Vous êtes sur la page 1sur 3

Manhattan Hunter Science High School

Lesson Plan for Algebraic expression


Standard:

Date:

SOL A.12
The student will factor completely first and second degree
binomials and trinomials in one or two variables.
11/19/15

Unit/objective: Algebra,
Mathematical Models, and Problem
solving

Factoring reverses polynomial multiplication.


Students will be able to factor the GCF from polynomials to solve
mathematical problems.

Class:

10th and 11th grade College Algebra students

Lesson: Algebraic Expressions


Learning intention/Aim/Objective

The students will be able to identify the GCF in various


polynomial expressions or quadratic expressions.

How we will factor out the greatest common factor of a


polynomial?
Success criteria

Learn strategies to find the factors and prime factors of up to four


digit numbers, and the greatest common factor of a pair of
numbers.

Do now (Question)
(5-10 min)

The Do Now is a group work. Students will be divide it to


four groups and will do one problem. Each group is going to
choice one student who is going to present on the board
problem.
Solve:
1)Multiply the monomial and the polynomial: 4xy(7x + 3y)
2)Use the FOIL method to multiply the binomial: (y+5)(y-6)
3) Multiply using one of the rules for the square of a
2
binomial: ( 5 x3 y )

4)Multiply polynomials when neither is a monomial:


2
(x-3)( x +2 x +5

Mini Lesson: Teacher will


demonstrate and define algebraic
expressions. (10-15 mins)

Introduce factoring using the greatest common factor. Next, show


another way of showing how to factor out a common factor with
a negative coefficient. From all of this explanation, the teacher
will do one problem together with students and give other
examples for students, for better understanding. Third, show
students video Factoring by grouping for better understanding.

Application (Students apply skills


taught during mini leson; groupwork,
independent practice,
etc.)
(20-25 min)

After that asked the steps of how to factor a polynomial, and have
three examples. One did together with class, the last two for
students. The last thing is to give students the Exit Slip question
and see how students understand the class.
Students will be given different types of expressions while
translating them into mathematical components will solve the
system. Students are asked to put in their answer in the clickers as
well as having students explaining their thinking process through
the problem.

Summary/exit slip (5 min)

Students will understand:


A factor is an integer that divides evenly into another
integer without leaving a remainder
A composite number has more than 2 factors
A prime factor can only be divided by itself and 1
Students will use strategies for finding factors of a whole
number

Key Vocabulary

Algebraic expressions, inequalities.


Translation words: addition, subtraction, multiplication, division.
Grouping is also based on academic information gathered from
ARIS as well as results from prior assessments in Geometry.
Packet is distributed to class with appropriate resources. Some
students will be responsible for completing fewer problems
(student choice).
Lesson Packet, smart board, clickers, Algebra for College
Students, Blitzer, second custom edition for Hunter College

Grouping
Modifications

Resources

Questions Sample

1.
2.
3.
4.
5.
6.

1.
2.

NCTM: Higher Order Thinking Question Stems


Questions that help students work together to make
sense of mathematics:
What does other think about what
____________________________ said?
Do you agree? Disagree? Explain.
Does anyone have the same answer but a different way to
explain it?
Would you ask the rest of the class that question?
Do you understand what they are saying?
Can you convince the rest of the class that that makes
sense?
Questions that help students rely more on themselves to
determine whether something is mathematically correct:
Why do you think that?
Why is that true?

3. How did you reach that conclusion?


4. Does that make sense?
5. Can you make a model to show that?
Questions that help students learn to reason
mathematically:
1. Does that always work?
2. Is that true in all cases?
3. Can you think of a counterexample?
4. How could you prove that?
5. What assumption are you making?
Questions that help students learn to conjecture, invent,
and solve problems:
1. What would happen if .? What if not?
2. Do you see a pattern?
3. What are some possibilities here?
4. Can you predict the next one? How about the last one?
5. How did you think about the problem?
6. What decision do you think she should make?
7. What is alike and what is different about your method of
solution and his/hers?
Questions that help students to connect mathematics, its
ideas, and its applications:
1. How does this relate to..?
2. What ideas that we have learned before were useful in
solving this problem?
3. Have we ever solved a problem like this before?
4. What uses of mathematics did you find in the newspaper
tonight?
5. Can you give me an example of?

Homework

Homework: Page 420 # 16, 18, 30, 36, 50.