Lesson Plan: 3.

5 Polynomials of the form x2+bx+c

Date: February 15th
Subject: Math Grade: 10
Topic: Essential Question (from unit, if applicable):
What defines a simple polynomial and why is it important that we know how to
define a simple polynomial

Materials: Teacher notes, textbook

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
-GCF (Greatest Common Factor) of Polynomials
-What a polynomial is
-How to multiple and divide polynomials
Broad Areas of Learning:
Developing Lifelong learners
This lesson will focus on the Board area of learning of developing lifelong learners,
specifically students should be developing understandings of mathematics that will
support their learning of new mathematical concepts and applications that may be
encountered within both career and personal interest choices. This lesson is vital to
moving on in later mathematics so that is why this is the broad area of learning being
focused upon This is what most of the unit will focus on
Cross-Curricular Competencies:
Developing Thinking
This lesson allows the students to use their knowledge of graphs in order deduce how
the three types of equations will look like on a graph. This emphasizes the point of
student engagement in inquiry and problem solving when students are challenged to
think critically and creatively. This is what most of the unit will focus on

Outcome(s):
Outcome: FP10.1

Demonstrate understanding of factors of whole numbers by determining the: prime

factors, greatest common factor, least common multiple, principal square root, cube root

PGP Goals: 4.3 the capacity to engage in program planning to shape lived curriculum
that brings learner needs, subject matter, and contextual variables together in
developmentally appropriate, culturally responsive and meaningful ways
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
During this lesson multiple examples will be asked to the class. I will be using the
gradual release modal where I do a question with them, do one together with them and
then set them off on there own. This will allow for slow formative assessment in the class

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The final few questions as well as the assigned homework will give a good summative
assessment of the required material.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

In order to motivate the student I will connect this lesson to prior knowledge
that has been gathered by the students. By connecting the content to prior
knowledge it will gather confidence in the students and give them the ability
move forward in the lesson. This is shown in the first picture with the
Distribution property example, as the students already know how to deal with
the distribution property.

Main Procedures/Strategies:
During the main lesson it will be example based. By going through the release method
students will be able have examples to use to complete work as well as have guided
examples in order to strengthen there understanding of the examples. If the students
are understanding some examples then some examples can be skipped so the lesson
does not drag on. Overall it will be a lesson that will be combined with students
completing examples and teacher completing examples.
Each example is numbered and has a bracket showing if it is a double positive, positive
negative, or a double negative question.

Another thing to note is on the pictures the left side has the examples and the right side
has teacher notes to remind the teacher what the students are trying to learn.

Adaptations/Differentiation:
The first adaptations are the time given for the questions during the lesson. Some
students will be done bery quick but some students will need more time to complete the
questions
The second adaptation will be the size and time for the assignment. Students that are
struggling will have a few days to work on the assignment instead of it being due
tomorrow.
Closing of lesson:
The closing of the lesson will ask the question, for if the x^2 had a number in front of it.
This will begin the students on the path to thinking about complex polynomials and let
them inquire at the beginning of next lesson.

Personal Reflection:
Overall the lesson went faster then I thought. Examples 3,5,7 were skipped as the
students were getting it way faster then I thought they would. Overall the students
seemed to understand and it allowed me to test out my questioning ability. Using vague
question confused students in the lesson as well as asking rhetorical questions. In future
lessons I would try to avoid this way of questioning in order to develop my teaching skills.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)