Lesson Plan Template

Name: James A. Grover III Program: SMED Course: EDU 460

Lesson Topic/Title: Factoring Polynomial Functions

Lesson Date: On Calendar Lesson Length: 4 Grade/Age: 9-12

Learning Objectives (Targets):
Students will know how to identify factors in polynomial functions using multiple means of
representation.

Students will understand that factors of polynomial functions represent how a polynomial function of
a certain degree can be changed into a product of factors which are of a lesser degree than the original
polynomial function.

Students will be able to accurately separate a polynomial function into its factors in simplest form by
removing common monomials and reducing the function into the greatest possible number of
lesser-degree factors with respect to the integers.
Standards:
Common Core State Standards:
CCSS.MATH.CONTENT.HSA.APR.B.3
Content Area: Honors Algebra II
Grade Level: High School
Domain: Arithmetic with Polynomials and
Rational Expressions
Cluster: Understand the relationship between
zeros and factors of polynomials.
Standard(s): 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.
Standards Alignment & Justification:
While it was challenging perfectly aligning this
lesson with the CCSS for mathematics, I have
found in the process of teaching many lessons and
different classes (with this lesson in focus) that
through the use of what my mentor teacher and I
refer to as the rectangle method of factoring,
many problems in many mathematical scenarios
can be solved more easily. For this reason, it is
important to understand the ideas and principles
of mathematical number sense that is present in
the factoring process in order to simplify and
process more complicated mathematical
concepts.

Mathematical Practices:
1. Reason abstractly and quantitatively
2. Model with mathematics
Assessment: Assessment (Data & Student Feedback):
Formative Formative

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Students will be participating in group
communication about factoring polynomial
functions and will be able to discuss practice with
myself and classmates. Students will also be given
opportunities to work on practice problems alone
and in groups in order to more effectively process
the material.
Opportunities to discuss the new material in a
group will allow students to draw focus towards
being on task while still talking with classmates
and asking clarifying questions. Students also
found this material challenging, but being able to
discuss misconceptions and participate in a
verbal misconception check will help alleviate
any confusion.

Student Self Student Self

Having the students take the short quiz in order
to help students judge their understanding on a
fundamental level where they can see whether
they are struggling with vocabulary, general
concepts, or the pure mathematical and
computational skill.
Integration of Other Content Areas: (If appropriate)
The short quizzes give students immediate
feedback on their knowledge and allow me to
discuss questions with the class about the quiz
questions themselves. Students also take this
opportunity to see if they can correct me on my
grading process or my justification for why the
quiz answers are what they are.

Writing: As students develop narrative-style descriptions of the problem solving process for using
operations with polynomial functions, graphing, and factoring, familiarity for the subject should allow
students to more readily access knowledge and understanding of connected topics in order to clearly
understand and articulate this particular problem solving process while enhancing writing skills.
Instructional Strategies to Differentiate Whole Class Instruction:

Multiple Intelligences:
Verbal-linguistic: Mathematical notes will be described in non-mathematical language, and
mathematical language will also be practiced for all students to practice verbal comprehension.
Spatial: Students will use the Eno board to develop and record notes through the use of tools built into
OneNote software that will deepen understanding of visual learners.
Interpersonal: Participating in teaching the lesson through group discussion, conversation, and debate
will appeal to auditory learners.
Logical-mathematical: Use of previous mathematical understandings will help students compound
their knowledge of logarithmic functions and exponential relationships in mathematics.
Intrapersonal: Internal reflection of understanding through frequent opportunities to respond will
help students decide the strength of each students personal level of understanding.
Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

Modifications & Accommodations:

Two of my students receive specialized services through IEPs in the classroom, and appropriate
accommodations or modifications (if necessary) are made to assist the students in reaching the
learning goals established in the classroom as well as reach the learning goals established in their IEPs.
Work for both students is to be broken down into more manageable tasks when necessary, and thus
this is done for all students in the class. Students also need quiet spaces to work and this is done
within each class in order to minimize off-task behavior among all students.
One student requires that lessons be organized and that a specific goal be the target of each class. It is
important that the lesson not make any sudden changes in direction or pursuit throughout the lesson,
and the educator does not deviate from this requirement. Answers are to be openly accepted out loud

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and plenty of time is given for the solution or thought process given to be completed. The same
opportunity is given to all students in the class.
Another student requires that assignments be organized in a way that mitigates distractions and
unnecessary chatter between classmates. The students also needs information given in multiple ways
so that mental processing may occur over a span of styles of learning, and this type of accommodation
is made for all students as well.

504:
The use of a 504 plan has been implemented for one of my students, and the needs of the specified
plan are met through quiet work environments for the student, small manageable chunks of
assignments rather than large foreboding assignments. The student needs to be given plenty of time to
work on assignments in class as well as time outside of school to consistently practice what is being
learned in the classroom. Equal opportunity to do these things is given to each student as well.

