Summative Assessment, Performance Project, and Rubric

Members: Jodie Winchester, Bethany Skellington

Unit Plan
Grade: High School: Algebra
Unit Topic: Polynomials
Course/Discipline: Algebra/Pre-calculus
Approximate Time Required: 2 weeks
Central Focus of the Unit: The purpose of this unit plan is to ensure students are developing skills to solve
for zeros through algebraic manipulation. Additionally, students will gain an understanding of what zeros
represent in regards to graphing a polynomial. With an understanding of polynomials, the students will be
able to create equations from real-life examples and they will also be able to graph those equations with
labeled axes and scales. Overall, the unit is designed to enhance a students knowledge about polynomial
functions, graphing, and creating equations to help with math classes in the future.
General Standards from NCSCOS:

Understand the relationship between zeros and factors of polynomials.

CCSS.MATH.CONTENT.HSA.APR.B.2
Know and apply the Remainder Theorem:
For a polynomial p(x) and a number a,
the remainder
on
division

by
x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor

of p(x).
CCSS.MATH.CONTENT.HSA.APR.B.3
Identify zeros of polynomials when suitable factorizations are available, and use the
zeros to construct a rough graph of the function defined by the polynomial.
Creating Equations that Describe Numbers or Relationships
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems.
Include equations arising from linear and quadratic functions, and simple rational
and exponential functions.
CCSS.MATH.CONTENT.HSA.CED.A.2
Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.

Measurable Student Learning Outcomes:

1. Students will be able to demonstrate the remainder theorem through specific examples by finding
the remainder of a polynomial.
2. Students will correctly identify the zeros of a polynomial through algebraic manipulation.
3. Students will demonstrate they understand what zeroes represent through graphing an expression
after finding the zeroes.
4. Students will create equations and use the equations to solve application problems.
5. Students will correctly graph the equations that were created including labels and scales and
analyze the relationships within the graph.

Lesson Outlines:
I.

II.

III.

IV.

Introduce polynomials
A. What a zero of a polynomial represents
B. How to find zeros of polynomials
C. How to graph zeros
Introduce Remainder Theorem
A. Discuss what a remainder is
B. Go over how to find a remainder
C. Discuss how to represent a remainder in a new polynomials (divisor)
D. Provide examples and ask students to determine if there is a remainder or not
Introduce Creating Equations
A. Class discuss real-life situations where equations can be helpful
B. Give explain on creating equations through examples.
C. Small group work with problems
Introduce Graphing Equations with Measurements
A. Recall graphing in units
B. Relate to creating equations
C. Discuss labeling axis and relationship between x and y
D. Examples as class discussion
E. Small group work with game

Procedures and Activities:

1. Prepare lesson for the class each day
2. Small group work and class discussions
3. Performance Assessment with one or two other classmates
4. Summative Assessment at the end of the unit
Instructional Aids or Resources:
1. Polynomial Remainder Theorem
a. https://www.khanacademy.org/math/algebra2/arithmetic-with-polynomials/polynomial-remai
nder-theorem/v/polynomial-remainder-theorem
2. Zeros of Polynomials and Their Graph
a. https://www.khanacademy.org/math/algebra2/polynomial-functions/zeros-of-polynomials-an
d-their-graphs/v/identifying-graph-based-on-roots
3. Creating Equations
a. http://www.mathgoodies.com/lessons/vol7/equations.html
4. Graphing Aids
a. http://www.purplemath.com/modules/polyends.htm
Evaluation:
1. Small Group Work
2. Performance Assessment
3. Summative Assessment

Polynomial Unit Plan: Table of Specifications (TOS)

Remember
Learning
Outcome 1:
Remainder
Theorem
Learning
Outcome 2:
Identifying
Zeros
Learning
Outcome 3:
Graphing Using
Zeros
Learning
Outcome 4:
Create
Equations
Learning
Outcome 5:
Create and
Analyze Graphs

Understand
#6CK

#1CK
#2CK

Apply
#3PK
#4PK
#16CK

Analyze

Evaluate

Create

#5CK
#17aCK

#17bPK
#18CK

#13CK
#14CK
#15CK
#9PK
#12PK

#10FK

#8CK
#11CK

#7PK
#19PK

#20PK

Summative Assessment (clearly identify the items you used from other sources):
Name: _________________________________________

Date: ____________________

Polynomials & Rational Functions

Show all of your work. If you make a mistake, cross it out. Do not erase it. Write legibly so partial credit can
be given. Organize your work as best you can. For multiple choice, clearly circle the letter of the answer you
have chosen. For matching, clearly write the letter that corresponds with your answer in the blank next to the
question. For short answer, circle or box your final answer.

I. Circle your answer and show your work on this page or a separate sheet of paper.
Find the roots (zeros) of the following functions:
1. y = x2 + x - 20 (LO2)
a. x = -5, 4
b. x = 5, -4
c. x = 5, 4
2. y = x3 - 2x2 - 9x + 18 (LO2)
a. x = 2, 3
b. x = 2, 3, -3
c. x = 3, -2, 2
3. True or False: x=3 is a root of f(x) = 2x2 - 5x - 1. (LO1)

a.
b.

