Lesson Plan Template

Name: Tucker Atwood Program: Secondary/Middle Course: Algebra 1

Education

Lesson Topic/Title: Adding/Subtracting Polynomials

Lesson Date: 3/14/17, Lesson Length: 2 class periods Grade/Age:

3/15/17 of 55 minutes each Freshman/Sophomore
Learning Objectives (Targets):

-Students will be able to add and subtract polynomials of at least the second degree.
-Students will apply previous knowledge of combining like terms to polynomials.
-Students will understand function notation and be able to define and use function notation in
the context of polynomials.

Standards: Standards Alignment & Justification:

CCSS.MATH.CONTENT.HSF.IF.A.1
The standards identify polynomial arithmetic
Understand that a function from one set
as well as function notation, which are both
(called the domain) to another set (called the
directly targeted in the learning objectives.
range) assigns to each element of the domain
Since students have been learning about
exactly one element of the range. If f is a
exponents and related topics, this allows
function and x is an element of its domain,
them to see how exponents are used within
then f(x) denotes the output of f
equations and expressions. This lesson leads
corresponding to the input x. The graph of f is
directly to next lessons polynomial
the graph of the equation y = f(x).
multiplication, another form of polynomial
CCSS.MATH.CONTENT.HSA.APR.A.1
arithmetic which uses exponents.
Understand that polynomials form a system
analogous to the integers, namely, they are
closed under the operations of addition and
subtraction; add, and subtract polynomials.

Assessment: Assessment (Data & Student Feedback):

Pre: Plickers will be used as a pre-assessment
to see where students are in their
understanding of polynomial arithmetic. Four
or five questions will be asked, with the
answers being scanned across the room.
Revised 07/16
-Plickers is similar to Kahoot but is not a
timed activity, and therefore might be better
as a pre-assessment than as a formative
assessment. Since all students need is a sheet
of paper with their code on it, this is also
better than Kahoot because students do not
need their laptops or other devices.
Formative: Students will compete in an
engaging, interactive quiz on Kahoot.
Formative/student-peer: Students will be
sharing their knowledge of the material with
their classmates through Problem
Presentations.
Instructional Strategies to Differentiate Whole Class Instruction:
-Though Kahoot does not necessarily give me
information on each individual student, it
does let me know when the majority of the
class is struggling with a certain type of
question.
-Problem Presentations gives students the
chance to share their new knowledge with
classmates, while giving classmates the
chance to correct them and work together to
find the solution. Also, if there are any
problems that students collectively struggle
with, then those will be the type of problems
to focus on moving forward.

As a hook to this lesson, students will be competing in a polynomial creation activity. With a
partner, they will be picking three expressions out of a bucket, creating polynomials, and
adding or subtracting those polynomials to their partners polynomial. Following this,
students will use function notation to plug a random number (obtained via calculator) into
their polynomial. Students can compete to get the largest number out of their function, but
everything here is generated through random numbers, so students should recognize that the
competition aspect of this activity is all based on luck. Either way, students will see that
polynomials can be put together no matter what numbers they have for coefficients or
exponents.

The note-taking process during this lesson will be slightly different from the typical
lecture-based notes. As notes are being explained verbally, they will also be written down
with pencil and paper at the teachers desk. However, thanks to the Point-2-View camera that
connects to the projector, students will be able to follow along with the notes while taking
their own if they wish. If they would rather focus on learning the material instead of copying it
down, however, then there is another option to get a set of the pre-made notes on the same
material.

For practice with the material, students will be given a worksheet with content-related
exercises pertaining to this lesson and the previous lesson. Students will have had the option
in the previous lesson to work on the worksheet in pairs, small groups, or individually. This
will give an opportunity for students to get more individualized and personal connections to
the material. In this lesson, these worksheets will be used to provide exercises to the Problem
Presentations assessment, so even students who are not presenting the problems will already
have experience with them. Problem Presentations gives students the chance to share their
new knowledge with classmates, while giving classmates the chance to correct them and work
together to find the solution. Also, if there are any problems that students collectively struggle
with, then those will be the type of problems to focus on moving forward.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

-Pre-made notes on solving with fractional exponents will be available to students who would
Revised 07/16
rather listen and view notes instead of focusing on copying them down.
-Students who are unable to access Kahoot for any reason will have scrap paper where they
will write down their answer and show it to me before the correct answer is revealed.

