Nov 9

Teacher: Ms.
GoodLesson # in Unit: 2
Date(s) 11/9/2016 Period (s): 6 and 7 Lesson Topic: Higher Degree Polynomials
By the end of the lesson, students will be able to:
Content Objectives: To determine the degree of polynomials and their distinct zeros
Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual
Academic Language Objectives: distinct real zeros, quadratic formula, cubic polynomial
Assessment Statement: What artifacts show they have met the objective?
Specific Standard Indicators Aligned with this Lesson: AII.Q.1: Represent real-world problems that can be
modeled with quadratic functions using tables, graphs, and equations; translate fluently among
these representations. Solve such problems with and without technology. Interpret the solutions and determine
whether they are reasonable.
Specific NCTM Mathematical Practices

Make sense of problems and persevere in solving them.(NCTM 2a)
Reason abstractly and quantitatively. (NCTM 2b)

Construct viable arguments and critique the reasoning of others.
Mathematic Conceptual Categories (NCTM 1a)
Model with mathematics. (NCTM 2c)

Use
appropriate
tools strategically. (NCTM 4e)
Number
and Quantity
Attend
Algebra
to precision.
Look
for and make use of structure. (NCTM 2b)
Functions
Look
Modeling
for and express regularity in repeated reasoning. (NCTM 5a)
Geometry
Statistics and Probability
Supporting Variety of Learners (NCTM 3c)
Students with IEPs/504 Plans (List Individuals specific accommodations):

Identified accommodation of distraction-free testing environment and extended time on tests. N/A for this lesson.
Students with Specific Language Needs:
No documented LEPs.
Students with Other Learning Needs:

Students used to go from Algebra I to Geometry to Algebra II; however, now the take Algebra I, Algebra II, then Geometry.
Therefore, some students in the class have not yet seen some geometrical terms. This means that when working with graphing
calculators (like we are now) students are at varying levels. Students with less experience made need additional help, therefore,
there are step-by-step instructions for how to use the graphing calculators.
Learning Tasks (NCTM 5b)

Class/Group Discussion
Cooperative Learning/Small Group
Guided Practice
Lecture/Direct Instruction/Modeling
Question/Answer
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning
Preparation needed for this Lesson (NCTM 3c)
Materials: flash cards, not sheets

Technology: power point for bell work, agile mind online
Copy: note sheets, homework
Specific Learning Tasks Description
Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing
prior knowledge, personal, real world and/or cultural connections?
Transitioning and Stating Objectives:

Time
10 mins
Teacher Will Be:

Taking attendance while students
work on bell work. Then stamping
homework.
Calling on people to present the bell
work. Ask why students solved the
way they did.
2 mins
Teacher asks What have already

learned about polynomials this
week?
Looking for:
Odd exponents have real
roots
Even exponents do not
always have real roots
What does it mean for
something to have a real
root?
Students Will Be:

Students are working on bell
work.
Rationale:
Its always good to start
class with a review.
When we review, they are

making corrections.
Students are thinking about

what they learned.
Possibly referencing pages
172-174 in their books.
We are going build upon

what they already know
so I want to make sure
they are comfortable with
this before we move on.
If I gave you this graph, what would an

equation look like?
8 mins
Teacher is on agile mind slide 1.

Setting the numbers to different
scales.
Students are answering

questions and discovering
how coefficients affect the
exponents.
Last time we focused on

exponents, so today we
are exploring the
coefficients. This is a
class discussion, so
students can speak freely
about what they are
observing.
Start with everything at 0 the slowly

scale different functions.
What is happening to our
graph?
How many real roots are
there?
Make sure to show that there could be
no x-intercepts.
2 mins
Teacher tells students to work on the

first chart in agile mind. Teacher
walks around listening to
conversations.
Students work with the

person next to them on
completing the chart.
I want students to apply

what we did in the class
discussion to a general
understanding of the
behavior of the graphs.
5- 10
mins
Teacher looks at the next chart and

asks each member of the class what
they think would go in a box. First
box done as a class because it is
Students are participating

and filling in the boxes as we
go.
The first box draw upon

Mondays lesson, with
even degree polynomials
not always having real
10 mins
more challenging.
roots.
Who can tell me what goes here?

Lets hear from someone new.
I want to give everyone

the opportunity to speak
Agile mind slide 3. Reminder about

the quadratic formula.
3 problems, one for each column in
the class.
10 mins
Teacher examines activity sheet 4.

As a class, we do part 5.
Do 6 as a class
Part a together
looking at b what do you think
will happen?
Can we pull apart c?
How should we go about d?
Daily Assessment (NCTM 3f and 5c)
Level(s) of Higher Order Thinking Addressed Today:
knowledge
comprehension
application
analysis
synthesis
evaluation
Formative: (NCTM 3f and 5c)
Class discussion
CPS clickers
Email teacher
Students do one of the

problems, then a volunteer
writes in on the board for
each group.
This way students can

see that the quadratic
formula is another way for
them to see real roots
other than graphing.
Students are thinking about

what we have done to
answer questions.
This is a fairly intense

subject so I want to allow
for a lot of time for
students to think and
explain their thought
process out loud.
Entrance/Exit slip
Teacher Observe
Thumbs up, neutral, or down
Homework check
Listened to conversations
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Summative: (NCTM 3f and 5c)
Test
Project
Report
Presentation
Final Exam
Homework
Based on student assessment feedback, what is the instructional impact for tomorrows lesson:
Tomorrow we will continue this discussion and consider more applications.
Other reflections:
It is hard to adjust for timing of an activity. Some students are very productive and get thinks more easily than others.
The chart was a flop 6th period so I made it optional for 7th. However, optional means that the students dont do it.

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Teacher: Ms.

By the end of the lesson, students will be able to:

Type of Mathematical Knowledge Objective is seeking to measure

Specific NCTM Mathematical Practices

Reason abstractly and quantitatively. (NCTM 2b)

Mathematic Conceptual Categories (NCTM 1a)

Model with mathematics. (NCTM 2c)

Students with IEPs/504 Plans (List Individuals specific accommodations):

Students with Specific Language Needs:

Students with Other Learning Needs:

Learning Tasks (NCTM 5b)

Preparation needed for this Lesson (NCTM 3c)

Materials: flash cards, not sheets

Specific Learning Tasks Description

Transitioning and Stating Objectives:

Teacher Will Be:

Teacher asks What have already

Students Will Be:

When we review, they are

Students are thinking about

We are going build upon

If I gave you this graph, what would an

Teacher is on agile mind slide 1.

Students are answering

Last time we focused on

Start with everything at 0 the slowly

Teacher tells students to work on the

Students work with the

I want students to apply

Teacher looks at the next chart and

Students are participating

The first box draw upon

Who can tell me what goes here?

I want to give everyone

Agile mind slide 3. Reminder about

Teacher examines activity sheet 4.

Daily Assessment (NCTM 3f and 5c)

Level(s) of Higher Order Thinking Addressed Today:

Students do one of the

This way students can

Students are thinking about

This is a fairly intense

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