TAT2 Task 3 Instructor’s Manual

Factoring Instructional Unit

Justin Hadlock

December 2, 2018

000226063

A Written Project Presented to the Faculty of the Teachers College of Western Governors

University
 Factoring Unit Instructor’s Manual

Table of Contents

Unit Overview

Instructional Goal

Instructional Objective

Audience

Instructional Sequence

Lesson Plans for Unit of Instruction

Lesson 1: Sum and Difference

Lesson 2: Distributive Intro

Lesson 3: Double Distributive

Lesson 4: Greatest Common Factor

Lesson 5: Factor by Grouping

Lesson 6: Factor Trinomials

Lesson 7: Factor Trinomials (a>1)

Instructional Goal

Provided with polynomials, students will be able to add,subtract, multiply and factor the

polynomial.

Instructional Objectives

● Given two polynomials students will be able to find the sum and difference of the given

polynomials

● When given a monomial and a polynomial, students will be able to use the distributive

property to find the product of the two

● When given two polynomials in factorial form students will be able to find the product of

the given polynomials

● When given a polynomial students will be able to find the greatest common factor for

each term within the polynomial

● When given a polynomial with an even number of terms students will be able to factor

the polynomial by grouping

● When given a trinomial students will be able to identify special cases, and factor the

given polynomial

Audience
 The audience for this unit is 30 students in a sophomore secondary 2 core

mathematics class. About 75% of the students are in a medium or higher socioeconomic

status while the other 25% are in a low economic status. The students in this class are on

schedule to finish their math credits their junior year, but are not on an honors or AP

track.

Instructional Sequence

The Instructional sequence for this unit will include four instructional lessons and one

day for a post assessment. Each lesson is based upon a 90 minute class period. The unit will last

5 class periods over a two week period. My school is on block schedule so we only meet every

other day, the unit can be modified to fit the needs of different school schedules if needed. Our

district models lessons plans within a “I do, we do, you do” model. Each lesson plan will fall

within this model by starting with direct instruction and modeling, followed by guided practice

as whole group or small group work and finished with independent study.
 Lesson Plans
LESSON PLAN
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Find the sum and difference of polynomials

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator students will be able to add and subtract
polynomials with 80% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):
 Identification of Student Prerequisite Skills Needed for Lesson: ​Students have
taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
Presentation of New Information or Modeling: ​Students are given monomials of like
terms and shown how to combine like terms. Students are given algebra blocks in order to
model like terms and connect learning with previous knowledge of summation and subtraction.

Guided Practice: ​Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.

​Independent Student Practice: ​Students are given given the link to Khan academy and
asked to complete the questions from the polynomial section.
https://www.khanacademy.org/math/algebra/introduction-to-polynomial-expressions/adding-and-
subtracting-polynomials/v/adding-and-subtracting-polynomials-1

​Culminating or Closing Procedure/Activity/Event: ​Student sare given an exit ticket

with two problems. The students must complete the problems on the way out the door in order
to help guide future instruction.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics:​​Students will be able to add polynomials of the form 80%

accuracy on the given homework

Lesson Plan Summary: ​Students begin by modeling polynomials with algebra block. This
helps them activate prior knowledge, and get a comfortable base for the unit. Using the algebra
blocks, adding a subtracting becomes a very familiar process. A constructivist method is used to
get students to create their own understanding of concepts. The exit tickets helps to measure
the level of understanding before students leave the classroom. This will guide future instruction
throughout the unit.
LESSON PLAN 2: Distributive Property Introduction
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Multiplying a monomial with a binomial using the distributive property

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
 Presentation of New Information or Modeling: ​Students are asked to multiply
monomials as a warm-up. Simple monomial x binomial are demonstrated to the class.

Guided Practice: ​Students are handed cards that contain a monomial, binomial and an
answer. The students must search the class in order to find the complete problem. After the
students find their match, each group will present their question to the class.

​Independent Student Practice: ​Students are given 15 questions on a web-based

program. The students will work independently on problems for the remaining time in the class
period. Class instruction will be given if common problems arise during independent practice.

