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KTIP/TPA LESSON PLAN FORMAT<br />Name: Date:Age/Grade Level: 14/9th<br /># of Students: # of IEPs: # of GSSPs: <br /># of LEPs: <br />Subject: Algebra 1Content: FactoringLesson Length: 90 minutes<br />Unit Title: Factoring Patterns Lesson Nbr/Title: Day 5/Solving equations by factoring. <br />ACTIONS – Described prior to observation<br />TECHNOLOGY – CALCULATORS, ALGEBRA TILES, <br />MANIPULATIVES NEEDED - <br />Lesson Objectives – <br /><ul><li>Students will use factoring in solving polynomial equations.
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Students will solve real world problems by writing and factoring equations.</li></ul>Connections – <br />Common Core Standards (college and career readiness standards for math)<br />Core Practices (4): Look for and make use of structure.<br />Program of Studies <br />MA-HS-AT-S-VEO9<br />Students will factor quadratic polynomials. <br />Kentucky Core Content<br />MA-HS-5.2.1<br />Students will apply order of operations, real number properties (identity, inverse, commutative, associative, distributive, closure) and rules of exponents (integer) to simplify algebraic expressions. <br />MA-HS-5.2.3<br />Students will:<br />add, subtract and multiply polynomial expressions; <br />factor polynomial expressions using the greatest common monomial factor and <br />factor quadratic polynomials of the form ax2 + bx + c, when a = 1 and b and c are integers.<br />MA-HS-5.2.4<br />Students will factor quadratic polynomials, such as perfect square trinomials and quadratic polynomials of the form ax2 + bx + c when a ≠ 1 and b and c are integers.<br />Context – <br />Students are primarily from rural communities and are generally from upper middleclass families. <br />This lesson is taught on day 5 of the Factoring Unit. It continues students learning to understand factoring quadratics when a is an integer other than one. <br />The previous lessons were:<br /><ul><li>Factoring Pattern for x2+bx+c.
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Factoring Pattern for ax2+bx+c, when a does not equal 1.
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Guided Notes with examples</li></ul>References – <br />Brown, B. (2000). Algebra Structure and Method Book 1. City: Houghton Mifflin <br />College Div.<br />Dolciani, M. (1992). Algebra 1. City: Houghton Mifflin Company.<br />Dixon, A. (2001). Algebra 1. Paramus: Globe Fearon.<br />Procedures – <br /><ul><li>Warm Up – 5 problems from Days 1-5 of factoring unit (10 minutes)
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Lecture from PowerPoint w/guided & individual practice
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Today we’re going to learn how to use factoring to solve equations and answer real world problems. Before we get started, we need to review the zero product property.
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Can you tell me what the zero product property is?
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For all real numbers a and b, ab = 0 if and only if a = 0 or b = 0.
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Can you put the zero product property in your own words?
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Next try one with your partner. If you finish early, you may begin to work on the You Try problems. If you need help, please place your book on end on your desk and continue on to another problem.
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What is the solution set and how did you solve it?
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{-5, 7}. Add -5 to x + 5 = 0; add -7 to x + 7 = 0
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Now complete the You Try problems and I will be around to check your work.
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Next try one with your partner. If you finish early, you may begin to work on the You Try problems. If you need help, please place your book on end on your desk and continue on to another problem.
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Can you please write the solution on the board?
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Answers will vary (should be very similar to the PowerPoint)
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Now complete the You Try problem and I will be around to check your work.
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Answers will vary but should look like PowerPoint.
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Next try one with your partner. If you finish early, you may begin to work on the You Try problems. If you need help, please place your book on end on your desk and continue on to another problem.
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Can you please write the solution on the board?
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Answers will vary (should be very similar to the PowerPoint)
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Now complete the You Try problems and I will be around to check your work. If you finish early please attempt the puzzler problems for bonus points.
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In Physics, often times we need to use factoring to answer questions about movement, height and speed.
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What variable would be good to use for height?
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There are three possibilities for this problem. The ball could be at 6 meters on its way up and its way down. It could be at 6 meters once, or it might never get high enough to be at 6 meters.
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What are the variables we will use in this problem?
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Which of the three possible pictures was the correct picture?
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Now work with your partner to solve the next physics problem. If you have a question please place your book on end on your desk. If you finish early you may begin working on the You Try problems. I will come around to help.
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4 Puzzlers on the guided notes – 1 extra bonus point for each correctly completed puzzler.
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Completed notes for student X who needs writing assistance.</li></ul>Student Assessment – <br />Students will list all possible factors of the integers ax2 and c of quadratic trinomials of the form ax2+bx+c correctly for 5 You-Try examples.<br />Students will factor general quadratic trinomials with integral coefficients correctly <br />for 5 You-Try examples. <br />Students will factor two quadratic trinomials of the form ax2+bx+c on their exit slip. <br />Objective/Assessment Plan Organizer<br />Objective NumberType of AssessmentDescription of AssessmentDepth of KnowledgeAdaptations and/or AccommodationsObjective 1: Students will list all possible factors of the integers a and c of quadratic trinomials of the form ax2+bx+cFormative&SummativeQuestioning StudentsGuided practiceObserved practice&Exit Slip1Accommodations: give more time to answer. Accommodations: give more time to answer. Accommodations: give more time to answer. Accommodations: give more time Objective 2:Students will factor general quadratic trinomials with integral coefficients.Formative&SummativeQuestioning StudentsGuided practiceObserved practice&Exit Slip3 & 4Accommodations: give more time to answer. Accommodations: give more time to answer. Accommodations: give more time to answer. Accommodations: give more time <br />IMPACT – Prepared after the lesson and post observation conference <br />Reflection/Analysis of Teaching and Learning – <br />REFINEMENT – Prepared after the lesson and post observation conference <br />Lesson Extension/Follow-up – <br />