Absent: Students that are absent will receive notes for the lesson through the OneNote and will have
all resources used during the lesson available to the class folder where all documents can be found.
Students will be exempted from the quiz on the following day and will be expected to attend math lab
or visit after school to receive any missed information as well as ask questions during the following
class period. Absent students will likely be focusing on any misconceptions or problems they
encountered when completing their individual assignment.
Technology Integration: (if appropriate)

Use of the installed Eno Board will supplement student understanding through quick editing and
adjusting of notes based on current discussion and student feedback through the use of the pen-active
board aiding instruction. Pairing the Eno Board with OneNote software augments instruction at the
modification level through the always-online OneNote software that allows for quick and frequent
creation and editing of lesson notes that are constantly uploaded to the cloud for student access
whenever they desire. Similarly, use of the Eno Board also encourages use of the installed graphing
calculator for easy transition between notes and accurate graphing and calculating where appropriate.
Materials and Resources for Lesson Plan Development

Materials:
9.3 (polynomials) notes
9.3 (polynomials) practice homework
9.3 (polynomials) quiz & key
Eno Board
Laptop & OneNote software
Projector
Document Camera

Resources:
Factoring Common Monomials Khan Academy
Factoring Quadratics Khan Academy
Factoring Quadratics Continued Khan Academy
Factoring By Grouping Khan Academy
Difference of Squares Khan Academy
Teaching & Learning Sequence:

Day 1:
Review:

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Students will consider the ideas learned in the previous lesson about graphing polynomial functions in
order to start considering zeros in the form of linear factors. It will be important to review the ideas of
factors understood in the twenty-four game and graphical zeros in order to look at how functions can
be broken into linear factors. (10 minutes)

Factoring a Common Monomial:

Students will begin to think about factoring out common monomials by considering what smallest
terms can be taken from a polynomial. If there is a polynomial that has a 2 in each term, than that 2 can
be considered a common term throughout each term of the polynomial which can be taken out as a
factor which is where we get the phrase factoring. (15 minutes)

Factoring Quadratics:
Students will then start considering the idea of factoring which is separating factors of a product which
appears as a polynomial function into polynomials of lesser degrees, the degrees of which sum
together to add to the degree of the original function being factored. For example, a polynomial
function of degree 2, otherwise known as a quadratic, will be factored into two smaller polynomials
each of degree 1. Thus the sum of the degrees is equal to the degree of the original. The rectangle
method will start being explored here. (25 minutes)

Day 2:
Short review:
Students will start class by reviewing the concepts learned the previous day about finding common
monomials and factoring quadratics in order to continue to understand and understand more complex
polynomial functions in quadratic form. (5 minutes)

Factoring Quadratics Continued:

When students start looking at more complicated quadratics, especially quadratics with differing
leading coefficients other than one, they will begin to notice patterns especially when utilizing the
rectangle method in order to start separating polynomial functions into factors. More examples will be
given and students will be given plenty of opportunity to practice and discuss problem solving
methods and ideas with classmates. (10 minutes)

Difference of Squares:
Students will begin the day reviewing factoring quadratics in order to start looking at factoring using
difference of square. Students will notice that when completing a difference of squares, the two factors
that are multiplied together are identical in every way except the operation being performed. When
these factors are multiplied together, they result in a 3-term polynomial where the middle term is
zero, and the first and third term are perfect squares. (10 minutes)

Factoring by Grouping:
Factoring by grouping can be done in two ways: the first way being breaking up the second term in a
3-term second degree polynomial to make two pairs of terms that share a common monomial, and the
second way is to break up a 4-term 3rd polynomial into two pairs of terms that share a common
monomial respectively. (20 minutes)

Practice:
Students will be given practice problems which will vary in difficulty. Students will be given the
suggestion to practice the later problems in the review in order to have practice with more complex
and challenging polynomial functions. Students will be able to use each other for ideas and feedback as
well as ask myself questions for immediate feedback and assistance. (10 minutes)

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Day 3:
Final Review:
Students will have the opportunity to ask any final review questions before taking the short quiz in
order to assess their understanding. Students may refer to notes or practice problems expressed
previously, and students may ask to review new questions for extended practice and a review of
personal instructions. (student discretion)

Short Quiz:
The students will take the short quiz in order to help them judge their understanding on a
fundamental level where they can see whether they are struggling with vocabulary, general concepts,
or the pure mathematical and computational skill. Students will then self-grade using my projection of
the key that I have made. (student discretion)

Addendum Day 4:
Short Quiz V.2:
After students felt as though they were not confident with the material, a second short quiz was
created and taken following a review of the first quiz. Concepts were reviewed using different means
of representation and expression in order for students to look differently at problems and mitigate any
remaining misconceptions.
Content Knowledge Notes: (if applicable/instructor discretion)

Factoring a Common Monomial:

Factoring a common monomial from polynomial expression means taking a factor from two or more
terms that make up a polynomial function such that the function is illustrated in terms of the factor
being pulled out multiplied by the sum or difference of the two original factors respectively divided by
the removed factor. For example:
5x + 15
A common monomial of 5 can be removed which looks like 5(x + 3).