​Culminating or Closing Procedure/Activity/Event: ​Student sare given an exit ticket

with two problems. The students must complete the problems on the way out the door in order
to help guide future instruction.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics:​​Students will be able to multiply polynomials using the

distributive property with 70% accuracy.

Lesson Plan Summary: ​Students are able to build on previous knowledge by multiplying
monomials. During guided instruction they are shown that the process just repeats itself through
the distributive property. Having students play the matching game, gets them out of their seats
and raises engagement. It also provides clear feedback of the students progress up to that
point. The exit ticket gives another way to measure the effectiveness of the lesson.
LESSON PLAN 3: Multiply binomials
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Multiplying two binomials

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject. Exit
tickets for previous lessons, have also given information to guide instruction.

Presentation of New Information or Modeling: ​Students are asked to demonstrate the

distributive property from the previous lesson as a warm-up. Students are shown how to apply
the distributive property when dealing with binomials.

Guided Practice: ​Students are given cards that contain either a binomial or an answer.
The students must search the class in order to find the complete problem. After the students
find their match, each group will present their question to the class.

​Independent Student Practice: ​Students are given 15 questions on a web-based

program. The students will work independently on problems for the remaining time in the class
period. Class instruction will be given if common problems arise during independent practice.

​Culminating or Closing Procedure/Activity/Event: ​Students are given 5 minutes to

ask questions on independent practice. Questions are pre-selected in order to review major
problems or difficult areas before students leave the class.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics:​​Students will be able to multiply polynomials using the

distributive property with 70% accuracy.

Lesson Plan Summary: ​Students are able to build on previous knowledge from the previous
lesson by using the distributive property again. During guided instruction they are shown that
the process just repeats itself and then you must combine like terms. Having students play the
matching game, gets them out of their seats and raises engagement. It also provides clear
feedback of the students progress up to that point. The review at the end of class provides
support to the students before they are sent home.
LESSON PLAN 4: Greatest Common Factor
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Factor using greatest common factor

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using pencil and paper students will be able to factor polynomials using
greatest common factor

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

​Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
 Presentation of New Information or Modeling: ​Finding the monomials will be
demonstrated by using the smart exchange examples. They will be shown on the smartboard.

Guided Practice: ​Problems are placed on the board and students will solve them within
their cooperative groups. Each group will take a turn solving the problem at the board for
the class. Corrections are made and questions will be answered as the groups go through the
questions.

Independent Student Practice: ​Students are given an individual assignment of 20

questions that cover GCF. Students will work on the assignment at the end of class, and all
unfinished questions will be left as homework.

​Culminating or Closing Procedure/Activity/Event: ​The remaining 5 minutes of class

students review key terms for the Unit, and solve one problem as a class. Final questions are
answered to ensure students have a firm grasp on the concept before leaving.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics: ​Students will be able to factor polynomials using greatest

common factor with an accuracy of
80%

Lesson Plan Summary: ​This unit begins by using a constructivism learning theory. By
introducing the GCF concept using the algebra blocks, students are given the opportunity to be
creative in finding factors on their own. They are able to represent the factors of different
problems physically and verbally within their cooperative groups. The blocks also help to link
factoring as an abstract concept to a real world scenario. This will help students gain a better
understanding, help with retention and give them a firm foundation in which to begin the unit.
LESSON PLAN 5: Factor by Grouping
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Factor polynomials by grouping

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator students will be able to factor polynomials by
grouping with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
 Presentation of New Information or Modeling: ​Students are given binomials and are
asked to find greatest common factor in order to engage prior knowledge. They are then given
polynomials that will factor by grouping and shown how to pull two different sets of GCF from
the polynomials. The students will rearrange the GCF and shown how this can now be
represented as the factors of the original polynomials. If done right the students should be able
to recognize the common factor after the GCF has been pulled from the original polynomial.

Guided Practice: ​Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.

Independent Student Practice: ​Students work independently on their assignment with

help if needed. Problems that students are unable to finish in class will be left as homework.

