Graphing Polynomials

Daily Lesson Plan

Teacher: Thomas Gribble Course: Algebra 2

Date: 1/19/2017 Period(s): 2, 4

Class Duration: 60 minutes

Topic/Concept Being Taught: Arizona State Standards:

Mathematics:
Graphs of Polynomial Functions HS.A-APR.B.3, HS.F-IF.C.7, HS.F-BF.B.3
Language:
ELL Stage V: Listening and Speaking, Standard 2, HI-
5
Specific Objectives:

I will compare the end conditions of polynomials of different degrees.

I will analyze a polynomial and sketch its graph.
I will synthesize a polynomial given its graph.

Materials Needed: Common Core Mathematical Practices Used in

Lesson
1
Graphing Polynomials Notetaker , Projector with MP.2
screen and computer, Clipboard with facilitation notes. Students will reason abstractly and quantitatively to
understand how the end behavior of a polynomial
1
See other document. function is related to the degree.
Instructional Strategies: MP.6
Students will attend to precision when solving the
Cooperative Learning, Direct Instruction, Guided various tasks on the notetaker.
Investigation, Visual aids MP.7
Students will look for and make use of structure
throughout the lesson, particularly when examining
end behavior of even vs. odd degree polynomials.
Warm-up Activity:
Anticipatory set of 4 problems, 3 minutes duration. (Review of translation of functions)

Given the base function f ( x )=x 2 , identify the following translations and write the

new function g( x) :

1. f ( x ) : _________________ 2. f ( x1) : __________________

g ( x ) : _________________ g( x) : __________________
Graphing Polynomials
3. 2 f ( x ) : _________________ 4. f ( x )1 : __________________

g ( x ) : _________________ g( x) : __________________

Assignment or Homework: Closure:

Provided problem set. With 5 minutes left in class answer the questions at the
bottom of the reverse side of your notetaker:
1. What are the implications of zeros with
multiplicity.
2. How might having a rough idea of the behavior
of a graph of a polynomial be beneficial to you
as a student?
Assessment Used:
Bellwork will be used as a quick formative assessment of prior knowledge about translation of functions, which
was a topic covered last semester. Random calling will be used to promote individual accountability as well as
make sure the entire class is on the same page when it comes to observations of end behavior and degrees of
polynomials. Closure will be used as a check for understanding regarding the purpose of this lesson and one of
the interesting concepts. Homework is used mostly for practice in this class but also as a means to ensure
expectations are being met, which can then be addressed in future lessons.
Graphing Polynomials

Timin Task Analysis Teaching Strategy Stud

g
Activate prior knowledge on applying Anticipatory set. Completing antic
translations to a provided base function. Students work individually to complete (Notetaker)
3 minutes We will reference certain aspects of how problems. Identifyi
a function can be modified by changing Assess ability to clearly express solutions Generati
(student- certain variables throughout the lesson. while walking the trenches and observing identified
active) work and thought process.
(Teacher also takes attendance as students work)
Check for understanding on prior knowledge.
Attach visual representation of Guided investigation. Observing how t
translations to solutions of anticipatory Have students compare their written identified and ap
3
set. This will lead students to associate translations and new functions with what is modify it visually
minutes
polynomials and translations with graphs. shown graphically on the projector. utility. Students m
(HS.F-BF.B.3) (desmos displayed on projector) desmos app.
By graphing, students will have the Allow students to work in groups to graph and make Using notetaker t
opportunity to identify patterns in the observations about different polynomials. graph polynomia
graphs of high-degree polynomials. This Six graphs carefully selected to call attention Discussi
will feed back into a group discussion on to certain lesson objectives. graphs d
end-behavior, degree, and sign of leading General observation section note taker to they are
coefficient. organize thoughts of the group. Using co
Guide student responses with question vocabula
10-15
Students will gain experience with prompts. Making s
Minutes
graphing polynomials. Walk around to observe conversation. patterns
(HS.F-BF.B.3) (Anticipate confusion. How do we identify points on Discover
(student-
a graph?, What patterns do you see?, Are there polynom
active)
any obvious general differences?, -Classmates
discuss after each successive question.)
Summative discussion on procedure for
graphing when end behavior has been
identified.

