Josh Greene

ED 431 Unit Plan

Chapter 9: Polynomials and Factoring
Algebra B

Table of Contents

Page Number

Introduction

Goals

Curriculum Standards

Instructional Objectives/Targets

Pre-Assessment/Post-Assessment

Section 1 Lesson Plan

Section 2 Lesson Plan

Section 3 Lesson Plan

10

Section 4 Lesson Plan

13

Section 5 Lesson Plan

16

Section 6 Lesson Plan

18

Section Reflections

20

Introductory Lesson

23

Culminating Lesson

23

Assessments

23

Student Evaluation

24

Overall Reflection of Unit

25

Multiple Intelligence

26

Blooms Taxonomy

27

Bibliography

28

Introduction
In Chapter 9 of Polynomials and Factoring students work at first with classifying polynomials. They then
use their prior knowledge of adding and subtracting and the new concepts of polynomials to add and
subtract polynomials. Students then learn how to multiply polynomials. The students learned from the
chapter before how to multiply variable with exponents, so students apply this to multiplying
polynomials various ways. After this, student learn various ways of how to factor. That is, going
backwards from multiplying polynomials which they had learned before. Throughout the unit, there are
a number of opportunities for students to demonstrate their knowledge. Some of the examples include
working out puzzles, working with whiteboards, station activities, small group discussions, as well as
large group discussions. The students complete three quizzes, and as a summative assessment the
students complete a standardized test that is given to every Lowell Algebra I students. The unit takes
approximately three weeks to complete. There are a number of days built into the unit for review days,
and to catch up any students who fall behind.

Goals
The goals for my unit include:
The learners will be able to add or subtract polynomials.
The learners will be able to recognize which method can be used to multiply various polynomials and
then apply the method.
The learners will be able to identify a greatest common monomial factor.
The learners will be able to factor various polynomials and solve.

Curriculum Standards
HSA.A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
HSA.A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are
closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply
polynomials.
HSA.APR.B.3 Identify zeros of polynomials when suitable factorizations are available.
HSA.SSE.A.1.A Interpret parts of an expression, such as terms, factors, and coefficients.

Instructional Objectives/Learning Targets

I can define various types of polynomials and determine the degree of each polynomial.
I can add and subtract polynomials.
I can multiply various types of polynomials using the distributive property, the box method, and FOIL
method.
I can use the zero product property to solve polynomial equations in factored form.
I can take the greatest common monomial factor out to again solve polynomial equations in factored
form.
I can to factor trinomials in the form 2 + + into two binomials then solve.
I can factor by grouping with four terms.

Pre-Assessment/Post-Assessment
Before the unit, a pre-assessment was given out for the trimester. Each student answered questions to
the best of their abilities before any teaching was done for each chapter. The summative assessment, or
the standardized test, has a few questions identical to the pre-assessment. The students are scored on
how much growth the students had and if the students mastered the learning objectives.

Section 1: Add and Subtract Polynomials

I.

II.

III.

IV.

V.

Standard:
HAS.APR.A.1: Understand that polynomials form a system analogous to the integers, namely,
they are closed under the operations of addition, subtraction, and multiplication; add, subtract,
and multiply polynomials.
Behavioral Objective:
The learners will be able to define various types of polynomials and determine the degree of
each polynomial. The learners will also be able to add and subtract polynomials.
Anticipatory Set:
Add the following. Compare with your table partner.
5+3=
+ =
2 + 3 =
2 + =
Objective/Purpose:
Today we will learn how to add and subtract polynomials. This is important because we need to
learn how to add and subtract polynomials in order to multiply polynomials and factor
polynomials later on in the chapter.
Input:
A. Task Analysis:
1. We first discuss the anticipatory set as a class and see what the students got for
answers.
2. We go over vocabulary words of monomial, degree of a monomial, and degree of a
monomial. We then do a few examples together and then it is turned over to the
students. The students are posed questions on the board and they answer on their
individual whiteboards. Teacher goes around and checks to see how well students are
doing, and tells right or wrong and where they went wrong.
3. Once the teacher assesses how well students are doing and sees if they are ready to
move on. We go over what are polynomials, degree of a polynomial, binomials, and
trinomials. We do a couple examples together and they are posed questions on the
board again. The students again answer questions on their whiteboards while the
teacher assesses how well the students grasp the concepts.
4. We then discuss adding and subtracting polynomials. The teacher asks When can we
add or subtract terms? We go over two formats of adding and subtracting
polynomials. The first is horizontal format which is group by like terms. The second is
vertical format which is lining up by like terms. We decide which we they like better for
the following example. Students are encouraged to choose whatever format they
prefer.
5. Students respond to examples on their whiteboard of adding and subtracting
polynomials while teacher monitors and assesses how students are doing. Another
example is prepared in case they need more time and any more misconceptions that
need to be cleared up. If students are doing well, we do not need to do the next
example.
B. Thinking Levels:

VI.

VII.

VIII.

IX.

X.

