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Standard #8: Instructional Strategies

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.

Standard #5: Application of Content

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.

Nevada Core Curriculum Standards for Algebra Grade Grade 8-9

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.

A-SSE: B. Write Expressions in Equivalent Forms to Solve Problems

- 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.

- Whiteboard, whiteboard markers, whiteboard erasers
- NikkiRoses YouTube Video Quadratic Formula Pop Goes the Weasel
- Colored Pens/Highlighters
- Exit Slip Handout
- Course/Class Text Book

Instruction Learning Process:

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.

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.

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.

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

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.