Are Your Students High-Maintenance
INDIVIDUAL LEARNING PLAN (ILP) TOPIC: Factoring
|Name |Jennifer Valdez – Pre-AP Algebra II (Flipped Instruction) |
Objective(s):
Students will be able to:
- simplify expressions using factoring
- explain the process of factoring
Timeline: 2-3 class periods
BASELINE ACTIVITIES FOR WHOLE CLASS:
|( |ACTIVITY |POINTS EARNED |POINTS POSSIBLE |
| |Watch the Instructional Video Notes and Complete the Accompanying Notes | |10 |
| |Packet | | |
| |Leave a comment with a question, comment, or observation, or reply to | |10 |
| |another student’s post. | | |
NOTES:
• The students will be expected to watch the video notes the night before class.
• The video can be found at the following link:
• After the day’s activities, the teacher should ask if any of the questions left about the video notes remain unanswered.
• Students will be asked to complete a TIC-TAC-TOE from the provided activities such that they do at least one activity from each point level (10, 20, 30 points)
ASSESSMENT:
|( |ACTIVITY |POINTS EARNED |POINTS POSSIBLE |
| |Factoring Graphic Organizer – Solve the problems! | |10 |
| | | |
| |rganizer-366550 | | |
| |Online Quiz | |10 |
| | | | |
NOTES:
• To assess understanding, the students will be expected to fill in the graphic organizer by solving the examples.
• In addition to serving as an assessment, students will be able to use the organizer as an additional reference.
• The following day, student’s will be assessed formally with a quiz over factoring, allowing the students to use their preferred method of factoring.
INDIVIDUAL ACTIVITES:
| |Visual |Individual |Auditory |Group |Kinesthetic |Expressive |
| |SEE IT! |DO IT ON YOUR OWN! |HEAR IT! |TALK ABOUT IT! |TOUCH IT! |CREATE IT IN YOUR OWN STYLE! |
|Lear|Factoring Foldable (10 points) | |Algebra Tiles (10 points) |
|n | |Factoring Songs (10 points) | |
|It! |Follow the step-by-step instructions in the following PowerPoint | |Discover how factoring works using Algebra Tiles! |
| |presentation to create your very own foldable about factoring. |Listen to these songs about factoring to learn what factoring is | |
| | |all about! |Complete the Demonstration, Guided Practice, Practice, and Reflection from |
| | |this handout: |
| |ng-Polynomials-Foldable-337558 | | |
| | | |
| | | |raTilesStudentActivity.pdf |
|Appl| | |Card Pairing (20 points) |
|y |Holt Algebra 2 Textbook (20 points) |Factoring Puzzle (20 points) | |
|It! | | |Individually, factor the polynomials and match the polynomial cards (printed |
| |Apply what you have learned by completing the independent practice|In pairs, or in a group, solve the following puzzle(s) by factoring|in green) with the factor cards (printed in red). |
| |problems #17-32 in your textbook. |the polynomials and matching each polynomial with its corresponding| |
| | |factors. The final solution should look like a 4x4 square. | |
| |Stuck? See the examples in the preceding pages: | | |
| | |Puzzle: | |
| |#17-19 (See Example 1) | |
| |#20-25 (See Example 2) |e2.png | |
| |#26-31 (See Example 3) | | |
| |#32 (See Example 4) |More challenging puzzle: | |
| | | |
| | |ge2.png | |
|Exte| |Be the Teacher (30 points) |Create a Learning Tool (30 points) |
|nd |Graphing Calculator Activity (30 points) | | |
|it!!| |Pair up! |It’s time to be creative!! |
| |Follow the guided worksheet to learn how to factor using your | | |
| |graphing calculator. |Partner 1: Teach one of the factoring methods to your partner. |Create a learning tool to help your classmates remember all about factoring. |
| | |Explain your ideas clearly and carefully. |Choose from one of the following: |
| | | |
| |%20order%20poly.%20.pdf |Partner 2: Write down three things in your notes that your partner |Create a poster |
| | |told you about factoring. |Write a song |
| |Describe in your own words how we can use factors to learn about | |Write a script for a skit |
| |the original polynomial. Focus on answering the question: What can|Switch roles before moving on. |Make a video |
| |factors help us determine about a given polynomial? Why does it | |Make a brochure |
| |work? | |Other idea? Get it approved. |
| | | | |
|Graphing Calculator Activity (30 points) | |Algebra Tiles (10 points) |
| |Factoring Puzzle (20 points) | |
|Follow the guided worksheet to learn how to factor using your | |Discover how factoring works using Algebra Tiles! |
|graphing calculator. |In pairs, or in a group, solve the following puzzle(s) by factoring | |
| |the polynomials and matching each polynomial with its corresponding |Complete the Demonstration, Guided Practice, Practice, and Reflection from this|
|. The final solution should look like a 4x4 square. |handout: |
|0order%20poly.%20.pdf | | |
| |Puzzle: |
|Describe in your own words how we can use factors to learn about the| |
|original polynomial. Focus on answering the question: What can |.png | |
|factors help us determine about a given polynomial? Why does it | | |
|work? |More challenging puzzle: | |
| | |
| |2.png | |
| |Factoring Songs (10 points) |Create a Learning Tool (30 points) |
|Holt Algebra 2 Textbook (20 points) | | |
| |Listen to these songs about factoring to learn what factoring is all |It’s time to be creative!! |
|Apply what you have learned by completing the independent practice |about! | |
|problems #17-32 in your textbook. | |Create a learning tool to help your classmates remember all about factoring. |
| | |Choose from one of the following: |
|Stuck? See the examples in the preceding pages: | | |
| | |Create a poster |
|#17-19 (See Example 1) | |Write a song |
|#20-25 (See Example 2) | |Write a script for a skit |
|#26-31 (See Example 3) | |Make a video |
|#32 (See Example 4) | |Make a brochure |
| | |Other idea? Get it approved. |
| |Be the Teacher (30 points) |Card Pairing (20 points) |
|Factoring Foldable (10 points) | | |
| |Pair up! |Individually, factor the polynomials and match the polynomial cards (printed in|
|Follow the step-by-step instructions in the following PowerPoint | |green) with the factor cards (printed in red). |
|presentation to create your very own foldable about factoring. |Partner 1: Teach one of the factoring methods to your partner. | |
| |Explain your ideas clearly and carefully. | |
| | |
|-Polynomials-Foldable-337558 |Partner 2: Write down three things in your notes that your partner | |
| |told you about factoring. | |
| | | |
| |Switch roles before moving on. | |
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