will include a slide on the acronym of
FOIL. During this time, the teacher will
frequently select students to answer
questions so that can demonstrate that
their knowledge of the material is
growing, and they are comprehending.
Students will be provided with the notes
in a Google Slides presentation as well,
which allows them to follow along on
their own screens. Access is granted to
them for this through Google Classroom.
(15 mins)
● Students will then watch a Khan
Academy video on the Distributive
Property for additional support. (5 mins)Allowing the students to watch the video
● Students will work independently on a
MathXL assignment. Questions will be
scaffolded so that students can
demonstrate their various levels of
understanding. (15 mins)
● Students will pair up and compare
answers. Because of the immediate
feedback on MathXL, the students will
know exactly which questions they need
help with and which questions need to be to not only find right answers but become
readdressed. (10 mins)
Independent Practice
Students will work independently on a MathXL
assignment. Questions will be scaffolded so that
students can demonstrate their various levels of
understanding.
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Rationale: The students will be able to review
combining like terms if they struggled with the
warm up. The notes will provide a point of
reference for the students to go back to later if
needed. Additionally, writing down the
information increases the likelihood of
memorizing the information.
Rationale: Listening to the teacher can be
difficult, especially after long stretches of time.
provides a quick, easy review of what was just
discussed in the notes.
Rationale: Students will work independently so
that their understanding of the notes can be
assessed. They can demonstrate their
understanding of the material without the
assistance of others. The teacher will move
about the classroom and assist students who
need help.
Rationale: This helps students build
communication skills as well their ability to
complete performance tasks. The students learn
to use each other as resources and work together
familiar with the common pitfalls in solving these
kinds of problems.
Rationale: Students will work independently so
that their understanding of the notes can be
assessed. They can demonstrate their
understanding of the material without the
assistance of others. The teacher will move
about the classroom and assist students who
need help.

Assessment and Evaluation
● Students will be assessed on the
completion and accuracy of their Warm-
Up and MathXL assignment. Students
and the teacher will get instant feedback
upon completion of both.
● Students will be assessed on their ability
to communicate the steps to the teacher
and their peers during collaborative
times
● Special education students will be
assessed on their ability to execute the
steps and show an understanding of the
steps.
● English learner students will be assessed
on their ability to execute the steps and
show an understanding of the steps.
Closure
● Students will use the collaboration period
of class to review what they have learned
and check their answers.
● Students will be given homework that is
to be completed that evening and
brought back the next day. The
homework is to complete a Flipgrid
demonstrating how to complete a FOIL
problem of their choosing.
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Rationale: Through the independent and
collaborative-nature of the MathXLs, the majority
of students should arrive at the correct answer.
If not, then the subject needs to be re-taught and
reviewed.
Rationale: Mathematical errors happen, but if
the student knows the steps and how to execute
them, the student is learning. Being able to
articulate the steps is key step in demonstrating
knowledge.
Rationale: For most, this comes in the form of
communicating the steps, as previously stated,
but for students with communication disorders or
students that might not be special education but
have language as a barrier, this could be
demonstrated on paper by showing their work.
Rationale: English learner students will
demonstrate an overall understanding of the
steps. Depending on their growing fluency in
English, this could be strictly based on what is on
their paper, or possibly be through
communication with the student about the steps.
Rationale: This provides the students with
immediate feedback on their progress with the
lesson. It also allows them time to learn from
their mistakes and correct them.
Rationale: This provides the students with
independent practice to continue to learn and
absorb the material. It also provides a bridge for
the next day in which the students will come in
and review again what they have learned. By
using Flipgrid, the students can demonstrate both
verbally and physically how to complete the
problems, which allows the teacher to recognize
the gaps better.

Lesson Reflection and Assessment
● Teacher will review the MathXL
assignment to determine whether the
information was well-received or not.
● Teacher will walk around the classroom
and talk with the students to determine
whether the information was well-
received or not.
● Teacher will provide an end of unit exam
to determine whether the information
was well-received or not.
● Teacher will include multiplying
polynomials in the following day’s warm
up to determine whether the information
was well-received or not.
● Teacher will evaluate homework
completion and accuracy to determine
whether the information was well-
received or not.
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Rationale: Completion and accuracy of the
MathXL reflects an understanding of the material.
Inaccurate answers reflects that more time needs
to be spent on the topic.
Rationale: The ability to communicate and
demonstrate the correct steps and execution
reflects and understanding of the material.
Inability to articulate or demonstrate the correct
steps and execution reflects that more time
needs to spent on the topic.
Rationale: The exam provides an independent
and uniformed assessment of the student’s
ability to understand the information and all
connected lessons.
Rationale: Completion and accuracy of the warm
up reflects an understanding of the material.
Inaccurate answers reflects that more time needs
to be spent on the topic.
Rationale: Completion and accuracy of the
homework reflects an understanding of the
material. Inaccurate answers reflects that more
time needs to be spent on the topic.