5-10 Students will sketch the graph of the Cooperative Group Work Students use the
Minutes polynomial using properties they Walk the trenches to facilitate conversation. degree polynomi
discovered and techniques they are Have students answer each others questions. laying out graph.
(student- familiar with (factoring, identifying Check for understanding. Guide where needed by Collect i
active) intercepts). facilitating conversation with students who have the task.
Graphing Polynomials
(HS.A-APR.B.3) (HS.F-IF.C.7) progressed further. Ask for those with complete Use reas
understanding to raise their hands. Facilitate the aid o
conversation until all understand, or provide
instruction if not getting there.
Students will recognize what knowledge Guided Investigation Students move d
is required to sketch the graph of a Using desmos to investigate translations Students
polynomial, then apply that knowledge to applied to polynomials in factored form, to work ba
15
generate a polynomial when supplied identify what is required to sketch a graph of polynom
Minutes
with a sketched graph. a polynomial. key poin
(student-
(HS.F-IF.C.7) Cooperative Group Work (x2) Students
active)
Walk the trenches to facilitate conversation strengthe
Random calling to ensure all students on the
same page before progressing.
Students will engage in a closure activity Closure Students individu
so they can organize their thoughts and First question designed to assess whether posed as closure
ponder the benefits of the learned students understand the concept of
5 Minutes information. multiplicity and what it means graphically.
Second question designed to require students
to evaluate what they have learned and how it
might be applicable to their studies.
Name:____________________________________ Period:______
Bellwork: Review of Translations
Given the base function f ( x )=x 2 , identify the following translations and write the

new function g( x) :

2. f ( x ) : _________________ 2. f ( x1) : __________________

g ( x ) : _________________ g( x) : __________________

4. 2 f ( x ) : _________________ 4. f ( x )1 : __________________

g ( x ) : _________________ g( x) : __________________

Use a graphing calculator or desmos to graph the following functions and sketch the
graphs in the space provided.
2 3 2 4 3
f ( x )=x 2 x3 f ( x )=x x 4 x+ 2 f ( x )=x 2 x + x

f ( x )=2 x 2 + x +1 f ( x )=x 3+ 2 x 2x f ( x )=x 5 +2 x 4 + 2 x 3 +2 x 2x

Write down any observations:
_________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

What do you notice about the end behavior of the graphs? How does that relate to the degree of
the polynomial? The leading coefficient?
_________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Sketch the graph of f ( x )=x 3x 26 x by hand.

Work here: End behavior:

(questions to ask yourself: What do I expect it to look like?
How do I find the x-intercepts? How do I find the y- ____________
intercept?) Number of zeros:
____________
x-intercepts
(zeros):
____________
y-intercept:
____________
What about working backwards? Given a graph, generate the polynomial. Is this
possible?
2
-From the example on previous page, the graph of f ( x )=x 2 x3 is shown.
-If we dont know the function, what information can we pull from the graph?

-If we find an x-intercept using the zero product property, what are the factors of
the polynomial?

-If we find a y-intercept by plugging in 0 for x, what is the vertical modifier?

What is the polynomial? _______________________________

Given the
following graph, generate the
polynomial.
-What degree polynomial is this?
______ (0, 4)
-Is the leading coefficient positive or
negative? ______
-What are the zeros? What are the factors?
(-8, 0) (2, 0)
(-4, 0) (4, 0)
______________________________________________
-What is the vertical modifier?
______
-What is the factored form of the polynomial?

______________________________________________

If a zero is said to have an even multiplicity, for example f ( x )=( x3 )2 has a zero at x=3

with a multiplicity of 2, describe what the behavior of the graph is at that zero.
_____________________________________________________
__________________________________________________________________________________________________
How might having a rough idea of the behavior of a graph of a polynomial be beneficial to you
as a student?
__________________________________________________________________________________________________
__________________________________________________________________________________________________