Classroom Interactions

2011 The University of Texas at Dallas

5E Lesson Plan Template

Author(s): Jessica Ramirez
Date/Time Lesson to be taught: October 15 @ 9:50 am
Course Description: Algebra 3
Name: Factoring
Grade Level: 12
th
Grade
Honors or Regular: Regular
Lesson Source: Myself
Concepts: The students will perform operations with numbers and expressions to solve
problems. They will also analyze graphs and determine which equation gives you that graph.

Objectives: The student is expected to:
Apply the laws of exponents.
Operate with polynomials.
Factor polynomials.

Texas Essential Knowledge and Skills
8(A) solve quadratic equations having real solutions by factoring
8(B) write, using technology, quadratic functions that provide a reasonable fit to data to
estimate solutions and make predictions for real-world problems.
10(B) factor, if possible, trinomials with real factors in the form ax2 + bx + c, including perfect
square trinomials of degree two

English Language Proficiency Standards (learning strategies, listening, speaking,
reading or writing): Students will be expected to:
3(E) share information in cooperative learning interactions;
3(G) express opinions, ideas, and feelings ranging from communicating single words
and short phrases to participating in extended discussions on a variety of social and
grade-appropriate academic topics;
Materials List and Advanced Preparations: Name tents, calculators, Pre/Post
Assessment, Jeopardy Board, Homework Cut-outs
Safety: In order to prevent any accidents with scissors, I will have the Homework cut
outs ready to handout.
Accommodations for Learners with Special Needs (ELL, Special Ed, 504, GT, etc.):
I will read out instructions for the Jeopardy Game so every student will understand the
directions. I will also write with big numbers on the board so every student can read and
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see my work. I will also leave the work on the board a sufficient amount for every student
to copy it down.





ENGAGEMENT Time: 4 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
I will ask for 7 volunteers to come
to the front of the class. I will the n
ask each group to group these
students in to groups that have
similarities.

I want each group to find some
similarities and differences
between these classmates, and then
we are going to factor these
students out of the whole group.
What are some
distinguishing traits between
two or more of these
students?



What did we change?


Did the number of students
we factored out change
anything or anyone?
Students are expected to
find similarities and
differences in their
classmates. They may group
them by their height, hair
color, eye color, etc.

We changed the number of
groups we made.

There are still the same 7
people up here. We didnt
change their value, we just
grouped them differently.
Evaluation/Decision Point
Assessment Assessment Student Outcomes
After each group has re-grouped
the volunteers by
similarities/differences.
Every group should be able
to find
similarities/differences
beween their volunteered
classmates.
Let the students know the
same thing can be done with
numbers and equations.
Students will re-group their
classmates into sub-groups
based on similarities or
differences observed.
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EXPLORATION Time: 15 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
1. Start by introducing a
number.




2. Introduce equations and
ask students to factor out
common factors








3. Present an equation where
an x can also be factored
out.







4. Factor out a number that
isnt a common factor.





5. Introduce polynomials (2
nd

degree) and factor by
grouping. Factor same
polynomial by stack
method. Remind students
that the stacking method
has 3 steps: Down
multiply parenthesis, cross
multiply parenthesis, and
Lets start by working with
the number 12. Can anyone
tell me a different ways we
write this number?
How can we factor a number
from equations by common
factors? i.e.
2x+4
Factor out a 3 from
3x+9
Factor out a 5 from
15x
2
+30x+5


What can we factor out of
this equation 12x
2
+3x? (#3)
Is everyone positive that that
is the only term we can factor
out of here?
(x+1)17x
2
-(x+1)3x+(x+1)


Factor this equation by 4:
9x
2
+4x+5
Factor this equation by 5:
x
2
+7x+8



Factor these equations by
grouping X
2
+5x+6, x
2
+7x+6,
x
2
-5x+6, 3x
2
+14x+8 and then
stacking method.



(2)(6), (3)(4), (1)(12), (-
2)(-6), (1/2)(24)




2(x+2)

3(x+3)

5(3x
2
+6x+5)





3x(4x+1)
Students may not expect
to factor out an x of the
equation at first and only
mention the #3.
(x+1)(17x
2
-3x+1)


4(9x/4+x+5/4)


5(x
2
/5+7x/5+8/5)


(x+3)(x+2), (x+6)(x+1),
(x-3)(x-2), (3x+2)(x+4)







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add constants.

