Standards-Based Weekly Lesson Plan for Course/Content Area



UNIT OUTCOME(S):MonomialsPolynomialsDividing PolynomialsESSENTIAL QUESTIONS: How do polynomial functions help to model real-world behavior?Resources: (Materials/Texts/Visuals/Technology):textbook, graphing calculators, overhead calculator, graph paperCONTENT STANDARDS: Performance Descriptors (only):8B4; 8C5COLLEGE READINESS SKILLS: EEI 28-32: Find solutions to systems of linear equations; NCP 24-27: Work with scientific notation; Work with squares and squareroots of numbers; Work problems involving positiveinteger exponents; Work with cubes and cube roots ofnumbers; NCP 28-32: Apply rules of exponentsMODIFICATIONS AND ACCOMMODATIONS (for the week):Allow use of a calculator; clarify directions; extend by 1 day assignments; extend assessment time 50%; allow use of notes/book/card for assessments; seat in close proximity to the teachers; provide concrete examples; limit concepts to 2-3 per unit; reduce workload; no penalty for late work; provide step-by-step instructionExamples of Instructional Activities and Strategies: The following strategies will be used to stimulate student learning: Demonstration, explanation, discussion, cooperative learning, and scaffolding.MONDAYDaily Objective: Knowledge: What the students will know…5-2: Students will know polynomial, binomial, trinomial, like terms and the FOIL methodSkills: What the students will be able to do…Add and subtract and multiply polynomialsActivities and StrategiesDo now: page228 #80 and 83I will: Explain Ex. 1-Degree of a polynomial, Ex. 2-Subtract and simplify, Ex. 3-Multiply and simplifyStudents will 1-take notes on the lesson, 2-complete page 230 #4-10CLOSURE: Students will check their answers with a neighborAlternative Instructional Activities and Strategies:I will utilize some student modeling to bridge whatever gaps for students not understanding.Give additional practice problems from the teacher’s editionHomework: Page 231 #16-34 evenTUESDAYDaily Objective: Knowledge: What the students will know…5-2: Students will know polynomial, binomial, trinomial, like terms and the FOIL methodSkills: What the students will be able to do…Multiply polynomialsActivities and StrategiesDo now: page231 #33I will: Explain Ex. 4-Multiply two binomials, Ex.5-Multiply polynomialsStudents will 1-take notes on the lesson, 2-complete page 231 #11-15CLOSURE: Students will check their answers with a neighborAlternative Instructional Activities and Strategies:I will utilize some student modeling to bridge whatever gaps for students not understanding.Give additional practice problems from the teacher’s editionHomework: Page 232 #37-46WEDNESDAYDaily Objective: Knowledge: What the students will know…5-3: Long DivisionSkills: What the students will be able to do…Divide polynomials using long divisionActivities and StrategiesDo Now: pg. 232 #52, 68I will: Explain Ex.1-Divide a polynomial by a monomial, Ex 2-Division algorithm, Ex3-Quotient with remainderStudents will:1) take notes on the lesson 2) complete p. 236 #4-7CLOSURE: students will exchange papers with a neighbor to gradeAlternative Instructional Activities and Strategies:I will utilize some student modeling to bridge whatever gaps for students not understanding.Give additional practice problems from the teacher’s editionHomework: Page 236-237 #16-26 evenTHURSDAYDaily Objective: Knowledge: What the students will know…Report Card Pick UpSkills: What the students will be able to do…Activities and StrategiesAlternative Instructional Activities and Strategies:Homework: FRIDAYDaily Objective: Knowledge: What the students will know…5-3: Synthetic DivisionSkills: What the students will be able to do…Divide polynomials using synthetic divisionActivities and StrategiesDo Now: pg. 237 #28I will: Explain Ex.4-Synthetic Division, Ex 5-Divisor w/first coefficient other than 1Students will:1) take notes on the lesson 2) complete p. 236 #10-13CLOSURE: students will exchange papers with a neighbor to gradeAlternative Instructional Activities and Strategies:I will utilize some student modeling to bridge whatever gaps for students not understanding.Give additional practice problems from the teacher’s editionHomework: Practice Quiz on page 238 1-9 allCTT Differentiated InstructionAsk students who are struggling add the definitions/examples of the vocabulary terms to their Vocabulary Builder worksheets for Chapter 5Ask students to include any other item(s) that they find helpful in mastering the skills in the lessons 5-1, 5-2, and 5-3Encourage students to analyze the error(s) they made when they get an incorrect answer. Stress that students should use errors as an opportunity to clarify their thinkingSuggest that students return to the basic definitions for exponents rather than just memorizing the rules. For example, they can derive the rule for multiplying quantities such as x2 * x3 by rewriting the problem as x * x * x * x * x (5-1)Ask students who write or orally explain their own summary of the properties of exponents, such as “to multiply expressions with exponents, you add the exponents; to divide, you subtract the exponents”, and so on…(5-1)Ask students to explain informally the difference between numbers written in standard notation and scientific notation (5-1)FOIL (First, Outer, Inner, Last) uses the Distributive Property to multiply binomials (5-2)Remind students to include a coefficient of 0 for any missing terms of the variable being divided (5-3)Remind students to verify that they are using the signs correctly when subtracting (5-3)Remind students to write the remainder as part of the quotient (5-3)Ask students to determine whether they would rather use long division or synthetic division (5-3)If time permits, allow students to work in pairs as they complete division problems in order to help discover confusions and catch careless errors. One person can write the problems and solution steps (out-loud also) while the other person watches, listens, and checks the work. Then the students can exchange roles and repeat the activity (5-3) ................
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