1. Knowledge: What is + . Can we add 2 + .

2. Comprehension: Understand how to find the degree of a monomial and find the degree
of a polynomial.
3. Application: Applying polynomial equations to real life example of finding perimeter of a
garden.
4. Analysis: Compare your work to your table partners. Similarities or differences?
5. Synthesis: Try creating your own polynomials? Name it and add or subtract two of your
polynomials.
6. Evaluation: If student is incorrect on whiteboards, saying look this to have students
see where they made their mistake instead of the teacher telling them what their
mistake is.
C. Learning Styles:
1. Visual: students see how to add and subtract polynomials and actually do them on their
own individual whiteboards.
2. Interpersonal: Students are allowed to work on problems with table partners.
3. Intrapersonal: Students are allowed to work on problems by themselves.
D. Methods and Materials:
1. Discussion, lecture, and presentation.
2. Whiteboards, markers, pencils, calculators, and paper.
Modeling:
1. First go over example of what monomials are and what they are not.
2. Go over how to find the degree of a monomial and degree of a polynomial.
3. Adding/subtracting polynomials use the vertical or horizontal format.
Vertical option: lining up by like terms.
Horizontal option: Group by like terms.
4. Teacher shows students how to do each example and then students do them on their own
while teacher observes and assesses the students on their whiteboards.
Checking for Understanding:
1. How do we know we have like terms?
2. Students work our examples on their whiteboards while teacher observes and assesses after
each new concept. Teacher ask random questions to students to decide how well students
understand the concepts.
3. Continually question students while we work out examples together.
Guided Practice:
1. A gradual release to the learners. Teacher leads most of the way in the first example, the
students mostly lead the teacher in the next examples, students then work out problems on
whiteboards, and then we go over as a class to clear up any misconceptions.
2. Teacher evaluates how well students grasp the concept before moving on to the next
concept.
Independent Practice:
1. Students work out problems on their whiteboards for teacher to assess students.
2. Homework is given out which is Pg. 557 (#3-16, 17-25 odd, 29, 31)
Closure:

1. An exit problem is given out which students are asked to name the degree of each
polynomial and add the polynomials: (2 2 3 + 5) + (5 7 + 3 2 ).
2. Teacher looks over the responses from students after class to decide if any concepts need to
be cleared up for the next day.

Section 2: Multiply Polynomials

I.

II.

III.

IV.

V.

Standard:
HAS.APR.A.1: Understand that polynomials form a system analogous to the integers, namely,
they are closed under the operations of addition, subtraction, and multiplication; add, subtract,
and multiply polynomials.
Behavioral Objective:
The learners will be able to multiply various types of polynomials using the distributive property,
the box method, and FOIL method.
Anticipatory Set:
1. What are monomials, binomials, and trinomials? Any conjectures of how we can multiply
these together?
2. What is the distributive property? Tell your table partner an example of how to use the
distributive property.
Objective/Purpose:
Yesterday we learned how to add and subtract polynomials. Today we will now learn how to
multiply polynomials. There are a few different ways we can multiply polynomials. We will
learn them today so when we factor later on in the chapter, you can multiply these together by
using one of the methods to check your work.
Input:
E. Task Analysis:
1. Discuss students findings of the anticipatory set.
2. Discuss what students would do if they are given a monomial multiplied by a binomial.
What about a monomial times a trinomial? We discuss that we should use the
distributive property when a monomial is multiplied by a polynomial.
3. Now we discuss what happens when we multiply a binomial times a binomial. What
about a binomial times a trinomial? The teacher leads the students to the box method
which looks like ( + 2)( + 7)
2 7x
2x 14
4. Examples are worked out using the box method on whiteboards.
5. Teacher says when we multiply a binomial by a binomial there is a shortcut. Teacher
asks when we multiply ( + 2)( + 7) we get 2 + 7 + 2 + 14 using the box
method. Come up with a way where we can go from the two binomials to the next step
without the box method. Talk with your table mates. Teacher goes around and
observes discussions of what the students are thinking.
6. Come together and field different conjectures from the students. Use their conjectures
to come up with the FOIL method which stands for First, Outside, Inside, and Last. Or
we are distributing each of the terms in the first parenthesis to the other terms in the
last parenthesis. Examples are worked out using this method. Students are encouraged
to use the method that makes since to them, but FOIL only works for a binomial times a
binomial.
F. Thinking Levels:
1. Knowledge: What is ? What is 7 ?

G.

H.

VI.

VII.

VIII.

IX.
1.
2.
X.
1.
2.

2. Comprehension: Understand that it does not matter if we switch the parenthesis

around. Why is that the case?
3. Analysis: Compare your conjecture to your neighbors. Are there any similarities are
differences?
4. Evaluation: Were you able to come up with something similar to the FOIL method. How
was your method different and how was it similar?
5. Create: Create a way from going from one step to the next without using the box
method.
Learning Styles:
1. Visual: Students are shown the box format so students can see where exactly each term
comes from.
2. Interpersonal: Students are encouraged to discuss conjectures with their table partners.
Students are allowed to work on homework together.
3. Intrapersonal: Students are able to work on homework by themselves.
Methods and Materials:
1. Lecture, presentation, discovery.
2. Pencil, paper, whiteboards, markers, and calculators.
Modeling:
1. Review the distributive property. This works when we multiply a monomial and any
polynomial with more than one term.
2. Show students how to set up the box method. Show students how the box method is
used and when to use it.
3. Guide students towards discovery of the FOIL method. Examples are worked out with
the class.
Checking for Understanding:
1. How do we set up the box? After we fill in the box, what do we do next?
2. When can we distribute, use the box, or use FOIL?
3. How do we get from here to here without using the box? What do you notice about the
terms?
Guided Practice:
1. Teacher shows students how use new methods. Students begin to take more ownership
of the problems after this example. Students then do a problem on whiteboards so
teacher can assess learning.
2. Teacher observes student discussions about discovering the FOIL method. Teacher
guides students towards the discovery if students are not close.
Independent Practice:
Students work out problems on their whiteboards or with their table mates.
Homework is given which is Pg. 565 (3-14, 21, 26-32, 37, 43, 44)
Closure:
When we multiply a binomial and a binomial, what two methods can we use? What do you
prefer?
Based on this lesson, come up with what you think the next lesson is going to be about?