The following modifications and accommodations are provided during every lesson in
conjunction with individual students I.E.P.s and 504s:
-One student will be allowed to listen to music to relieve stress, as long as the music is not
distracting from the lesson. This student will also be given cool-down time when he is upset.
If consequences for his behavior need to be given, they will not be given in front of the entire
class (they will be addressed later, one-on-one). This student will also receive frequent checks
for understanding. The hands-on and visual portion of this lesson, I believe, will be a benefit
to this student and will help him get involved.
-One student will be allowed up to two extra days to complete an assignment, if necessary. In
this lesson, there are no assignments of homework, so this will probably not be necessary.
-One student will be allowed to leave the room at any time for medical reasons. This student
will also receive shorter assignments if necessary.
-One student will be allowed to listen to music to focus attention, as long as the music is not
distracting from the lesson. This student will also be provided a copy of the notes (which will
not be required for this lesson) and will be given concise oral directions limited to no more
than 2 steps. This student will also receive frequent checks for understanding.

Technology Integration: (if appropriate)

-Projector: The classroom projector will be used to display the video at the beginning of the
lesson. It will also be used to display the note-taking through the Point-2-View camera.
-Kahoot: Students will use their individual devices to engage in a competitive quiz-style game,
which they will follow along with from the projector.
-Point-2-View Camera: This camera will allow notes to be taken by pencil and paper at the
teachers desk while students can follow along by viewing the notes on the projector.
-Plickers will be used as a pre-assessment to see where students are in their understanding of
polynomial arithmetic. Four or five questions will be asked, with the answers being scanned
across the room.

Materials and Resources for Lesson Plan Development

-Slips of paper with expressions on them. These will be used during the hook activity as
students create polynomials by picking slips of paper out of a bucket.
-Worksheets with content-related exercises. Students will have had worked on these in the
previous lesson in pairs, small groups, or individually. In this lesson, they will be used to
provide exercises to the Problem Presentations activity.
-Plickers will be used as a pre-assessment to see where students are in their understanding of
polynomial arithmetic. Four or five questions will be asked, with the answers being scanned
across the room.
-Pre-made notes on adding/subtracting polynomials will be available to students who would
rather listen and view notes instead of focusing on copying them down.
-Kahoot for students to compete in while engaging in meaningful learning.

Revised 07/16
Teaching & Learning Sequence:

Day 1:
1. Hook (10 min) Students will be led through the polynomial creation activity described in
the Instructional Strategies section.
2. Pass back (5 min) Graded papers, quizzes, and other assessments will be passed back to
students with feedback that they can use for future assessments.
3. Plickers (10 min) In order to get a sense of where students are in their understanding of the
material, their answers to four or five questions will be scanned and summarized through the
online quiz app Plickers.
4. Notes (15 min) An introduction to adding and subtracting polynomials will be given
through notes taken by pencil and paper at the teachers desk while students are following
along by viewing the notes on the projector via the Point-2-View camera.
5. Review worksheet (15 min) Students will continue working on and reviewing the
worksheet that they will present from.
6. Wrap up (5 min) At the conclusion of class, students will remind themselves what they
learned, how it connected to previous material, and how it will connect to future material.

Day 2:
1. Video (5 min) This video from Ted-Ed will be shown. It is not related to this lessons
content; it is intended to engage students in meaningful mathematical thought.
2. Problem Presentations (25 min) Students will take over the class one by one and show each
other how to solve or simplify the content-related exercises to the rest of the class.
3. Kahoot (20 min) Students will compete in an engaging, competitive quiz on Kahoot. This
quiz will cover adding and subtracting polynomials, with time given between questions to go
over anything that students may find confusing or frustrating.
4. Wrap up (5 min) At the conclusion of class, students will remind themselves what they
learned, how it connected to previous material, and how it will connect to future material.