Culminating or Closing Procedure/Activity/Event: ​Students will be given 2 questions

to answer on an exit ticket. These questions will give a quick assessment in order to direct
instruction further in the unit.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics: ​Students will be able to factor polynomials by grouping with

70% accuracy on the given homework

Lesson Plan Summary: ​In this lesson the students will build upon the strategies learned in
lesson 1. In the first step they are asked to use multiplication to factor two binomials. This will
activate prior knowledge while also help to establish a deeper understanding for factoring. The
students will build upon that prior knowledge by using previous skills to tie into the new skills
obtained during this lesson. A scaffolding approach is taken throughout the lesson to help
students discover the ideas behind factoring by grouping. This is why this lesson was placed
following GCF as advised by another teacher during the final steps of this task.
LESSON PLAN 6: Factoring Trinomials
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Factor polynomials in the form x^2+bx+c

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator students will be able to factor polynomials of
the form x^2+bx+c with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
 Presentation of New Information or Modeling: ​Students are given a binomial
multiplication problem and asked to double distribute or use the F.O.I.L method in order to
combine terms. Students are asked if they would be able to do the process in reverse. Within
cooperative groups students will attempt to come up with a method of reversing the F.O.I.L
process.

Guided Practice: ​Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.

​Independent Student Practice: ​Students are given 20 questions on a web-based

program. Students are given time to complete questions on chromebooks. Anything not finished
in class will be left as homework.

​Culminating or Closing Procedure/Activity/Event: ​Students are given factoring

problems on the board that represent the concepts covered so far in the unit. They must solve
as a class. This will help to direct instruction for the last lesson and give students the chance to
self evaluate their skills.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics:​​Students will be able to factor polynomials of the form x^2+bx+c

with 70% accuracy on the given homework

Lesson Plan Summary:​​ Using a similar approach to the first two lesson plans, in order to keep
the students comfortable with the learning style, students will first activate prior knowledge by
multiplying binomials. Giving the students the chance to attempt the problem in groups before
showing them how to solve gives the chance for discovery. Again using a constructivist method
as the students work to build a deeper understanding of the concept. By using the strategies
demonstrated to them in the previous lessons the students will also be able to connect the
concepts together. The closing procedure in this lesson is an important one, because it gives
the students the chance to self evaluate their progress so far in the unit. This is valuable to them
as they can attempt the work without the pressure of a grade on the line.
LESSON PLAN 7: Factoring Trinomials a>1
Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): ​Math

Topic or Unit of Study: ​Factor polynomials of the form ax^2+bx+c

Grade/Level: ​10​th

Instructional Setting: ​The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b ​Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): ​Using a graphing calculator students will be able to factor polynomials of
the form ax^2+bx+c with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: ​Smartboard, Chromebooks, Individual whiteboards and markers

Resources: ​Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

​INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: ​Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
 Presentation of New Information or Modeling: ​Students are given two binomials and
asked to multiply them, with the resulting polynomial being in the form ax^2+bx+c. This will help
connect the new concept to the previous lesson plan and help students engage in prior
knowledge. Students will be asked the difference between this problem and the one in the
previous lesson. Hopefully the students will point out the constant in front of the x^2, which has
previously not been there. The students will then discuss ways to do the F.O.I.L. method in
reverse order when a>1 within their cooperative groups.

Guided Practice: ​Students are placed in small cooperative groups and given small
white boards to practice on. Problems are placed on the board in increasing difficulty and
students work them out together. After a set amount of time, each problem is completed as a
class on the front of the board usually by a student that has done it correctly.

Independent Student Practice: ​Students work independently on their assignment with

help if needed. Problems that students are unable to finish in class will be left as homework.

​Culminating or Closing Procedure/Activity/Event: ​Students are given a 5 question

exit slip that covers the topics within the unit. The exit slips will provide valuable information on
what students need before the final assessment of the unit.

Pedagogical Strategy (or Strategies): ​Direct instruction, cooperative learning groups

Differentiated Instruction: ​Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics: ​Students will be able to factor polynomials of the form

ax^2+bx+c with 70% accuracy on the given homework

Lesson Plan Summary: ​Again in order to try and keep things consistent within the unit, and to
activate prior knowledge, students will start the beginning of the lesson by demonstrating a skill
that they are already comfortable with. The students will be asked a series of leading questions
in order to guide them to discover the concept on their own. This strategy will help with student
engagement and lead to good discussion within their cooperative groups. Hopefully the students
will be able to draw on their previous knowledge to discover the concept.