Section 3: Solve Polynomial Equations in Factored Form

II.

III.

IV.

V.

I. Standard:
HAS.APR.B.3: Identify zeros of polynomials when suitable factorizations are available.
Behavioral Objective:
The learners will be able to use the zero product property to solve polynomial equations in
factored form. The learners will also be able to take the greatest common monomial factor out
to again solve polynomial equations in factored form.
Anticipatory Set:
A few questions will be on the board when the students walk in. These questions include:
If = 0, then a=____ or b=____.
If = 8, and = 0, then a=______.
If = 5 and = 0, then b=_____.
Find the GCF of 8 and 12.
Find the GCF of 2 and 7.
Find the GCF of 3 and 5 .
Objective/Purpose:
Today we will learn about solving polynomial equations in factored form. We have covered
polynomials in great detail so far, but this is the last step before we learn about one of the most
important topics of Algebra and that is factoring polynomials.
Input:
A. Task Analysis:
1. Review Anticipatory set with students and discuss student responses.
2. Steps to solving Polynomial equations in factored form.
a. Set expression equal to 0.
b. Take Greatest Common Monomial Factor out.
c. Solve for x setting each part of the expression equal to 0.
d. CHECK ANSWERS.
3. Go over problems in the form (x-7)(x-2)=0. Have students discuss at table what they
should do to solve for x. Check for any ideas. Go over how to solve these types of
problems. Give students an opportunity to solve problems on whiteboards.
4. List next section as Greatest Common Monomial Factor. Review monomials and
Greatest Common Factors from anticipatory set.
5. Go over how to take the greatest common monomial factor of examples like
3 5 .
a. Smaller exponent can always go into larger. Larger exponent cannot go into
small
b. Pull out smaller exponent out of each.
6. Relate this back to solving polynomials by giving them an example like 2 2 + 10 =
0. Have them discuss at table how they would solve this by reviewing the steps we
went over at the start of class. Listen for ideas and solve the problems. Give
students an opportunity to solve on whiteboards.

VI.
1.
2.
3.
4.
5.

VII.
1.
2.
3.
4.
5.
6.
VIII.

7. Vertical Motion Model: Application of what we have done today.

a. Go over equation with class and receive guesses that the class thinks each variable
means.
b. Volunteer jumps for class and we estimate how fast they travelled.
c. Go through process of solving equation with students leading me on what to do
next.
B. Thinking Levels:
1. Knowledge: What is anything times 0?
2. Comprehension: Understand how to take the greatest common monomial factor
from examples like 3 and 5 .
3. Application: Applying polynomial equations to real life example of the vertical
motion model.
4. Analysis: Compare your work to your table partners. Similarities or differences?
5. Evaluation: If student is incorrect, saying look at step ___ to have students see
where they made their mistake instead of the teacher telling them what their
mistake is.
C. Learning Styles:
1. Visual: students see how to solve polynomial equations in factored form and see
how to take out the GCMF.
2. Tactical: Students follow four step procedure in solving equations.
3. Interpersonal: Students are allowed to work on problems with table partners.
4. Intrapersonal: Students are allowed to work on problems by themselves.
D. Methods and Materials:
1. Lecture, discussion, and demonstration.
2. Paper, calculator, pencil.
Modeling:
Set expression equal to 0.
Take the greatest common monomial factor out.
Solve for x setting each part equal to 0.
Check answers.
Go over problems with a gradual release to students so that I lead most of the way on the
first problem, they lead me most of the way through next problem, then the students
perform problems.
Checking for Understanding:
Do we have to take the greatest common monomial factor out? How do you know/what do
we do with it?
How did you get that?
When you get an answer, what is important you do next?
Show me how you know your solutions are the correct solutions?
What did you forget to do?
Continually use white boards to assess how students are grasping concepts. Use (1-5) rating
where students rate how well they understand each topic before moving on.
Guided Practice:

1. A gradual release to the learners. Teacher leads most of the way in the first example, the
students mostly lead the teacher in the next examples, students then work out problems on
whiteboards, and then we go over as a class to clear up any misconceptions.
2. Teacher evaluates how well students grasp the concept before moving on to the next
concept.
IX.
Independent Practice:
1. Homework is given out that they need to do pg. 578 (#3-23 odd, 27-35 odd, 39, 51, 56).
2. Students are encouraged to work together with their table partners.
X.
Closure:
1. A quick review of the major concepts of the sections. This includes the greatest common
monomial factor and making sure they check their answers.
2. An exit slip is given out to see what needs to be reviewed for next time so students can
grasp the concept better.

Section 4: Factor 2 + +
I.
II.

III.

IV.