Content Knowledge Notes: (if applicable/instructor discretion)

-Adding and subtracting polynomials is a lot like combining like terms; the only difference is
that some of these terms have exponents on them. This just means that anything that is being
squared must be added or subtracted from something else that is being squared. For example:
(2x 2 + 3x 5) + (4x 2 5x + 3) = 6x 2 2x 2
-The chinstrap penguin (Pygoscelis antarcticus) is a species of penguin which inhabits a
variety of islands and shores in the Southern Pacific and the Antarctic Ocean. Its name derives
from the narrow black band under its head which makes it appear as if it were wearing a
black helmet, making it one of the most easily identified types of penguin. Alternate names are
"ringed penguin", "bearded penguin", and "stonecracker penguin" due to its harsh call.
-Function notation simply gives an equation a name and gives the process of plugging in a
number an easier way of being notated. Students are used to equations being named things
like y and x, but now theyll look something like f(x) or even y(x). An example of a number
being plugged into a function:
f (x) = 4x 2 6x + 3
f (3) = 4(3 2 ) 6(3) + 3
f (3) = 36 18 + 3 = 21

Revised 07/16
Common Core Teacher Standards (CCTS) Alignment & Justification: (Field/Student Teaching
Only)

Standard #1: Learner Development

In the sections Instructional Strategies to Differentiate Whole Class Instruction and
Post-Lesson Reflection, I have demonstrated my understanding of how students learn
material through learning experiences that are designed specifically for individual students. I
have provided multiple ways to present material, giving students multiple ways of thinking
about it. Through my understanding of how students learned, I have created a way to use the
current material to connect past material with future material by using it as a bridge of
comprehension.

Standard #7: Planning for Instruction

In the sections Teaching and Learning Sequence and Modifications / Accommodations /
Extensions For Individual Students with Identified Needs, I have demonstrated my ability to
interweave my content knowledge with an understanding of individual students and their
learning environment. I have targeted specific learning goals which are aligned with Common
Core State Standards and have specified the learning objectives associated with this lesson.
Through careful consideration of the students Im working with, I have planned unique lesson
plans that will foster knowledge development in each student individually.

Post-Lesson Reflection:

Some common misconceptions popped up, just as they always do, but most students quickly
grasped the general idea of this lesson early on. They had combined like terms before, such as
putting xs with xs and ys with ys, so all they had to learn in this lesson was how to do so
with exponents. If it werent for a couple students in the class who were having trouble
making the connections to previous knowledge, I would have moved through this lesson
faster than I planned to. Luckily, I was able to use students who got it quickly to teach other
students who didnt quite understand right off the bat. One of the misconceptions that I came
across, for example, was a tendency for students to put like terms together and add or
subtract the exponents as well. They would do something like 3x 2 + 4x 2 = 7x 2 . I countered
this by showing them that when we add squares to squares, we get squares out of it. If we add
cubes to cubes, we get cubes, and so on. I believe it helped a few students to think of it that
way, but I am concerned for the next lesson, where they will actually be changing the
exponents (because it will be polynomial multiplication).

The hook worked really well in this lesson, as it kept students active, working together, and
playing with the content without being given a worksheet to fill out. Ill probably keep the
slips of paper and the bucket in my room for future lessons, since students responded
positively and certainly appreciated the activity. I was right when I pondered whether
students wanted to do more activity-based learning, so Im putting more and more of an effort
into steering away from the typical notes and lecture based learning. Of course, it does help
students to have a few minutes of each lesson dedicated to note-taking, since it is important,
but my lessons have started to incorporate that as an addition to the actual learning, which is
taking place through interactions with the material.

Revised 07/16