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The teacher understands and uses a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections, and to build skills to apply

knowledge in meaningful ways.

The teacher understands how to connect concepts and use differing perspectives to engage

learners in critical thinking, creativity, and collaborative problem solving related to authentic

local and global issues.

A-APR: A. Perform Arithmetic Operations on Polynomials

- Students will be able to apply multiple factoring methods such as grouping, bottoms

up, and square root to solve polynomial equations.

- Students will be able to rewrite quadratic expressions to reveal the zeroes of a function.

Learning Styles

Audio: I will present a YouTube video of someone singing the Quadratic Formula song.

Visual: I will provide multiple examples for each method to solve a polynomial function.

Kinesthetic: I will instruct the students to use a different colored pen to label the different

approaches to solve a polynomial function.

Materials:

- Whiteboard, whiteboard markers, whiteboard erasers

- NikkiRoses YouTube Video Quadratic Formula Pop Goes the Weasel

- Colored Pens/Highlighters

- Exit Slip Handout

- Course/Class Text Book

Do First

For todays lesson, we will look at a couple of ways to find the x-intercepts of a quadratic

equation. We will solve them by factoring, square root method, and the quadratic equation. It is

important to master these skills as you will be using them in future math classes and assessments.

Mini-Lesson

First, I will teach the students about factoring and its multiple approaches. I will present a simple

equation such as f ( x )=3 x 26 x24 , and then ask them to solve it using the initial factoring

method. It will help me better understand the extent of their knowledge in regard to factoring.

After that problem, I will present f ( x )=6 x 2x12 in order to teach them about other

factoring methods called Grouping and Bottoms Up.

The last two approaches to solve polynomial equations are the Square Root Method and the

Quadratic Formula. I will instruct the students to label these sections of their notes into different

colors, so that they are able to identify the different approaches in solving an equation within

their notes. I will also be presenting NikkiRoses Youtube video on the quadratic formula.

Guided Practice

I will write a problem for each approach factoring, square root, and quadratic formula on the

board, so that the students understand which approach to use and when to use it. I will start off

with factoring and provide the students with 2-3 minutes to complete the problem before I move

on to the next one.

As they work on these examples with their partners, I will be walking around the room to

monitor their understanding of the lesson as well as provide additional instruction if needed.

Example 1: Factor 4 x 238 x +70=0 using either the Grouping Method or Bottoms Up.

3 x2

Example 2: Solve using the Square Root Method.

0=

Example 3: Solve 0=x2 + 4 x+ 2 using the Quadratic Formula.

Independent Practice

Students will practice these different methods by answering the practice problems, numbers 1-

10, located in their course textbook.

Exit Slip

I will hand out half a sheet of paper that has equations that are already solved. The students task

is to identify which method is being used to solve the equation.

Resources:

Council of Chief State School Officers. (2011, April). The InTASC Model Core Teaching

Standards (April 2011). Retrieved May 6, 2017.

Huitt, W. G. (n.d.). Bloom's Taxonomy Action Verbs. Retrieved May 7, 2017.

Nevada Academic Content Standards in Mathematics. (n.d.). Retrieved May 6, 2017.

N. (2010, April 26). Quadratic Formula Pop Goes the Weasel. Retrieved May 7, 2017, from

https://www.youtube.com/watch?v=2lbABbfU6Zc

Reflection:

Through constant practice and in depth instruction, the students will achieve a better

understanding on the multiple approaches to solve for x in a polynomial function. By the end of

the class, they will have mastered and applied four different methods: grouping, bottoms up,

square root, and quadratic formula. The level of student engagement varies throughout the

instruction-learning process. In the beginning of the lesson, I will be instructing the class as

whole from the front of the room. Then, I will work my way to each individual student as they

work on solving the problems written on the board and in the book. This helps increase the

effectiveness of my teaching strategies because some students prefer class-wide lessons while

others prefer one to one teaching sessions. The lesson plan is weak in incorporating kinesthetic

learning strategies, but it is still able to encourage students to be active participants of their

education as they work by themselves and with their seatmates to solve the problems. I practiced

the standards listed above by incorporating a variety of teaching strategies into my lesson plan.

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