V.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Behavioral Objective:
The students will be able to factor trinomials in the form 2 + + into two binomials then
solve. The students will also be able to identify the Greatest Common Monomial Factor of a
trinomial, then factor and solve.
Anticipatory Set:
Multiply: ( + 3)( + 2).
The end result is a trinomial, how would you go from this trinomial to what we started with (two
binomials)? Attempt to find a pattern with your tables.
Objective/Purpose:
We have learned how to multiply two binomials together to get a trinomial. Now we will take a
trinomial and factor it into two binomials (so going backwards from what we have done
previously) to find solutions like from what we saw in 9.4.
Input:
A. Task Analysis:
1. Discuss the anticipatory set and see if students were able to find a pattern to go
from the trinomial to two binomials.
2. Tell students we are doing a puzzle. It is called the x method and it looks like

Where the factors go on the sides, the c is on top and b is on the bottom.
3. Start out with 2 + + . Find two numbers whose sum is b and also their
product is c. After a couple examples, discuss what the students see as the factors.
Give one person from each table a problem in this form and they teach their tables
how to factor the problem.
4. Next we go over in the form 2 + . We go over a couple examples and
discuss what we notice about the signs of our factors. So what do we notice about
the signs when c is positive? Why do you suppose they are same signs? The next
person at the table teaches how to factor when the trinomial is in this form.
5. Next we go over in the form 2 + and 2 . What do we notice
about the signs of the factors then? We go over a few examples of these. So now
we have a little shortcut when we are choosing numbers to multiply to c and add to
b. Two more people from the tables are selected to teach their tables factoring in
this form.
6. We do several examples on whiteboards for the students. Teacher assesses how
well students understand the concept of factoring.
7. Students are encouraged that if they would rather do trial and error to find the
factors, that is fine. Whatever method makes sense to them they can use.

VI.
1.
2.
3.
4.
5.
6.
VII.

VIII.

IX.

8. Students are given index cards. Five are trinomials and 10 are binomials. Students
use the 10 binomials to match as the correct factorization of the trinomials.
B. Thinking Levels:
1. Knowledge: Know the process of how to factor and solve trinomials. How do you
check your answers?
2. Comprehension: Understand what signs of my factors are when c is positive or
negative. How does the b effect this? Why do you think this occurs?
3. Application: How do you think factoring is used in the real world? How about when
you have a certain amount of area and you want to know the dimensions?
4. Analysis: How well did your group members teach their problem to you? What
could be changed or did they get it correct?
5. Evaluation: Does your solution make sense? Where did your mistake happen at?
C. Learning Styles:
1. Visual: The X method is a nice visual for learners when we are just starting to learn
to factor.
2. Interpersonal: Students teach a factoring example to their tables.
3. Kinesthetic: Students are allowed to get out of their chairs and move so they can
teach their table their problem.
D. Methods and Materials:
1. Discussion, lecture, discovery
2. Pencils, paper, whiteboards, calculators, markers, and index cards.
Modeling:
Look for GCMF
Set up parenthesis with variable in front(x )(x ).
Write out factors of c.
Set up X puzzle. Ask yourself what two numbers multiply together to get c and add
together to get b.
Solve X puzzle, put answers (x__)(x__).
Check work by the box method or FOIL.
Checking for Understanding:
1. Teacher observes groups on how they teach their problem.
2. Why did you use these numbers?
3. The c is positive does that tell us that the factors are also positive? What does it tell us?
4. How do we solve when the equation is not set equal to zero?
5. (1-5) rating of how good you are at factoring with one being you do not understand it,
five is that you understand it very well.
6. Teacher assesses students as students complete puzzles of factoring the given five
trinomials using the 10 binomials.
Guided Practice:
1. Students are show how to factor. Students by the end of the lesson are teaching their
peers how to factor. One of the best ways of understanding something is to have to
teach it.
2. Students work together to solve the puzzle of factoring the five trinomials.
Independent Practice:

1. Students teach problems to their table mates with the whiteboards and teacher assesses their
work.
2. Homework is given out which is pg. 586 (3-25 odd, 29-35 odd, 43, 61).
X.
Closure:
1. Tell me what are the signs of the factors when c is positive b is negative, c is positive b is
positive, etc.
2. What are some other quadratic functions we will learn how to factor? Do they always
have to be in 2 + + form?
3. Factoring puzzle is completed using the five trinomials and 10 binomials.

Section 5: Factor 2 + +
I.
II.

III.

IV.

V.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Behavioral Objective:
The students will be able to factor trinomials into two binomials. Students will learn to factor
when there is a coefficient in front of the 2 that is not one.
Anticipatory Set:
Answer the following question:
We have factored in the form 2 + + . Discuss with your table partners what you think will
be different when we factor 2 + + , or when there is a number other than one in front of
the 2 ?
Objective/Purpose:
We have only learned how to factor when the trinomial is in the form 2 + + . Not every
trinomial looks like this. We will learn how to factor when there is a number in front of the 2
so when given any quadratic function, you can attempt to factor it.
Input:
A. Task Analysis:
1. Discuss student answers to the anticipatory set.
2. Go through procedure of factoring when a is not one. What do you differently
when a is not one compared to last lesson when a was one?
3. Go through an example with the class. What looks different in the two binomials
compared to last lesson?
4. Have students begin to lead most of the way on next examples.
5. Students then factor on whiteboards, while teacher goes around and observes and
assesses students. Any misconceptions can be cleared up and marked on
whiteboards. Also, teacher assesses if any re-teaching needs to be done.
6. Two students are chosen to team teach their table partners how to factor trinomials
into two binomials.
7. Real world application problem is completed together with the area of a rectangle.
8. Each table is given five trinomials and 10 binomials. They have to factor the five
trinomials using the 10 binomials. Teacher observes and when tables complete the
factoring of the five trinomials, they call teacher over to assess.
B. Thinking Levels:
1. Knowledge: What is ? What numbers multiply together to get you and add
together to get b?
2. Comprehension: Understand that the signs of the factors follow the same logic as
when we factored 2 + + .
3. Application: Applying factoring to real life example of finding the dimensions of a
rectangle given the area.
4. Analysis: Compare your work to your table partners. Similarities or differences?
5. Evaluation: If student is incorrect, saying look at step ___ to have students see
where they made their mistake instead of the teacher telling them what their
mistake is.
C. Learning Styles:

VI.
1.
2.
3.
4.

1. Tactical: Follow procedure of how to factor trinomials in the form 2 + + .

2. Visual: The X method is a nice visual to show students how to factor.
3. Interpersonal: Much collaboration with table partners.
4. Kinesthetic: Students move to teach their table partners the problem.
D. Methods and Materials:
1. Lecture, discussion, demonstration.
2. Whiteboards, calculators, pencils, paper, markers, index cards
Modeling:
Factor out GCMF.
Find
Find factors of
Solve puzzle

5. Take factors and divide by a. SIMPLIFY!

6. Bottom numbers of fraction are your x values, top numbers are your last terms.
7. Check work by box method or FOIL.
VII.
Checking for Understanding:
1. Random students called on to answer questions.
2. Teacher assesses student responses to examples on whiteboards. Individuals are tended to
when needed.
3. Teacher observes students teach their table partners.
4. What is the important step after you divide factors by a?
5. What do you notice is the mistake in this?
6. How is this different and similar to last lesson of factoring 2 + + ?
7. (1-5) rank your learning.
8. Assesses students on the factoring of the five trinomials at the end of the lesson.
VIII.
Guided Practice:
1. Procedure shown to students.
2. Students apply this procedure to lead them in following examples.
3. Random students are chosen to answer questions.
4. Students teach what they have learned to table partners.
5. Tables work together to factor five trinomials, okays by the teacher.
IX.
Independent Practice:
1. Homework is given which is pg. 596 (5-21 odd, 22, 25, 41, 45, 51)
X.
Closure:
1. What should you always look for first?
2. How is factoring trinomials used in the real world?
3. On a piece of paper, what was the easiest part of the lesson? What do you need more
assistance/more practice with?
4. Factoring puzzle is completed by groups.

Section 6: Factor Polynomials Completely

I.
II.

III.

IV.

V.

Standard:
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Behavioral Objective:
The students will be able to factor polynomials completely by first taking out a Greatest
Common Monomial Factor out, then factor. The students will also be able to factor by grouping
with four terms.
Anticipatory Set:
What is the greatest common monomial factor of
1. 2 + 3
2. 4 3 + 8 2
3. 2 + 8
4. 5( + 2) 7( + 2)
Objective/Purpose:
We have learned every type of factoring in this chapter with the exception of one. We have not
yet covered when we can factor when we have four terms. That is what we are going to be
doing today. Also, we will be taking everything we have learned from the chapter, and applying
it to today.
Input:
A. Task Analysis:
1. Discuss student responses from anticipatory set.
2. Provide the four steps to factoring polynomials completely evident in the modeling
section.
3. Discuss the conjectures by students from number four of anticipatory set further. What
did students get, and how did they get them? Lead students toward ( + 2) is GCMF.
This is important step for factoring by grouping.
4. Do a few examples of factor by grouping. Then have students get a mobile device out, if
they do not have one, partner up with someone who does.
5. Launch Kahoot on projector and have students respond to questions posed to them on
their mobile device. Assess how many students answered each response and discuss
each question. (Decide if any re-teaching needs to be done?)
6. Go over example of taking out a GCMF, then factoring. (Students should have already
seen this example in previous lessons). Students then respond on Kahoot to more
examples. Teacher assesses results.
7. We do a real world application problem of finding volume of an object. This problem
will deal with factor by grouping.
B. Thinking Levels:
1. Knowledge: What is the GCMF of 2 + 8?
2. Comprehension: Understand how do you take the GCMF out?
3. Application: Apply factor by grouping to a real life scenario involving a volume problem.
4. Analysis: What are some similarities and differences between two term, three term, and
four term polynomials?
5. Evaluation: How did you do on the examples on Kahoot? What are some examples you
are having most difficult with?

C. Learning Styles:
1. Kinesthetic: Students can move around the room while answering on Kahoot. Especially
since the text may be difficult to read from the back of the room.
2. Visual: Students can use their electronic device to answer questions on Kahoot.
3. Intrapersonal: Students can work out problems on their own on Kahoot if they have
their own electronic device. They also complete the homework on their own.
4. Interpersonal: students may have to work together on Kahoot if they do not have an
electronic device.
D. Methods and Materials:
1. Discussion, lecture, discovery, and technology.
2. Electronic devices, paper, pencil, calculator, computer, projector, and ability to launch
Kahoot.
VI.