6. Use Foil to check work.
(first term, outer term,
inner term, last term)



Expand the factored
equations to make sure we
are correct by using foil.



Students may confuse the
steps of FOIL.
Evaluation/Decision Point
Assessment Assessment Student Outcomes
Visually scan the class to make
sure they are engaged and paying
attention. I will also make sure
they are taking notes.
Students will be expected to
take notes.
Students should be
engaged and actively
participating by making
comments and/or asking
questions and taking notes.
EXPLANATION Time: 5 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Tell the student that factoring
helps us visualize the graph of an
equation. By finding the factored
form of a polynomial, one can tell
where it will cross the x-axis, or
when y=0.








Students will be given calculators
to graph pervious problems and
find where y=0.
Problems:
1) X
2
+5x+6,
2) x
2
+7x+6,
3) x
2
-5x+6

How can we find the values
where y=0 by the factored
form of the equation?

Where do you think the
graph of this equation will
equal 0?








Set the equations equal to 0.



At the x- values where y=0.
X=-3, x=-2
X=-6. X=-1
X=3, x=2
Evaluation/Decision Point
Assessment Assessment Student Outcomes
When every student has graphed
each equation on their calculator.
I will walk around to make
sure each student has the
graph on their calculator.
Students will have a graph
of each equation on his/her
calculator.
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ELABORATION Time: 9 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
SI will have the students play a
game of Jeopardy. The game will
consist of breaking the class into
4-5 groups. Each group will have a
chance to answer 3 questions from
my Jeopardy poster. Each question
will have a different level of
difficulty and number of points
that group can receive. If a group
answers incorrectly, they will
receive a 1-point deduction and
another group will have an
opportunity to answer the
question. If none of the groups are
able to answer correctly, I will do
the problem on the board. The
group with the most points will
win a bag of candy (each member
of that group).

Game Poster and Questions/
Answers Attached



Evaluation/Decision Point
Assessment Assessment Student Outcomes
When the group is able to answer a
question correctly, we will move
on to the next question/group. If
they are unable to answer, another
group can answer for them and
earn that point. If no group is able
to answer, I will answer the
question.
Questions on the jeopardy
board.
Students will be expected to
answer the questions as a
team.
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EVALUATION Time: Issued as Homework
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Post Assessment: Students will
receive cut outs that they will have
to match. For example: an
equation proper factoring of
that equation matching the
equation to a graph.
Post Assessment Attached I will grade the
homework.
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Lesson Timeline
Lesson
1. Student activity
2. Common factor (distributive property)
3. Factor by a non- common factor
4. Grouping
5. Stacking
6. Foil to check work
7. Let students know how this relates to graphs- use calculators
Activity
1. Jeopardy game
Final Assessment
1. Factoring cut outs
2. Use factoring to find 0s of a graph and match with graph






















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5E Lesson Plan Template


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Jeopardy Game
Easy Medium Hard
What is the name of
our method to check
whether we factored
correctly? Foil (2pt)
Factor out the
common factor of
3x
2
+6x
3x(x+2) (3pt)
Factor x
2
-25
(x+5)(x-5) (4pt)

What does factoring
help us find in a
graph? The values
where y=0 (2pt)
Factor x
2
+12x+20
(x+10)(x+2) (3pt)
Factor x
2
-14x+40
(x-10)(x-4) (5pt)
How many 0s does
the graph y=
(5+x)(3+x) have?
Where are they?
(2) (2pt)
Factor x
2
+3x-4
(x+4)(x-1) (4pt)
At what x-value
would y=0 on the
graph 13x+1?
-1/13 (5)
Factor a 6 from
36x
2
+12x-12
6(6x
2
+2x-2) (2pt)
Factor: x
2
+10x+25
(x+5)
2
(4pt)

At what x-values
would y=0 on the
graph x
2
+2x-8?
(5pt)



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Name: ___________________


Read each problem carefully! This will be due the next time you come to class.



1) Factor out a 3 from the following equation: 9x
3
+12x
2
+6x






2) Factor out the common factors in the following expression.
5(x+1)+10(x+1)+2(x+1)






3) Factor: x
2
+3x-4







4) Factor: x
2
+9





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X
2
-64

(x+8)(x-8)

4x+16

4(x+4)

X
2
+2x-8

(x+4)(x-2)









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