Learning Objective 6

Teacher(s): Brittanie Campos Subject: Math

Standard(s): ​Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

● A2.A-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.
Focus on quadratic, cubic, and quartic polynomials including polynomials for which factors are not
provided
Objectives (Explicit): ​Use Bloom’s verbiage and “formula”

● I can determine all the real and complex solutions and factors of polynomials using the Fundamental
Theorem of Algebra (FToA) and Remainder Theorem
o Use FToA to find potential solution
o Use long division
o Use quadratic formula
Evidence of Mastery (Measurable): ​An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

State the possible rational zeros for each function. Then, factor the equation to find the zeros, which may be imaginary.
Use your graphing calculator. Sketch a graph as well.

a. 3x3 − 4x2 + x − 10

Sub-objectives, SWBAT (Sequenced from basic to complex): ​Content and Language objectives – action verbs such as
write, list, highlight, etc.)

- Participate in activities in order to recall previous knowledge of methods and take a first glance of
what today’s objective is.
- Observe and write the example the teacher writes.
- Practice the method they learned in class independently or as a group.
Key vocabulary: Materials/Technology Resources to be Used:

Fundamental Theorem of Algebra​: If f(x) is a polynomial of - Laptop

degree n > 0, then f(x) has at least one root (Rational, - Notebook
Imaginary, or Complex). - Pencil
- Analyzing and Solving Polynomial Equations
Long Division​: Long division is a method used for dividing Worksheets
large numbers into groups or parts.

- Dividend: The number to be divided by another

number
- Divisor: The number that divides into another.
- Quotient: THe result obtained by dividing one quantity
by another.
Remainder Theorem​: A polynomial f(x) has a factor (x-a) if
and only if f(a) = 0.

Quadratic Formula​: The quadratic formula,

, is used in algebra to solve

quadratic equations (polynomial equations of the second
degree). The general form of a quadratic equations is

, where x represents a variable, and a, b,

and c are constants, with .

Opening (state objectives, connect to previous learning, and make ​RELEVENT​ to real life) ​ENGAGE/ “hook” the
students

Day 1:

(7 min) Opening:

- (2 min) Have Directions posted on the board.

- Directions: Take out your laptop and notebook for today’s activity. Write the following learning
objective into your notebook:

I can determine all the real and complex solutions and factors of polynomials using the Fundamental Theorem
of Algebra (FToA) and Remainder Theorem
o Use FToA to find potential solution
o Use long division
o Use quadratic formula

(7 min) Warm-Up:
- Switch to Warm-Up
- (5 min) Have students do Warm-up
- List the Methods first if that will help students
- (2 min) Discuss Warm-Up

1. So far we have learned several methods to find the zeros of the equation. List all the methods that we
have learned that we can use to find the zeros of any given polynomial. Additionally, what type of
zeros (Rational, Imaginary, or Complex) it would be used best to find for, and the pros and cons of
the method.

Method Types of Zeros Pros Cons

 Remainder Theorem
Any Can be used to confirm
all roots as long as the
expression equals 0
when the root is plugged
in.
If you are not given any
roots, then you have to
guess a lot, and that
could take forever.

Fundamental Theorem Rational Provides all possible It gives POSSIBLE

of Algebra rational roots. roots, which means
some of these do not
work, so we need to
figure out which ones
do.

Quadratic Formula
Any Can find any root, You can only use the
rational, imaginary, or quadratic formula when
complex. the degree is 2 and there
are 3 terms. So if the
polynomial does not fit
that requirement, we
can’t use it.

G Teacher Will: ​Be specific Student Will: ​Be specific

ui
de Day 1:
d
(10 min) Flow Chart and Pattern Guide
Pr
ac - Pass out bags of the pattern guides and handouts
tic of the solution each table.
e - (2 min) Provide directions on today’s activity.
- “Today you will be creating a flow
chart, which means you will be looking
at this handout that has the solution to
the problem on the board, and then use
these squares in the bag to help you
with the creation of the flow chart”
- Have a student repeat the directions
back to you to make sure clarification is
not needed.
- (6 min) Walk around and observe students.
- (2 min) Have students share their flow charts
Day 1:
(10 min) Flow Chart and Pattern Guide
- Work with their table mates and use the
paper blocks in their bags to create a flow
chart based off the several examples.
- Misconceptions:
- If students do not remember the
different methods, have them look
back onto their notes or look online.
- They do a straight line flow chart
rather than consider the functions.
- They do not know the difference
between complex, rational, and
imaginary roots.
 - Show the actual flow chart on board.

Co-Teaching Strategy/Differentiation/Check for Understanding…how are you going to know if EACH student
is ready to move onto independent practice? And how are you going to ​different​iate if they do not understand?

For Advanced Students:

- If students finish early, have them write the steps in their notebook and then write the justification for
each use of the step.

In Teacher Will: ​Be specific Student Will: ​Be specific

str
uc - “Today’s Objective is that I want you to - Write down the examples
tio find all RATIONAL, IMAGINARY, and - f (x) = x3 − x2 + 2x + 4
na COMPLEX roots using Fundamental - Graph
l
Theorem of Algebra, Remainder Theorem, - FToA
Long Division, and Quadratic Formula.” - Long Division
In
pu - Quadratic Formula
- Provide two examples
t - f (x) = x4 + 3x2 − 4
- f (x) = x3 − x2 + 2x + 4
- Graph
- Graph
- FToA
- FToA
- Factor
- Long Division
Solve for 0 (Or Complete
- Quadratic Formula
the Square)
- f (x) = x4 + 3x2 − 4
- Note: You can also
- Graph use Quadratic
- FToA Formula
- Factor
Solve for 0 (Or Complete the
Square)
- Note: You can also use
Quadratic Formula

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

For Advanced Students:

- Have volunteers to come up and do each step instead of doing it yourself. Also provide a reward, such
as candy.

For Students Who Need Extra Guidance​:

- Use different colors so students can differentiate the steps more often.
- For example:
- Work can be black
 - Answers can be red
- Solving for can be blue

In Teacher Will: ​Be specific Student Will: ​Be specific

de
pe Day 2: Day 2:
nd
(45 min) Analyzing and Solving Polynomial (45 min) Analyzing and Solving Polynomial
en
Equations Worksheet Equations Worksheet
t
Pr - Provide directions to students to do problems - Do problems 1-14
ac 1-14 - Common Misconceptions:
tic - Watch and observe students. - Forgetting to simplify radicals
e - Provide help if needed. - Forgetting to add +/-
- Not simplifying a factor with a root
that is a fraction

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who need
differentiation or accommodations?

For Advanced Students:

- If students finish early, allow them to review for the final assessment by doing The Fundamental
Theorem of Algebra Worksheet.

For Students Who Need Extra Guidance:

- Students will have more one-on-one time.

- Pay attention specifically to these students.
- 1st Hour: Eduardo, Michelle, Dayne, Gio, Jorge M
- 3rd Hour: Andy, Daniela, Williams, Nicki, Diana, Johnathon, Jackie
- 6th Hour: Liz, D’Angelo, Julian, Maleeya, Rosemary
- 8th Hour: Brandon, Amina, Madison, MelodyNavi, Matt, Celina, Mari

Closing/Student Reflection/Real-life connections: ​What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

Once they finished the check-in, they should write a reflection at the bottom of what they thought about the
objective and whether or not they felt they fulfilled it.