Factoring Quadratics:
When factoring quadratics, it is easy to consider using the rectangle method in order to visualize all
the parts of the quadratic in factored form.
The equation x2 + 7x + 12 can be factored in such a way:
x by x is x2, 4 by x is 4x, 3 by x is 3x, and 3 by 4 is 12, where all the terms inside the rectangle sum
together to make the equation x2 + 7x + 12. It is important to note at this point that the students will
only be trying to find factors with respect to the integers, and complex factors will be ignored as well
for the sake of simplicity.
x + 4

x x2 4x

+ 3 3x 12

Day 2:
Factoring Quadratics Continued:
The complexity of factoring quadratics really only increases in complexity of signs or leading
coefficients. For example, we can consider the equations x2 - 4x - 32 or 2x2 - 8x + 6.
The first equation can factored into binomials (x - 8)(x + 4), and the second equation can be factored
into binomials (2x - 2)(x - 3) using the rectangle method as well.

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Day 3:
Difference of Squares:
Factoring polynomial equations which are known as differences of squares results in factors which are
identical in every way except the operation being performed. This results in the difference of two
perfect squares (4 x 4, or 16) which appear as a typical 3-term polynomial function without the middle
term. For example:
x2 - 9 = (x + 9)(x - 9), or
x4 - 64 = (x2 + 16)(x2 - 16) = (x2 + 16)(x - 4)( x + 4)
This also reminds us that we need to factor completely and reduce factors that can be factored also.

Factoring by Grouping:
Lastly, students will look at factoring by grouping which involves separating terms either internally or
externally.
For example, we can look at factoring by grouping using internal grouping through the equation:
4x2 + 25x - 21
This can be separated into (4x2 + 28x) + ( - 3x - 21).
Common monomials can be factored from each group: 4x(x + 7) - 3(x +7).
We can remember that this is acting like an expanded view of the distributive property giving us two
factors of (4x - 3)(x + 7).
Grouping externally can be viewed in the equation x3 + 2x2 - 9x - 18.
If we group this as (x3 + 2x2) + (- 9x - 18), we can begin to factor common monomials.
Now we can factor x2(x + 2) - 9(x + 2).
This results in the factors (x2 - 9)(x + 2), which can be simplified to (x + 3)(x - 3)(x + 2).
Common CoreTeacher Standards (CCTS) Alignment & Justification (Field/Student Teaching
Only)
Standard # 1 Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.

Performance:
1(a) Regularly assesses individual and group performance in order to design and modify instruction to
meet learners needs in each area of development (cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Critical Dispositions:
1(i) Is committed to using learners strengths as a basis for growth, and their misconceptions as
opportunities for learning.

This lesson demonstrates educator ability to understand learner development through regular
assessment of both individual and group performance of students in order to design and modify
instruction to meet the needs of learners in multiple areas of development including cognitive and
linguistic understanding. By assessing student needs and levels of understanding through self assessment
and formative assessment, the educator was able to reconfigure the lesson in order to practice through
different means resulting in better understandings and mitigation of misconceptions. These
misconceptions were used as learning opportunities in order to further scaffold student learning.

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Standard #2 Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that allow each learner to reach his/her full potential.

Critical Dispositions:
2 (l) Believes that all learners can achieve at high levels and persists in helping each learner reach
his/her full potential.

This lesson demonstrates educator understanding of encouraging learner achievement. By encouraging

correction of misconceptions and utilization of misunderstandings, students were able to better
understand and correct misconceptions as well as set high goals for achievement. By persisting through
periods of confusion or a lack of understanding, students are able to make great strides toward high
learning goals both personally and academically.

Standard #9 Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (students, families, and other
professionals in the learning community), and adapts practice to meet the needs of each learner.

Essential Knowledge:
9 (g) Understands and knows how to use a variety of self-assessment and problem-solving strategies
to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

This lesson demonstrates educator understanding of the importance of self-reflection and reflection of the
class progress as well as learner development and progression of development of understanding. By using
concrete evidence of student learning found in self- and formative assessments of students, educator is
able to reconfigure the lesson to more appropriately accommodate new lesson material for students to
increase individual and group comfort level with content but also incorporate room for educator
self-reflection and adaptation of teaching plan.
Post-Lesson Reflection:

While students purported to be feeling very familiar with the material before the first quiz was taken.
During the quiz and following the review of the quiz, students admitted that they had a lot of
misconceptions that were developed between practicing the material and taking the quiz. Students
became very frustrated by this, and, due to much conversation about high expectations for the
students, they requested a retake of the quiz. We reviewed the material, and an addendum was added
to the lesson where the students could take a newly adapted quiz which allowed students to show
what they had learned after dissuading their concerns about the content. I am glad that I was able to
recognize the difficulty and provide an alternate form of assessment for the students to prove what
they understood.

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