Sellers Lesson Plan –English 1 (HS English)



Clark and Sellers Lesson Plan –Algebra 1

|Teachers: |Period(s): |Start date: |End date: |

|Clark / Sellers |4th Block |10/31/11 |11/4/11 |

|State competency goal and objective: 1.01 -Write equivalent forms of algebraic expressions to solve problems.  |

|E.Q—How are polynomials classified? |

|How are polynomials added and subtracted? (Acceleration Lesson) |

|How do you multiply monomials? |

|How is algebra tiles used to model polynomials? (Acceleration Lesson) |

|Materials: |

|notebook paper, pencil, graphic organizer, rulers, computer, television, calculator, markers, algebra student textbooks, exponential war game |

|cards, square puzzles, algebra tiles, algebra mats, reading to learn handouts, Magic Square |

|Literacy enhancements: |

|Polynomials, polynomial, binomial, degree, FOIL, distributive property, scientific notation, monomials, constant, coefficient, monomial, |

|constant, coefficient, product of powers, power of a power, power of a product |

|Adaptations- Frayer Diagram: : like terms, coefficient, constant monomial, product of powers, power of a power, power of a product, polynomial,|

|trinomial, binomial, degree of a monomial, degree of a polynomial, ascending order, descending order |

|Lesson steps: |

|Start the lesson: T: 8-4 Reading the Lesson handout. W-Algebra Activity Adding and Subtracting Polynomials on page 437. Th. - What's My Rule? |

|Activating page 40, Learning Focused Mathematics Grades 6-12. F- Word Problem page 410. You can graph the data in this problem and review |

|functions. |

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|2. Presentation --- T- i. Write several polynomials on board or overhead. Ask students to identify whether each one is a monomial, binomial or |

|trinomial. ii. Make a table with the following headers: Polynomial, Terms, Degree of Each Term, and Degree of Polynomial. List several |

|polynomials in the polynomial column. Ask students to identify the terms of each polynomial. What is the degree of each term? What is the |

|degree of the polynomial? |

|DGP 1: below 3. Write several polynomials on board or overhead. Ask students to arrange terms so the polynomial is in ascending order. Repeat |

|in descending order. DGP 2: below. W- Students will work in pairs to complete Algebra Activity Adding and Subtracting Polynomials on page 437.|

|Students will create a table showing the polynomial and model. TH- Demonstrate how to add and subtract polynomials both vertically and |

|horizontally. When subtracting, be sure to remind students of subtracting by using the opposite or the additive inverse. F- 1. On overhead or |

|board, write several expressions. (Example 1 page 410). Ask students whether each expression is a monomial and why or why not. 2. Review the |

|terms power, base and exponent. Demonstrate how to simplify using the product of powers, power of a power, and power of a product. Use the |

|examples on pages 411 and 412. |

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|3. Guided practice |

|T- DGP 1: page 434: 1-9 DGP 2: page 434: 10-13 W- Algebra Activity Polynomials on page 431.TH. – Polynomial Magic Square, Summarizing page 20, |

|Learning Focused Mathematics Grades 6-12. F- page 413: 1-8 |

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|4. Independent practice |

|T-8-1 Study Guide and Intervention. W- Algebra Activity Polynomials on page 431.TH- School Activity |

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|5. Evaluation |

|T- Ticket Out the Door: x's explain how to find the degree of a polynomial. W- Working in pairs, students will complete Algebra Activity |

|Polynomials on page 431. Students will create a table showing the polynomial and model. TH- Polynomial Magic Square, Summarizing page 20, |

|Learning Focused Mathematics Grades 6-12. F- Quiz on 8-1 to 8-4. |

|6. Closure – |

|Ordered Pairs (x, y): |

|T- x's explain how to find the degree of a polynomial. Y explains how to write a polynomial in ascending/descending order. W to Th. - Answer |

|the E.Q. F- x's define a monomial and explain product of powers. Y explains power of a power and power of a product. |

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