True
False

4. Using the Remainder Theorem, x = 2 is a root of y = 3x7 - x4 + 2x3 -5x2 - 4. (LO1)

a. True
b. False
5. What are the appropriate solutions to the following equation: 6x2 - 8x + 1 = 0 (LO2)
A. {-0.19, -2.14}
B. {-0.14, -1.19}
C. {0.14, 1.19}
D. {0.19, 2.14}
6. Divide (x3 - 2x2 + 6x - 8) by (x - 2). (LO1)
A. x2 + 6 + 4/(x-2)
B. x2 - 4x + 14 - 36/(x-2)
C. x2 - 3x + 1 - 9/(x-2)
D. x2 + x + 9 + 3/(x-2)
7. Emma is selling used snowboards and snowboard shoes for $400. If Emma sold the snowboard for three
times as much as the snowshoes, find the equation that would represent the scenario. (LO 4)
A. 400 = 3x + x
B. 400 = 3x - x
C. 400 + 3x = x
D. 400 = 3x + y
8. For the problem above, select the graph that would represent the equation that was created. (LO 5)
A.

B.

C.

9. If a rectangles area is 63 ft2 , the length is 2x+1, and the width is 2x-1, what is the perimeter of the
rectangle? (LO 4)
A.
50 ft
B.
32 ft
C.
46 ft
D.
-32 ft
10. True or False. When graphing equations that represents a real-life scenarios, the graph must have the
axises label and have a scale. (LO 5)
A. True
B. False
11. On Monday, Mr. James made an eight-hour trip to his mothers house in his car. The graph below shows
the distance he had traveled at different times. (LO 5)

On Tuesday, he drove home. His speed on Tuesday was 5 miles per hour faster than for the trip on Monday.
Which equation would model the distance, d, that Mr. James had traveled on his return trip after t hours?
A.
B.
C.
D.

d = 45t
d = 50t
d = 55t
d = 60t

12. A company charges $211.25 for 5 trees and 15 shrubs. The company charges $15.25 more for a tree
than a shrub. How much does each shrub cost? (LO 4)
A. $6.75
B. $7.75
C. $19.25
D. $22.00

II. Write the corresponding letter to your answer in the blank next to each question. Show all of
your work on this page or a separate sheet of paper.
Using your answers from previous questions, match the functions with their corresponding graphs:
13. y = x2 + x - 20 (LO3)
14. y = x3 - 2x2 - 9x + 18 (LO3)
15. f(x) = 2x2 - 5x - 1 (LO3)

______
______
______

a.

b.

c.

III. Show all of your work on this page or a separate sheet of paper. Clearly write your answer on
this page and circle or box it. Do not erase any of your work. If you make a mistake, cross it out.
16. Using the remainder theorem, find the remainder of f(x) = 6x3 - 5x2 + 4x - 17 at x = 3. Show all of your
work. Explain in one or two sentences what the remainder represents. (LO1)
17. Consider the following function: y = x2 + x - 6
a. Find the roots of the function. (LO2)
b. Sketch a graph of the function using your answer in (a). (LO3)

18. Sketch the graph of the following function: y = -3x2 + 3 (LO3)

19. The perimeter of Laurens rectangular garden is 120 ft. If the length of the garden is twice the width,
what are the dimensions of the garden? Also, find the area of the garden. (LO 4)
20. Jeffery and Juan are saving money to buy a skateboard. Juan makes twice as much money as Jeffery
and they have $20. The cost of the skateboard is $120. Make a graph with two lines representing Jeffery
and Juan, include labeled axis, and a key. How many hours does Juan and Jeffery need to work to be able
to buy the skateboard and who will earn the money first? (LO 5)

Link to assessment using technology tool:

https://canvas.instructure.com/courses/1085262/quizzes/184646

Summative Assessment Grading Guide

ANSWER KEY / GRADING

Name: _________________________________________

Date: ____________________

Polynomials & Rational Functions

Show all of your work. If you make a mistake, cross it out. Do not erase it. Write legibly so partial credit can
be given. Organize your work as best you can. For multiple choice, clearly circle the letter of the answer you
have chosen. For matching, clearly write the letter that corresponds with your answer in the blank next to the
question. For short answer, circle or box your final answer.

I. Circle your answer and show your work on this page or a separate sheet of paper.
Find the roots (zeros) of the following functions:
1. y = x2 + x - 20 (2 points)
a. x = -5, 4
b. x = 5, -4
c. x = 5, 4
2. y = x3 - 2x2 - 9x + 18 (2 points)
a. x = 2, 3
b. x = 2, 3, -3
c. x = 3, -2, 2
3. True or False: x=3 is a root of f(x) = 2x2 - 5x - 1. (3 points)
a. True
b. False
4. Using the Remainder Theorem, x = 2 is a root of y = 3x7 - x4 + 2x3 -5x2 - 4. (3 points)
a. True

b.

