Feb24thIntegrated1BUnit7Expandinglineartermsandfactoring

quadratics

LessonBackwardPlanner

Course:
Integrated1B

Teammemberspresent:
Storey,Anderson,
Schechinger(outsideevaluator)

SMARTGoalforthislesson:

90%ofstudentswillbeabletousethedistributivepropertytoexpandandfactorpolynomials.
Studentswillbeabletochooseamethodtoexpandpolynomialsandbeabletoexplainthe
steps.

LessonPlanforWednesday,Feb24th
MaterialsRequired:
Groupworksheet
CYUpg498
Homework:pg501#47

Teacher

Students

Time

DoItNow,attendence.
DiscussessolutiontotheDo
ItNow.

WritedownanswertoDoIt
Nowproblem,participatein
discussion.

5min

Reviewdistributiveproperty
onboardwithexamples:
3(x+4),x(3x),etc.Also
includeanexampleof
factoring(goingfrom3(x+4)
to3x+12andback)

Studentswillwritetheir
answersonindividualwhite
boards

510min

Dividestudentsintogroupsof Studentsgetintogroups
4(alloworjustdesignate
tablegroupsdependingon
theclass).

5min

Giveeachmemberofthe
groupasheettotakenotes
on.Assigneachgroupone
methodofexpanding

1015min

Studentsworkonexamples,
askquestions,getinvolved,
writetheiranswers
stepbystepontheboard

polynomials.Explainthatthey
aretobecomeexpertsat
expandingpolynomialsinone
way,andthattheywillteach
themethodtotherestofthe
class.Givemoreadvanced
groupsproblems5and6,or
discussthoseasaclass
Requesteachgroupexplain
theirsteps,instructstudents
towritedownthestepsof
eachmethod,becausethere
aremanywaystolookatthis
andtheyshouldchoosethe
onethatworksbestforthem.
Besuretoexplainwhat
FOILstandsfor.(Maybe
somestudentshavealready
heardit?).

Eachgroupexplainstheir
example(maybenominate
onespokespersonper
group),andtakesnoteson
theothermethods

1015min

Finalchallenge:Presenta
problemtoworktheother
way(tofactorinsteadof
expand).Seeifstudentscan
figureitout.

Studentsworkonit,given
thevariousmethodsof
factoring.

10min

Wrapup:Reviewthe

methods,emphasizeagain
thisisthedistributiveproperty

5min

Assiststudentswith
homework

Remainingtime

StudentsworkonCYU,
homework

Whatdowewantstudentstolearn?

Icanstatements:

Academicvocabulary:

Icanmultiplytwolinearfactorstotransformthem
factors,expand,distributive
intostandardform
Icanusethedistributivepropertytomultiplytwo property,binomials,FOIL

binomials,usingeitherFOIL,atable,orsimply
distributingfromtheleftorright
Icanidentifyspecialpairs(xa)(x+a)and
(x+a)(x+a)

Highlevel/Scaffoldedquestions/Prompts/Cues:
Whatisthedistributiveproperty?
Doesfactoringorexpandingchangethevalueoftheexpression?

Processes/Strategies:
Focuslesson
Guidedinstruction
PGW
Independentwork(OYOs)

Text/Resources:

Seematerialsrequired

ProficiencyStatement

Criteria

Verbal
Communication
(parta,cdescribe)

Symbolic
Representation
(partcgraph)

ProblemSolving
(partb)

Advanced

*Precisemathlanguageisusedto
consolidatemaththinkingandto
communicateideas.
*Communicationofargumentis
supportedbymathematical
properties.

*Abstractorsymbolic
representationsareconstructedto
analyzerelationships,extend
thinking,andclarifyorinterpret
phenomena.

*Evidenceofanalyzingthe
situationinmathematicalterms,
andextendingpriorknowledgeis
present.

*Formalmathlanguageisused
throughoutthesolutiontoshare
andclarifyideasandcontainsa
labeledresponse.

*Appropriateandaccurate
mathematicalrepresentationsare
constructedandrefinedtosolve
problemsandportraysolutions.

*Acorrectstrategyischosenon
mathematicalsituationinthe
task.

*Anattemptismadetoconstruct
mathematicalrepresentationsto
recordandcommunicateproblem
solving.

*Apartiallycorrectorcorrect
strategyischosen,oracorrect
strategyforonlysolvingpartof
thetaskischosen.

Proficient

Basic

*Someformalmathlanguageis
used,andexamplesareprovided
tocommunicateideas.

*Thestudentmustachievea
correctanswer.

*Thestudentmustachievea
correctanswer.

*Studentachievesanincorrector
partiallycorrectanswer

BelowBasic

*Littleornocommunicationis
evident.
Or
*Everyday,familiarlanguageis
usedtocommunicateideas.

*Noattemptismadetoconstruct
mathematicalrepresentations.

*Nostrategyischosen,ora
strategyischosenthatwillnot
leadtoacorrectanswer