Name: Alison Pearce

Date: April 16th, 2015

Lesson Details
This lesson, Factoring Trinomials, will enable students to factor different trinomials and understand which problems should be factored a certain
way. The teacher will begin the lesson by explaining why factoring is such a key idea in mathematics and how it will carry on into higher-level
classes. Next, the teacher will explain the different types of factoring problems involving trinomials and give examples to help the students
better understand. The teacher will also provide the necessary equations for factoring perfect square trinomials. The teacher will then involve
the students by calling them to the board and work through factoring problems with them. For the next 20 minutes the students will get out their
tablets and work through example problems on an online resource provided by the teacher. At the end of class, a homework worksheet will be
handed out and explained by the teacher.

Lesson Title: Factoring Trinomials

Content Area: Algebra
Grade Level: 9th- 12th
Timeline: 45 minute class
Date of Lesson

UBD Stage I: Identify Desired Results

Lesson Objectives
Students will be able to:
1) Factor polynomials and create equivalent forms of the equation
2) Understand the different ways to factor certain equations
3) Open their eyes to the amount of online resources available to them on their tablets

Standards
PA Standards: 2.1.11.B- Use factoring to create equivalent forms of polynomials
ISTE Standards: #4- Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Enduring Understandings
1) Factoring provides a building block to higher-level math courses.
2) Solving polynomials requires the reversal of operations, the distributive property and rules of exponents.
3) Factors are a subset of a product and with the distributive property allow options in solving polynomials.

Essential Questions
1) How can polynomials be simplified and applied to solve problems?
2) Why is factoring considered a building block?
3) Can two algebraic expressions that appear to be different be equivalent?

UBD Stage II: Determine Acceptable Evidence

Assessment Tasks
Formal: Students will be formally assessed of their overall understanding and ability to solve the
problems on the worksheet given for homework.
* Their will be no formal assessment given inside of class *

Informal: Students will be informally assessed of their ability to discuss the problems and results
that they will discover as a class. The teacher will ask students questions to guide the discussion.

Assessment Adaptations: NA

Rubric/Scoring Criteria
No in class activity with be graded*
Homework worksheet will be scored out of a total of 20 points as follows:
Completion

__ / 5 points

Correctness

__ / 10 points

Work Shown

__ / 5 points

Total

__ / 20 points

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources
1) tablets for students
2) chalkboard/whiteboard
3) notes on the content / examples / equations for problems
4) homework worksheets
5) www.quia.com/rr/36611.html
6) www.ixl.com/math/algebra-1

Procedures and Content

1)

5 minutes
T: Begin by discussing with the class about why factoring is such a key idea in math courses. Discuss the higher-level math courses
that factoring will be helpful in. Such as, Trigonometry, Pre Calculus, Calculus 1, etc.
S: Participate in the discussion by asking questions about factoring trinomials and the level of difficulty it will be.

2)

5 minutes
T: Discuss with the students the different types of factoring trinomial problems they will encounter and explain the order in which they
will be taught.
S: Take notes on the information and ask questions when needed.

3)

15 minutes
T: Begin to show examples of the problems on the board of each different trinomial factoring method. Call students to the board and
work through the problems with them.
S: Ask questions about equations when needed. Come up to the board and go through the problems with the teachers help.

4)

20 minutes
T: Instruct the students to get their tablets. Give the students the option of pairing up with someone else, if there are not enough for
each student. Give the students the link to the website and explain the instructions. (students will work on tablets on practice problems
provided by one of the sites listed above.)

S: Gain access to their tablets and go to the link provided by the teacher. Begin to work on practice factoring problems provided by the
website.
5)

5 minutes
T: Handout the homework worksheet and explain the instructions on how the students should complete it. Also, tell the students when
this assignment will be due.
S: Remain quiet while the teacher explains, but ask questions at the end if needed. Students are to complete this worksheet for
homework.

Homework
Students are going to be given a worksheet with ten questions involving factoring. The factoring on the worksheet will pertain to the information
covered in class. Students should show all their work if they wish to obtain all the points. This worksheet is worth 20 points. There will not be
time given in class to work on this assignment. This should be done at home or outside of class.

Lesson Reflection
This lesson will give students the knowledge to understand different factoring problems. They will understand because they
have multiple opportunities to ask the teacher questions and get reliable answers. Students will also see just one of the many
online resources available to them when it comes to practicing math problems. This lesson will provide a basis of knowledge
for students that will carry on into higher-level math courses.