False

5. What are the appropriate solutions to the following equation: 6x2 - 8x + 1 = 0 (3 points)
A. {-0.19, -2.14}
B. {-0.14, -1.19}
C. {0.14, 1.19}
D. {0.19, 2.14}
6. Divide (x3 - 2x2 + 6x - 8) by (x - 2). (3 points)
A. x2 + 6 + 4/(x-2)
B. x2 - 4x + 14 - 36/(x-2)
C. x2 - 3x + 1 - 9/(x-2)
D. x2 + x + 9 + 3/(x-2)
7. Emma is selling used snowboards and snowboard shoes for $400. If Emma sold the snowboard for three
times as much as the snowshoes, find the equation that would represent the scenario. (2 points)
A. 400 = 3x + x
B. 400 = 3x - x
C. 400 + 3x = x
D. 400 = 3x + y
8. For the problem above, select the graph that would represent the equation that was created. (3 points)
A.

B.

C.

9. If a rectangles area is 63 ft2 , the length is 2x+1, and the width is 2x-1, what is the perimeter of the
rectangle? (3 points)
A.
50 ft
B.
32 ft
C.
46 ft
D.
-32 ft
10. True or False. When graphing equations that represents a real-life scenarios, the graph must have the
axises label and have a scale. (2 points)
A. True
B. False
11. On Monday, Mr. James made an eight-hour trip to his mothers house in his car. The graph below shows
the distance he had traveled at different times. (3 points)

On Tuesday, he drove home. His speed on Tuesday was 5 miles per hour faster than for the trip on Monday.
Which equation would model the distance, d, that Mr. James had traveled on his return trip after t hours?
A. d = 45t
B. d = 50t
C. d = 55t
D. d = 60t
12. A company charges $211.25 for 5 trees and 15 shrubs. The company charges $15.25 more for a tree
than a shrub. How much does each shrub cost? (3 points)
A. $6.75
B. $7.75
C. $19.25
D. $22.00

II. Write the corresponding letter to your answer in the blank next to each question. Show all of
your work on this page or a separate sheet of paper.
Using your answers from previous questions, match the functions with their corresponding graphs:

13. y = x2 - x - 20 (2 points)

____B_

14. y = x3 - 2x2 - 9x + 18 (2 points)

___C__

15. f(x) = 2x2 - 5x - 1 (2 points)

___A__

a.

b.

c.

III. Show all of your work on this page or a separate sheet of paper. Clearly write your answer on
this page and circle or box it. Do not erase any of your work. If you make a mistake, cross it out.
16. Using the remainder theorem, find the remainder of f(x) = 6x3 - 5x2 + 4x - 17 at x = 3. Show all of your
work. Explain in one or two sentences what the remainder represents. (10 points)

17. Consider the following function: y = x2 + x - 6

a.

Find the roots of the function. (4 points)

(x + 3)(x - 2)=0
x + 3=0 x - 2=0
x = -3
x=2

b.

Sketch a graph of the function using your answer in (a). (6 points)

18. Sketch the graph of the following function: y = -3x2 + 3 (6 points)

19. The perimeter of Laurens rectangular garden is 120 ft. If the length of the garden is twice the width,
what are the dimensions of the garden? Also, find the area of the garden. (6 points)

20. Jeffery and Juan are saving money to buy a skateboard. Juan makes twice as much money as Jeffery
and Jeffery makes one dollar an hour. They both have $20 in their piggy banks and the cost of the
skateboard is $120. Make a graph with two lines representing Jeffery and Juan, include labeled axis, and a
key. How many hours does Juan and Jeffery need to work to be able to buy the skateboard and who will
earn the money first? (10 points)

______ / 80 points

Multiple Choice/Matching: The students will receive full points if they answer the problem correctly. If the
student chooses the wrong answer, the grader will review the students work and give partial credit for
having the correct train of thought but not executing it correctly. However, the student will not receive partial
if no work is shown or the work doesnt begin correctly.
Free Response: The student will receive full credit if the answer and the reasoning is correct. If the student
doesnt get the correct answer, the grader will review the students work and deduct points for algebraic
mistakes. They student will lose one point for each algebra mistake and will receive no points for
unanswered problems or didnt start the problem correctly.

References
North Carolina READY End-of-Grade Assessment RELEASED. (n.d.). Retrieved October 25, 2016, from
http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g8mathnokey.pdf [#11],
[#12]
North Carolina Testing Program. (2003, October). EOC Algebra II Sample Items. Retrieved from
http://www.ncpublicschools.org/docs/accountability/testing/eoc/Algebra2/Samples/Fall2003Algebr
aIIFormWS3.pdf [#5]
North Carolina Testing Program. (2007, December). EOC Algebra II Sample Items. Retrieved from
http://www.ncpublicschools.org/docs/accountability/testing/eoc/Algebra2/Samples/Fall2003Algebr
aIIFormWS3.pdf [#6]
Orourke, E. (2014). Polynomial Farm. In Performance Based Learning and Assessment Task. Radford.
Section 3.2 Polynomial Functions and Their Graphs. (n.d.). In Precalculus (p. 2). [#18]