Modeling:
1. Teacher leads most of the way in first examples. Students begin to lead in the next
examples and random questioning to how they answered a question on Kahoot.
2. Procedure to factor polynomials completely
a. Factor out G.C.M.F.
b. Look to see if you have difference of two squares or perfect square trinomial to easily
factor.
c. Factor 2 + + into two binomials (like from two previous lessons)
d. If it has four terms, factor by grouping.
VII.
Checking for Understanding:
1. Random question students how to do something.
2. Kahoot lets me know how many students chose each response. Any misconceptions I see to
what needs to get cleared up.
3. Calling on students to see how they got an answer on Kahoot.
VIII.
Guided Practice:
1. Gradual release to students where teacher does most of the work on their first example,
then students do most of the work on following examples. Students do all the work
when they explain how they got an answer from Kahoot.
2. Teacher assesses how well students are doing with Kahoot program. Any re-teaching
need to be done to clear any misconceptions.
IX.
Independent Practice:
1. Homework is given which is pg. 610 (5, 7, 13, 17, 25, 29, 34, 41, 47, 49, 57)
X.
Closure: (Discussion Questions at end of lesson)
1. What should we look for first when factoring?
2. How do we factor two terms? Three terms? Four terms?
3. How do we know we factored by grouping correctly?

Sections Reflection
Section 1: Add and Subtract Polynomials
Overall the most of the students were able to classify the polynomial by its terms (monomial, binomial,
trinomial, etc.). Students at first struggled a little to determine the degree of the polynomials since
many wanted to add all the degrees up instead of just taking the highest degree. We changed the
definition of the degree of a polynomial so students could grasp the concept better. I showed the
students two separate ways on adding and subtracting polynomials. For the horizontal method we just
combine like terms and vertical method we line up by like terms. Most of the students preferred the
vertical method over the horizontal method. They preferred adding or subtracting when it was in the
format they were used to when adding or subtracting numbers. Many students when they have to add
2 + 2 they want to say 4 . I had to re-word how I said things to if I had an 2 and add another 2 to
it, how many 2 do I have? The students were able to understand it in these terms, but many when
just given the problem will say 4 .
Section 2: Multiply Polynomials
The students said that this was probably the easiest section of the unit. They enjoyed seeing the
different ways to multiply polynomials, and they had a choice to use the different methods. The only
thing I kept reminding my students was that FOIL only works when we multiply a binomial and a
binomial together. I introduced the distributive property and the box method first. I had students
discover the FOIL method with their table partners. Many of the tables were able to come up with the
FOIL method. Some students had already seen this before, so they had prior knowledge to this. I think
the most confusing part of the FOIL method was what it means to be the first term, outside terms, inside
terms, and the last terms. It depended on the class if most of the students preferred the box method or
the FOIL method. I thought it was a benefit for the students to give them the option of using whichever
method they chose to multiply polynomials. The students seemed to appreciate this. We did a real life
application problem for this and that was finding the area of a rectangle, and many students were not
able to solve it which was a surprise to me. When we went over how to solve it, the students thought it
was easy then. A change I would do in the future is not having me talk so much. This was a section that
proved to be easy for the students. I think having the students talk and explore the methods more
instead of me showing them would have been more beneficial, but the students seemed to grasp the
concept of multiplying polynomials together pretty well.
Section 3: Solve Polynomials Equations in Factored Form
The students seemed to be able to solve polynomials in factored form fairly well. So when it was
already in the form (x+7)(x-5)=0. The students were able to solve for x that way. So they could apply
the zero product property. It was getting the polynomial in that form that students began to struggle a
bit at. Taking out a greatest common monomial factor was a bit difficult. They could find the greatest
common factor relatively easily. It was taking out what variable and to what degree that proved to be a
difficult. I told them that you can always take out the smaller exponent from the larger, but you cannot
take the larger out of the smaller. After going over a few examples and having them do some examples
on whiteboards, I knew I had to change my wording. I said just find the smaller exponent and take that
out of both. The students did better with that part. I introduced the vertical motion model as part of a
real life application problem for this. I do not think they enjoyed this part as much, but I got them out of

