Teachers Name: Ruth Cheng Subject: _Mathematics__________________

Grade Level: _9____

Lesson Topic: __5.1 The Language of Mathematics____

Rationale Students will learn terms in this introduction to polynomials that they will use in their study of polynomials throughout secondary school. It is important for students to learn these universal terms so that they are able to communicate properly and effectively when dealing with mathematics. Polynomials have many applications such as modeling different real life situations. For example, parabolas can model many day to day activities, such as the path of a bouncing ball. Students should have some knowledge of variables from Mathematics 8. Algebra tiles are a good way to help students visualize polynomials when they are first being introduced to the topic.

Prescribed Learning Outcomes (e.g., Science, Gr 9, B3, p. 95)

B5: Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2)

Student Learning Objectives (SLOs, SWBAT)

Students will be able to use mathematical terminology to describe polynomials Students will be able to create a model for a given polynomial expression using algebra tiles

Required Vocabulary and/or Language Strategies

Algebra Term Polynomial Monomial Trinomial Degree of a term Degree of a polynomial Like terms Variable Coefficient Constant term

Introduction/ Hook 12 min.

Teacher Activity Re-introduce myself. Ask for student names again. Let students know how long I will be at MacNeill and other general information. Ask students what the rules of the classroom are, for example regarding listening, cell phone usage, during lecture, food, etc.

Student Activity Students are entering class. Students will introduce their names Students will inform me of the rules that are set in the classroom already.

Time

Body/Development (Modelling, Guided Practice, Independent Practice, Application of Strategy) 40 min.

Teacher Activity Give handout with terms to students Hand term/definition/example strips to students and have them find their "partners" with the corresponding term/definition/example. Have students gather in their groups and present their term/definition/example on the board. Other students will copy down this information into their handouts. When students are done, review terminology by going through some examples of polynomials on the projector. Teacher Activity Give students the homework handout, have them work on it until the end of class.

Student Activity Students will receive their strips and find the other students with the corresponding strips. Students will present their term/definition/example while copying down the information when other students are presenting. Student will follow along while examples are being explained on projector

Time

Closure 10 min.

Student Activity Students can work on the homework.

Time

Extensions/ Modifications/ & Early Finishers

Early finishers can work on homework. Ask early finishers to come up with some questions that could be on the test, ask them to provide solutions and answer key.

Assessment

Formative assessment by asking student questions through the class, observing interaction between students and having students answer the questions given in handouts.

Materials

Overhead projector Handouts for students