Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Abbi Stratton

Date Day 3 Subject/ Topic/ Theme: Key Characteristics of Polynomial Graphs Grade ___Algebra
II_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will help students to identify key characteristics of polynomial graphs that help distinguish one family of polynomials graphs from the other

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Collaborate with others in a mathematical way X
Make hypotheses about the characteristics of odd/even degree functions U, Ap, Ev
Use technology to create a graph on a picture that resembles a polynomial C
Find the degree, real roots, end behavior, local max/min, domain/range of a polynomial given the graph An

Common Core standards (or GLCEs if not available in Common Core) addressed:
-Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the
solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x)
are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. (A-REI #11)
- Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. (F-IF #7, c)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

-Students know how to find the degree of a polynomial based on the equation (the exponent of the first
Identify prerequisite
term)
knowledge and skills.
-Students know that roots are the same thing as x-intercepts
-Students know how to graph functions on their calculators
Pre-assessment (for learning): Do Now; Class shout-out of x-intercepts/roots/solutions/zeros

Formative (for learning): Investigation Activity Debrief, Desmos Activity

Outline assessment
activities Formative (as learning): Investigation Activity, Desmos Activity
(applicable to this lesson)
Summative (of learning): Homework-finding key characteristics of others graphs

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of
Engagement
-Provide options for self-
regulation- expectations, personal
skills and strategies, self-
assessment & reflection
-Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
-Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students get help from each
other and instruction from the
teacher
-Students discover information
on their own and with a group
-Students choose their own
photo to graph information
-Students use computer
technology to graph
Provide Multiple Means of
Representation
-Provide options for
comprehension- activate, apply &
highlight
-Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-Provide options for perception-
making information perceptible
-Students use both graphs and
equations to find key
characteristics of polynomials
Provide Multiple Means of Action
and Expression
-Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
-Provide options for expression and
communication- increase medium
of expression
-Provide options for physical
action- increase options for
interaction
-Students get to create a
polynomial using their own
photo
-Students share answers on a
Google Doc and/or verbally
explain how they got
information
 Each student needs a computer and a picture with the shape of a polynomial
Materials-what materials
Desmos activity set-up and example
(books, handouts, etc) do
Projector
you need for this lesson
Investigation Activity
and are they ready to
Homework Worksheet of characteristics
use?
Google Doc that students can access

The classroom will be set up in table groups of 4-6 so that students can easily work together and help
each other for the activities
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 Do Now:
mins Motivation -Have students find the x-intercepts of the graph Students find the x-intercepts (1,0) and (-1,0) either
(opening/ y=x2-1 by looking at the projected graph on the by looking at the graph on the board, graphing it,
introduction/ board or by graphing it on their calculator factoring it, or using
engagement) -Ask students what they got, mark the x-intercepts Students share their answers
on the board
-Ask students what are other names for x- Students answer with roots, zeros, and/or solutions
intercepts; write answers on boardmake sure
roots is an answer
35 Development Investigation Activity:
mins (the largest -Prompt students to work together to complete the Students start to work on activity; some groups
component or activity. Tell them they may divide and conquer if divide up who does which page
main body of they wish
the lesson) -Write on board the definition and example of the Students collaborate to graph functions, find the
end behavior of x- and x. Announce that end behavior, amount of real and imaginary zeros,
this new idea is on the board to help them when find the domain and range, and local max/min (if
they get to end behavior applicable)
-Walk around and listen to students conversations
if students ask for help, ask them if they asked a
neighbor first; if everyone confused, help them out,
giving them as little information as possible until
the understand it.
-After 20 mins, or before if students are finishing Students delegate a person from their group to
packet, tell students to write their groups write their hypotheses on the Google Doc

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 hypotheses about the characteristics of odd and
even degree polynomials on the shared Google Doc
15
mins Characteristics Debrief: Students look at Google Doc on board or on their
-Project the Google Doc on the board. Tell students own computer
to follow along and add/change things to their chart
on their paper as needed Students add/change answers on their worksheet
-Scroll through the Google Doc and ask students to when necessary
explain why they got the answers they got
-Draw a chart on the board, clarifying points where
students varied, but draw on the students wording
(only adding more academic terms where
necessary), to solidify information discovered
40
mins Desmos Activity: Students close their laptops
Tell students to shut their laptops and pay attention
to instructions before doing the activity on their
own Students watch example with their computers
1. Project Desmos on board and show closed
students how to upload photo, using a
simple photo (degree 2) as an example
2. Show students how to plot points
3. Show students how to make a polynomial Students open their computers and follow activity,
4. Prompt students to open their computers working individually or together and helping each
and follow the same process to create a other and asking questions
polynomial with their photo. Students may
work alone or in pairs. If students forgot
to take/upload a picture/bring their
computer, they may find a picture online
(e.g. bridge, rainbow) or use their
partners photo.
5. Teacher leaves the example up on the
screen and wanders around answering
questions
6. Tell students every three-seven minutes
that they should be on the next step
7. Tell students to make sure they have the
right degree of polynomial for their graph
8. After announcing the last step of plotting
point, prompt students to find the roots of
their polynomial if already done with
previous steps. After announcing making a
polynomial, have students save their
picture and post it in a Google folder
linked on Google classroom. Students write answers on handout worksheet
9. Have students write the equation, degree,
real roots, end behavior, local max/min,
domain/range of their polynomial Students who are done early help other students
10. If students finish early, have students help
their peers. Make it clear that surfing the
internet and doing other HW is not
allowed
11. After students finish up, show a few
polynomials on the board of peers, noting
the degree of the polynomial in relation to
the number of roots
Note: if students do not finish, make sure that
they know it is homework

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2 Closure Tell students their homeworkto look at the Students listen to instruction and promise to do
mins (conclusion, Desmos graphs of two other students and estimate their homework
culmination, the key characteristics of it.
wrap-up) Emphasize the importance of doing this homework,
as we will be comparing answers next time

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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