Key : Color for Student Needs

ELL
Visual Disability
Auditory Disability
Transition Disability
Constructional Dyspraxia
Dyscalculia

Subject/Grade level: Algebra 1-2 10th-12th grade Time Duration of Lesson: 90 minutes

Edpuzzle class: cocagej

https://edpuzzle.com/join/cocagej
Central Focus (main idea & purpose): The main objective of this lesson is to have all students to be able to use one of the methods
to find factors of a quadratic polynomial. The secondary objective is to have the students be able to identify and use terms that go
along with the topic of factoring quadratic equations. This lesson is purely based on the mechanical side of factors of polynomial
that will be used in later lesson to combine the ideas of locator points, (h,k), with factors of quadratic to graph a clearer version of
the equation.
Standard(s) Addressed (state or national & ISTE-- list number and text):
CCSS.MATH.CONTENT.HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity
represented by the expression.
CCSS.MATH.CONTENT.HSA.SSE.B.3.A
Factor a quadratic expression to reveal the zeros of the function it defines.
CCSS.MATH.CONTENT.HSN.CN.C.9
Know the Fundamental Theorem of Algebra;
Show that it is true for quadratic polynomials.
CCSS.MATH.CONTENT.HSA.APR.B.3
Identify zeros of polynomials when suitable factorizations are available.
Use the zeros to construct a rough graph of the function defined by the polynomial.
NETS-T2 : Customize and personalize learning activities to address students diverse learning styles, working strategies,

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 and abilities using digital tools and resources.
NETS-S1 : Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
Objectives (observable, measurable, action verbs SWBAT do what, how):
1. Students will be able to follow through videos in groups and individually while answering questions based on prior
information.
2. Students will be able to construct a Scaffold for the Box, Diamond, and Factor List method and be able to identify the
different parts of the Box, Diamond, and Factor List.
3. Students will be prepared to use any of these methods in order to find factors of a quadratic. In the next lesson, they will be
prepared to practice these ideas and begin learning the meaning of factoring a quadratic equation.
Vocabulary words taught:
Review
Factoring
X-axis as y = 0
Y-axis as x = 0
Y-intercept
Polynomial as Functions
Quadratic as polynomials as functions
Locator points (h,k)
Parent functions
Taught
Box and Diamond (with Factor list)
Factors of polynomials
Zeros of polynomials
Solutions of polynomials
X-intercept
Instructional Resources and Materials (include separate files for any handouts, templates, slides, etc. used during this lesson):

Presentation page on Weebly

Edpuzzle class: cocagej https://edpuzzle.com/join/cocagej

Video:

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Intro of Quadratic
Intro to Factoring
Box, Diamond, and Factor List
AC Method Method
Guess and Check Method

Puzzles:
Easy
Medium
Hard

Instructional Strategies and Learning Tasks: Write a detailed outline of your lesson. Each section MUST include how you will differentiate your
lesson to accommodate a variety of learners (i.e., students mentioned in the context)
Phase / What Teacher Will Do (Include the setting, such as whole What Students Will Do
Time class, small group, individual)
Stamps
Opener:
set 1. (0 - 1:30) Whole class 1. Students will enter and
purpose, Teacher will start Intro to settle.
engage Quadratic video, PowToon, when majority of Students will watch short
students, students or bell has rung. Cannot open without intro video or watch teacher write agenda
activate buying the full version without my logon. on the board.
prior The video is mostly motivational
knowledge for the transition of curriculum from linear
equations to quadratic. It also describes useful
content related to the concept of quadratic
equations.
Teacher will write agenda on
board while students settle and watch video.
***Look into GoAnimate
2. (1:30 - 2:00) Whole class 2. Students will listen to
Teacher will review the agenda teacher go over the agenda, and they will copy
for the day. down the agenda in their notebooks.

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 Teacher will encourage the
students to write down the agenda in their
notebooks. 3. Students will complete
3. (2:00 - 7:00) Whole class entrance slip or poll questions.
Teacher will pass out entrance
slips in order to assess skill level.
Rather have this as a poll than a
slip.
Skills assessed
The meaning of
the term Factors
Substitution of x-
values into a quadratic equation.
From the
substitution students will be asked, if 4. Student will turn in entrance
they can recognizing an equation can be slip.
written more than one way and still have
the same xs going to the same ys.
4. (7:00 - 8:00) Whole class
Teacher will collect slips.
Body of
Lesson 1. (8:00 - 12:00) Whole Class 1. Students will watch video. Students can
teacher a. Teacher introduces topic with a see what they will be able to do in time.
instruction silent video, titled Intro to Factoring, solving for a. Think about questions
& student factors of a polynomial through EdPuzzle. such as:
learning i. Teacher will i. What
activities preview this with questions such as:
(Rhetorical)
1. Wh
at do the coefficients, numbers
before the variables, mean?
2. Wh
y can we only have three distinct