their seats so we could take a break for a little while. I had the students jump all together so I could get
them moving a little. We were able to solve a problem a vertical motion model, but the students were
not a fan of this long formula. This was an opportunity to incorporate physics into my lesson. So overall
taking out the greatest common monomial factor proved to be the most difficult part of the lesson, and
I attempted to reword how to do this. It helped some of the students by doing this.
Section 4: Factor + +
The students really liked the X-method. I thought it was a nice visual for students to learn how to
factor and where the factors go. The students at the start were having a little difficulty in coming up
with the factors that multiply to get c, and add to get b. After a few examples, and having them practice
on whiteboards they were starting to get much faster at finding the factors. I had students discover
rules of the signs of the factors. They were able to come up with the rules that if c is positive then we
will have same signs with b telling you what signs the factors are. If c is negative then we will have
opposite signs. A lot of students when I asked c is positive, what does that tell us about our signs
respond with positive. Every time I heard that we would have a class discussion about how we can
multiply two numbers and get a positive. I then gave tables 5 cards with trinomials on them and 10
cards with binomials and they had to find out what binomials are the correct factorization of the
trinomials. The students worked collaboratively to with their tables to solve them. There was a lot of
engagement by the students, and I was very happy with the results. I had a couple groups solve the
puzzles very quickly. Other groups were a little slower at this, but everyone was able to solve the
puzzles without any assistance by me. I wanted to step in for one group, but I decided to let them work
it out, and I was very pleased when they were able to.
Section 5: Factor + +
This was one of the toughest lessons for my students to understand. Since I showed the students the X
method from the previous lesson I decided to continue the X method into this lesson. There was
another method I showed them and that was called the ac method and that method you have to factor
by grouping. I allowed them to factor whichever way was easiest to them. So I gave my students the
choice which they appreciated. They seem to enjoy being shown different ways to solve a problem and
they choose the method. The problems that kept coming up when I assessed the students was for the
x method many students would not simplify after they divided their factors by a. This is a huge step
since when you multiply your two binomials together if you do not simplify your fractions, you do not
get the trinomial you started with. I noticed afterwards that many students who used the ac method
would use that method again to factor 2 + + trinomials which was interesting to me since I never
told them that would work, but it does. I wished I would have linked these two lessons together better
since many students were confused when they should divide by a and simplify, or if they could use the
ac method. I gave them the puzzles again like I did with the lesson before. More students struggled
with this compared to the lesson before. I was able to get all the tables to factor the five trinomials, but
it took much longer, which was to be expected. I had to attend to more groups than I did compared to
the day before, but I thought the students did a pretty good job with the lesson considering this was the
toughest lesson we were going to have to go over for the unit.
Section 6: Factor Polynomials Completely

The main part of this section was learning how to factor by grouping. The nice thing about that was the
students had already been introduced to factor by grouping for the ac method of section five. We had
to review how to factor by grouping which the students did very well since they had already seen this
before. Also, factor by grouping reviews taking out a greatest common monomial factor from section
three which students had struggled at before. The students were getting much better at this part. I
posed questions to them on Kahoot and had them respond to them. The program allows the teacher to
see how many students answered each response. I was pleased with the responses for this. I think the
students may get a little too excited when we get Kahoot out. I am still searching for a way so we can
use Kahoot as part of a learning experience and not a competition of who can get the answer the
quickest and not really doing the math. I had to make a slight change when I noticed this and I had them
put their mobile devices away. I instead had two students from each table teach the rest of their group
how to factor polynomials completely. This includes taking out a greatest common monomial factor out
first, then factor further. The students were starting to identify the greatest common monomial factor
fairly easily. We then went over a real life application problem together of finding the volume of
something using factor by grouping. They thought this was somewhat difficult because it was long.
Looking back, I wish I would have found a simpler volume problem because I feel I began to lose
students during this process. However, students seemed confident to factor by grouping and taking out
a greatest common monomial factor.

Introductory Lesson
I was not able to do an introductory lesson since we were already a little behind for our trimester do
snow days so we could not take a day to introduce the chapter. If I did have a day to do an introductory
lesson I would have assigned each group a section from the book. Each group would have been
required to research their section and create a poster. The poster would have three sections. The
sections would be what you already know, what you do not know, and what you are interesting in
learning about. The students would then have to present their poster to the class. This would get the
students engaged in the chapter and be able to form the connections to their prior knowledge when we
go over the certain section. Also, the posters would stay up on the wall for the entirety of the unit so we
could always refer back to.
Culminating Lesson
The first 45 minutes of class we did a stations activity. This covered the first two sections of the chapter.
The stations activity had students start at a station. They have four choices for an answer, each choice
sending them to a different station. The objective was to visit each station exactly once and end up at
your seat at the end. If you made a mistake somewhere, you would be brought back the a station you
previously were at, and you would have to find the mistake somewhere. The last 25 minutes was used
in filling out a foldable. This foldable focused on factoring so students could see the connections of
between each of the lessons and when to use which method for factoring.
Assessments
Formative Assessments:
Rank your learning (1-5)
Thumbs up/down
Whiteboards (Problems done on whiteboards by students)
Discussions
Activities involving collaboration and teacher observation of groups
Students teaching tables
Kahoot
Solving puzzles given to tables
Randomly questioning individuals and randomly calling on students
Homework/Quizzes
Performance Task
Stations Activity
Summative Assessment
Students completed a standardized test given to every Algebra I student at Lowell
On the summative assessment, there is a performance task. This is an application problem to something
we had covered during the unit. Students have to explain their thinking in it and provide the correct
vocabulary. Students are scored on correctness, logical thinking, vocabulary, and sentence structure.
The performance task was about finding dimensions of a room and the perimeter which had dimensions
(x) ft. and (x-2) ft. and the rug was 24 square feet.

Student Evaluation
The following is a copy of the form students filled out for me.
Directions:
For each question rate on a scale of 1-5 with 1 being low and 5 being high. Also record any comments
you have in the space provided.

Rate how well Mr. Greene taught the past unit? Comment on what Mr. Greene did well, and what he
could work on.

Which part of the chapter was the easiest? Which part was the most challenging? What could Mr.
Greene have done differently to assist you in the most challenging part of the chapter?

What did you like most about how Mr. Greene taught the unit?

Learning Objectives
Rate yourself on the following statement. I can factor trinomials in the form 2 + + into two
binomials and solve.
Rate yourself on the following statement. I can factor by grouping when there are four terms.
Rate yourself on the following statement. I can identify the greatest common monomial factor.
Rate yourself on the following statement. I can add and subtract various polynomials.
Rate yourself on the following statement. I can multiply polynomials using the box method, FOIL, or
distribute property. What was the most challenging method, which is the easiest and why?

