SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
Revised August 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the
examples you will give students, the structure of notes if you will lecture, the directions for any activities,
and key questions you intend to pose to students. In addition, give time frames to help with pacing and
attach any handouts that will be used. This is not a script of every word youll say but it is a structured,
detailed guide to how you intend to implement the lesson.
UNIT TITLE: LESSON TITLE: POLYNOMIAL FUNCTIONS

Pat McGrew, TBD 50mins TBA

Louis Oakley,
STUDENT TEACHER: Robert Vulaj DAY: PERIOD: ROOM:

11th-
SCHOOL: TBA SUBJECT: Algebra II GRADE LEVEL: 12th

EQUIPMENT/MATERIALS: Textbooks, past class notes, notepaper, and pencils.

For this lesson all handouts will be provided.

1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT STUDENTS WILL BE ABLE TO DO? SHOW

CORRELATION TO STATE CONTENT STANDARDS)

Students will be able to:

Identify patterns from one polynomial functions to the next by evaluating common traits from each
functions. Determine the end behavior of a polynomial by interpreting the functions leading term.
Learn the terms and vocabulary that describe polynomial functions. Know how to add and subtract
polynomials by exploring properties of exponents and how they apply to polynomials. Finally,
mastering evaluating functions for specific values.

2 STANDARDS:
Content A-SSE.1a. Interpret expressions that represent a quantity in terms of its context. Interpret
parts of an expression, such as terms, factors, and coefficients.

A-APR.1. Understanding that polynomials form a system analogous to the integers,

namely, they are closed under operations of addition, subtractions, and multiplication; add,
subtract, and multiply polynomials.

F-IF.7c. Graph functions expressed symbolically and show key features of the graph, by
hand in simple cases and using technology for more complicated cases. Graph polynomial
 functions, identifying zeros when suitable factorizations are available, and show ending
behavior.

F-IF.8. Write a function defined by an expression in different but equivalent forms to

reveal and explain different properties of the function.

F-IF.9. Compare properties of two functions each represented in different way

(algebraically, graphically, numerically in tables, or by verbal descriptions).

3 LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS ATTENTION FOCUSED ON

THE OBJECTIVES INCLUDES CONNECTING TO PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR
LIFE EXPERIENCES AND INTERESTS):

(10 MINUTES)
To introduce the lesson topic, we will form a conversation led by the students revolving around what
they already know about polynomials. The students will be instructed to turn to someone close to
them, and in 3 minutes come up with one concept, idea, fact, etc., they may already know about
polynomials. Once the 3 minutes are up, we will call on 4 or 5 students to share what they came up
with. One by one we will record what the students came up with on the white board and shortly
expand on the concept. This activity serves the purposes of introduction the lesson topic and drawing
on students previous knowledge.

4 LESSON BODY/STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND
STUDENTS WILL BE DOING):

(20 Minutes)
Direct Instruction: Lecture
We will begin this part of the lesson with our Prezi presentation. Before, we will pass out individual
copies of the guided notes that accompany the presentation. The first slide viewed will formally
define what a polynomial is and introduce some properties of polynomials. The students will be
filling out their guided notes. The second slide, and the students notes, provide a table of exponent
rules, while we discuss how they can help perform mathematical operations between polynomials.
The Prezi presentation continues with providing simple laws of exponents problems. This will be a
good location to utilize interactive instruction.

Interactive Instruction: Problem Solving Group Work

The students will be split into groups of 3 or 4, and asked to work out the problems provided to them
on their notes. For each problem we will call on a group of students, who will share their solution as
we translate it on the white board for everyone to see. This activity will allow to students to solve
problems together, while discussing solutions with the whole class.

Direct Instruction: Lecture (cont.)

Continuing with the Prezi presentation, the next slide presents a table that touches on the degree,
name, and forms of common types of polynomials. The slide also includes an excerpt on the standard
form of a polynomial. The next couple of slides provide numerous graphs of larger degree
 polynomials and talks about their end behavior, and perhaps the number of concaves regarding
degree. These tables provided in our presentation serve as good study aids for exams. The next slide
brings us to another activity. We will divide the classroom into 4 large groups and the students will
be asked to stand. On the Prezi activity slide there are some numbered polynomials, and going group
by group we will call out a polynomial by its number and the group must complete the associated
Pre-Calculus Dance. The next slide is the last and it gives an example on how to evaluate a
polynomial function for a specific value. This will lead us to the indep.

Independent Study: Ticket-Out-The-Door (10 Minutes)

The last slide of the presentation sets up this activity as it introduces the process of evaluating
polynomial functions, and how it can be used go graph polynomials. After the example, a worksheet
with similar problems will be passed out. The students will be asked to complete the worksheet in the
allotted time, and turn it in as they leave class later.

5 LESSON CLOSURE (HOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?):
(10 minutes)

To help conclude the lesson and process what we learned, we will return to our class-led discussion.
The students will return to their original partner(s) from the beginning of class and come up with
another concept, idea, or fact about polynomial functions that they did not know before but now do
know. Again, I will call on a handful of different students to share what they came up with, and we
will further elaborate, or perhaps provide an example. To help organize all these thoughts, for
homework, the students will be asked to create a concept map with polynomial functions as the main
concept. There would be a minimum of 5 sub-concepts, and for every additional sub-concept a single
point of extra credit towards final grades will be given.

6 ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-

MONITORING), OR S (SUMMATIVE)
TYPE TITLE/ AND IMPLEMENTATION FEEDBACK STRATEGY HOW WILL INFORM
FORM (FOR STUDENTS) RETEACHING
(FOR THE TEACHER)
PM IN CLASS STUDENTS WILL THE STUDENTS WILL BE THE TEACHER WILL
WORKSHEET/ WORK IN GROUPS TO ABLE TO DISCUSS IN COLLECT THE
GROUP WORK SOLVE PROBLEMS ON THEIR GROUPS THE WORKSHEETS AFTER
THE WORKSHEET. STEPS TO SOLVING THE THE GIVEN TIME SO
PROBLEM. IF SOMEONE THAT IT CAN BE
NEEDS HELP ONE OF GRADED. THE TEACHER
THEY CAN ASK SOMEONE WILL BE ABLE TO
ELSE IN THEIR GROUP MONITER THE
FOR HELP. STUDENTS PROGRESS BY SEEING
WHAT PROBLEMS WERE
 WILL BE ABLE TODONE CORRECTLY AND
COMPARE ANSWERS.
WHICH WERE NOT. THE
TEACHER WILL KNOW
WHAT TYPE OF
PROBLEMS THE
STUDENTS NEED MORE
PRACTICE ON.
S HOMEWORK STUDENTS WILL BE STUDENTS WILL BE ABLE TEACHER WILL GRADE
GIVEN A WORKSHEET TO SEE WHAT PROBLEMS THE WORKSHEET TO SEE
WITH PROBLEMS TO THEY ARE STRUGGLING WHAT PROBLEMS THE
COMPLETE AT HOME. IN BECAUSE THEY WILL STUDENTS NEED MORE
BE WORKING ON THE PRACTICE ON AND WHAT
PROBLEMS ON THEIR PROBLEMS THEY
OWN. UNDERSTOOD.

7 REFLECTION (WHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY

HAPPENED? )

One challenge that we might be presented with is getting the students to share what their groups
discussed. We will give the students the chance to share on their own, but if needed we will begin to
call on students. As teachers do not have an infinite time with their students, scheduled time could be
a challenge, so staying aware of time is important.