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 terms in a quadratic?
3.
ii. Teacher will have
review entrance or exit, last class, slips
in order to assess skill level.
iii. Teacher will relate
to students that solving for factors is
possible without this method.
iv. Teacher will end
with informal evaluation questions, like
1. D 2. Students will go over term sheet and
oes this process seem fast to listen to teacher reading each of the terms in
you? order to access prior words before next video.
2. D
oes this process seem 3. Students will complete box and diamond
confusing? jigsaw puzzle to have the a modelled
2. (12:00 - 14:00) Teacher will pass out sheet with construction of the Box, Diamond, and Factor list
written overview. in front of them.
a. Intro to terms sheet and notes.

3. (14:00 - 19:00) Box Diamond, and Factor List

Jigsaw puzzle
a. Teacher will pass out jigsaw
puzzle dividing into part like a puzzle is made in 4. Students will watch video and answer
real life. some questions as they go.
b. Differentiate for student skills.
i. Easy
ii. Medium
iii. Hard
4. (19:00 - 33:00) Factoring use Box, Diamond,
and Factor List
a. Teacher will present a video 5. Students will go over new term and
through EdPuzzle. strategies from the terms sheet.

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 i. Title: Box, a. If printed, they can take
Diamond, and Factor list method without notes on the paper.
questions. b. If not, they can take notes
1. Qu in a learning log.
estions in Edpuzzle
ii. Imbedded break.

5. (33:00 - 40:00) Topic Intro 6. Students will organize in their groups.

a. Teacher will introduce the topic
and terms orally and with prepared scaffolding
on projector.
b. New terms.
c. Review terms.
d. Three strategies. 7. Students in each group will choose one of
two methods video to watch.
6. (40:00 - 42:00) Teacher will form groups of 3-4 a. At least one student in
according to skill level. each group will be each of the two videos.
a. Accommodating position for:
i. visual disabilities
ii. auditory
disabilities
iii. transition
disabilities
7. (42:00 - 44:00) Teacher will present two videos 8. Each group member will watch their
for two other methods of factoring to all groups video.
a. The topics of the two videos on a. individually
the board. b. or pairs if possible.
b. Guess and Check method for
factoring.
c. AC Method for factoring 9. Students will discuss the method they
d. Teacher will instruct each were presented to compare and contrast the latter
individual to choose a video to watch. Try to two methods from the box and diamond.
pair up. Each video must be watched by one

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 person in the group.
i. visual disabilities
ii. auditory
disabilities
8. (44:00 -54:00) Teacher will have students watch
the specific method video.
a. Teacher will go through the class
making sure at least one person is watching each
video.
b. If not, choose a pair of people to
watch that video.
9. (54:00 - 64:00) Teacher will ask groups to
discuss benefits of methods that the students like.
a. Imbedded break
Closure 1. (84:00 - 90:00) Review 1. Students will Review each method and
assess clarify with teacher what the process means.
student 2. (64:00 - 74:00) Teacher will present factoring 2. Students will choose a method to do the
progress problem on board so that students may choose a single problem.
on strategy to use.
objectives Teacher will provide extra box
and diamond graphs for people that are not 3. Student will work in groups to start the
comfortable drawing. homework assignment.
3. (74:00 - 84:00) Teacher will present the
assignment and let students work independently or in
freely chosen groups on the assignment.
Assessment - Homework PDF
(10 min)
Best case scenario:
The student will
be able to create the document in the
web browser.
The student will
be able to submit the document instantly.

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ASSESSMENT: Describe 1 informal and/or 1 formal assessment.
Informal Assessment (describe the assessment and what is being assessed):

1) The ability to construct a box, diamond, and factor list.

2) The ability to follow two different methods for doing the same thing and presenting their work in small groups.

Formal Assessment (describe the assessment and what is being assessed):

1. The homework/class assignment. This is assessing the ability to factor quadratics at only a proficient level.

Note: Informal assessment is used to monitor student learning and provide ongoing feedback that helps teachers improve their instruction and
helps students improve their learning. Data is gathered on individual students in a variety of ways, e.g., graphic organizers, worksheets, online or
paper quizzes, students oral responses, observation of students skill development, etc. Informal assessments are designed to help students
identify their strengths and weaknesses and target areas that need work. Informal assessment is sometimes called Formative assessment or
assessment FOR learning.

Formal assessments are often standardized measures or tests used to measure a students overall achievement and compare it to others at the same
age or grade. Formal assessment is sometimes called Summative assessment or assessment OF learning.

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