Integrated Mathematics III Lesson 3.

3 Day 1: Dividing Polynomials

Essential Question: How can you use the factors of a cubic polynomial to solve a division problem involving the
polynomial?
Lesson Objective(s): Students will use long division to divide polynomials by other polynomials.
Students will use synthetic division to divide polynomials by binomials of the form x k.
Students will use the Remainder Theorem.
Previous Learning: Students have previously divided expressions using properties of exponents.
New Vocabulary: polynomial long division, synthetic division
Previous Vocabulary: long division, divisor, quotient, remainder, dividend
Materials for Teacher: different colors or highlighters
Materials for Students: graphing calculators
Pacing: Day 1 45 minutes
INTRODUCTION (5 minutes)

Other Resources

Warm Up
Have students answer Start Thinking questions. Review the answers as a class.
Review previously assigned homework, if necessary.

Motivate from Lauries Notes in the Teaching Edition

Dynamic Classroom
Start Thinking, Warm
Up, and Cumulative Review
Warm Up
Homework Check

Before students arrive, write a long division problem on the board, such as 6543 12. There may be a few chuckles and
comments when students see the problem because the skill was likely taught six or seven years earlier. Ask for a volunteer
to do the problem. The volunteer must talk aloud while doing the problem, explaining the process as he or she goes. Have
the student leave the answer with a remainder written as a fraction. (6543 12 = 545

3
12

) Ask a second volunteer to

check the answer: 545 x 12 + 3 = 6543. If the vocabulary of dividend, divisor, quotient, and remainder has not been used,
use it now to describe the process of checking the answer. Leave the students work on the board to refer to in this lesson
as
polynomials are1divided.
EXPLORATION
(10 minutes)

Dividing Polynomials
In this exploration, students match division statements with the graph of the related cubic polynomial f(x).

Other Resources

Have students work with a partner to complete parts (a) (f).

Dynamic Classroom
Student Journal
Lauries Notes

Ask students what they notice about each of the equations.

Ask students why the graphs are so different.
Then ask the students what they notice about each of the graphs.

Focus on Mathematical Practices: Reason Abstractly and Quantitatively

Consider what reasoning students must use to match the equation with the graph. When each equation is rewritten so that
f(x) equals a cubic, the x-intercepts provide the key information about the graphs.
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EXPLORATION 2 (10 minutes)

Other Resources

Student Focus on Mathematical Practices: Reason Abstractly and Quantitatively

Discuss the Math Practice statement with students.

Dynamic Classroom
Student Journal
Lauries Notes

Dividing Polynomials
In this exploration, students use the results of Exploration 1 to divide polynomials.

Have students work with a partner to complete parts (a) (f).

The expressions in this exploration are written in the same order as the equations in Exploration 1.

Focus on Mathematical Practices: Reason Abstractly and Quantitatively

The goal is for students to recognize that when a cubic is factorable and is divided by one of its factors, the result is a
quadratic. In these examples, the quadratics are also factorable.

CHECK FOR UNDERSTANDING (5 minutes)

Other Resources

Communicate Your Answer

Have students use Think-Pair-Share to answer Question 3.

EXAMPLE 1 (10 minutes)

Student Journal
Lauries Notes

Other Resources

Discuss
Discuss polynomial long division with students.

Dynamic Classroom

Review the vocabulary associated with a division problem.

Dynamic Classroom
Lauries Notes
Extra Example
Lesson Tutorials

Use the vocabulary to describe polynomial long division.

Using Polynomial Long Division

In this example, students divide polynomials using long division.

Another way to ask How many times does x2 go into 2x4? is What do you multiply x2 by to get 2x4?
Color-code each step as shown.
ASSESS
(5 minutes)
After
the divisor has been multiplied by a factor, remind students to subtract each term of the product.
Compare the steps to the long division problem from the Motivate.
Closure (as time permits)
Checking the answer takes much longer!
Phone
Write
a briefwork
scriptinfor
a phone
conversation
with
a friendQuestions
who was not
in class
Call:
Have
students
pairs
to answer
Monitoring
Progress
1 and
2. today. Explain how to divide
polynomials using long division.
Review the answers together, with students presenting their work to the class.
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Ideas Learning, LLC
Homework
Assignment
All rights reserved.

6 10 even

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Other Resources

Mini-Assessment

Extra Practice (A and B)

Other
Resources

Dynamic Assessment &

Progress
Puzzle
Time Tool
Monitoring
Big Ideas Math
Mathematics
III
Integrated
Answer
Student Presentation
Journal
Lesson Plan

Lesson Tutorials

Skills Review Handbook

Enrichment and

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