Overall Reflection of Unit

I think overall that the unit went pretty well. I feel like I did not connect the lessons of factoring very
well until closer to the end. Students were asking me when they should use a certain method to factor.
I decided to make a foldable with the students so they can see the connections of factoring when they
have two terms, three terms, and four terms. I feel as the chapter moved ahead I began to get more
creative with my lesson designs. I began creating puzzles to assess students, having students teach their
peers the material, and started to get the students moving more. The first two sections of the chapter
were very easy for the students since they had much prior knowledge with that material. As the unit
continued into sections three and beyond that, students did not have as much prior knowledge with the
material. That is when I tested myself to create more engaging lessons. Upon looking at my student
evaluations, the students thought I did a pretty good job overall with the unit. At times, the students
said I did talk a little fast which sometimes got difficult to follow. They also were confused on when to
use what factoring method. The foldable seemed to assist them with this problem. For most of the
students, the easiest part of the unit was multiplying polynomials. The students liked how they had
many different ways to multiply polynomials, and they had a choice on what method to use. The unit
that was the most difficult was factoring 2 + + which was to be expected by me. There was a
lot to take in for the section. The students liked how I incorporated many new things into my lessons.
They enjoyed the review activities we did with stations and Kahoot. That seemed to be a common
denominator with a lot of my students responses. There were some students who also liked the
puzzles I incorporated and the use of the whiteboards.

Gardners Multiple Intelligences

Gardners Style
Verbal/Linguistic

Lesson Number
All sections 1-6

Logical/Mathematical

All sections 1-6

Visual/Spatial

Sections 4 and 5

Bodily/Kinesthetic

Sections 5 and 6.
Review activity.

Musical/Rhythmic

All sections

Interpersonal

All sections

Intrapersonal

All sections

Naturalist

Sections 2, 4, and 5
Review Activity

Existential

All sections

Description
Every section I held discussions both in small group
and large group. This was before we took notes,
during our note taking process, and after.
Every section we discussed math. We explored
concepts such as discovering the FOIL method. We
applied what we learned about to real life scenarios
such as the vertical motion model in sections 3, 4,
and 5. We found area and perimeter of shapes in
sections 1 and 2. We applied what we just learned
about and our prior knowledge to solve problems.
In sections four and five I used a picture for to assist
students in factoring. This was called the X method
which served as a nice visual to organize student
thoughts through the process of factoring.
Sections five and six I had students get out of their
chairs to teach the rest of their table how to factor.
Students got moving out of their chairs to teach.
I created a review activity for factoring with stations
where students moved about the room from station
to station.
I allowed students to listen to music while they
completed their homework.
There was much group work and students working
collaboratively throughout the lessons. I allowed
students to work together on their homework.
I allowed students to work by themselves on
homework. I also allowed students to make choices
on which methods they want to use (FOIL or box) (AC
method or X method).
In section two I had them discover the FOIL pattern
using what we had just covered.
In sections four and five I had them solve puzzles in
which I gave each table ten binomials to factor five
trinomials that was also given to them.
I had a hands on activity of stations where students
answered a problem and their answer would tell
them where to go next.
I led class wide discussions every section. We
debated different responses to students on how to
solve a problem. Everyone was allowed to voice their
opinion if they agreed or disagreed and why. We
would then come to a consensus.

Blooms Taxonomy
Blooms Level
Level 1: Knowledge

Lesson Number
Section 1

Level 2: Comprehension

Section 4 and 5

Level 3: Apply

All sections

Level 4: Analysis

Section five

Level 5: Evaluate

Review Activity
(Not included in
lesson plans)

Lesson 6: Create

Section 2

Description
The anticipatory set for section one had them
answering questions that they should have the prior
knowledge of (x+x). This was used as a kickoff to the
lesson to link their prior knowledge to what we were
about to do in the lesson.
Students were given five trinomials and ten binomials.
They had to use the ten binomials to find the correct
factorization of the five trinomials. Students had to
understand how to factor trinomials in order to solve
the puzzles.
Students applied what they had just learned about for
the day to real life problems such as
Section 1: Finding perimeter of a figure
Section 2: Finding area of a figure
Section 3: Finding the time an object was in the air.
Section 4: Finding dimensions of an object.
Section 5: Finding dimesons of an object. Also,
teaching other students at their table.
Section 6: Finding the dimensions of a three
dimensional figure.
After student teaches problem to table, students
analyze how well they did. Were there any mistakes?
Could someone solve the problem a different way?
I created a stations review activity which you started
at a station and depending on what you answer takes
you to the next station. The goal was to visit each
station once and end at your seat. If you made a
mistake, you would visit a station you had already
been at. Students who made a mistake had to
evaluate their work and find where they went wrong.
They then had to correct their error, then move to the
next station.
Students were asked to discover a way to go from one
step to the next in multiplying binomials together
without using the box. The students had to create a
method for doing this (FOIL) or distributing each term
to the other.

Bibliography
Griffith, K. (Discussed all lessons with).
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Algebra 1. Evanston, IL: McDougal Littell. (All
sections).
Mrs. E Teaches Math., (2013). Teachers Pay Teachers. (Stations Review Activity).