Learning Objective 3

Teacher(s): Brittanie Campos Subject: Math

Standard(s): ​Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

● A.APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where
a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long
division, or, for the more complicated examples, a computer algebra system.
Objectives (Explicit): ​Use Bl∞m’s verbiage and “formula”

● I can use long division to find a factor of a polynomial.

o Correct Long Division
o Determination of Factor
Evidence of Mastery (Measurable): ​An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Check-In:

1. State if the given binomial is a factor of the given polynomial. Why or why not?

(x3 + 2x2 − 25x − 50)/(x + 5)

0, it is a factor

2. Divide f (x) = 2x3 + 8x2 + 2x − 2 by ( x − 1 ).

2x2 + 10x − 12
x − 1 ⟌ 2x3+ 8x2 + 2x − 2
2x3 − 2x2

0 + 10x2 + 2x − 2
10x2 − 10x

0 + 12x − 2
+ 12x + 12

10

Sub-objectives, SWBAT (Sequenced from basic to complex): ​Content and Language objectives – action verbs such as
write, list, highlight, etc.)

- Write down examples of long division of polynomials with/without remainders

- Write down Remainder Theorem and Factor Theorem
- Practice Long Division with polynomials
- Apply their knowledge of remainder theorem and factor theorem to solve problems
 - Teach each other how to do difficult problems using their knowledge of factor theorem.

Key vocabulary: Materials/Technology Resources to be Used:

Long Division​: Long division is a method used for dividing - Notebook

large numbers into groups or parts. - Pencil
- Eraser
- Dividend: The number to be divided by another - Packet
number - Laptop
- Divisor: The number that divides into another.
- Quotient: THe result obtained by dividing one quantity
by another.

Remainder Theorem​:​ A polynomial f(x) has a factor (x-a) if

and only if f(a) = 0.

Opening (state objectives, connect to previous learning, and make ​RELEVANT​ to real life) ​ENGAGE/ “hook” the
students: ​what are some things you learned in kindergarten that you use today?

(9 min) Day 1:

Provide the directions at the beginning of class.

(7 min) Directions: Please take out your notebook. Write the following learning objective into your notebook:

o I can use long division to find a factor of a polynomial.

▪ Correct Long Division
▪ Determination of Factor
After you have finished writing the learning objective, please write a list about the things you learned in kindergarten,
academic or life lesson related.
Ex.

(2 min) Give them 2 minutes to share what they learned in kindergarten and then 1 minute to discuss as a class.
Introduce the new topic to them.

(5 min) Day 2:

Provide the directions at the beginning of class.

(3 min) Directions: Please take out your notebook, packet and laptop (which we will use later in class). ​Respond in
your notebook:​ What are some common mistakes in Long Division with Polynomials?

(2 min) Have them share what they wrote in class.

In Teacher Will: ​Be specific Student Will: ​Be specific

str
uc Day 1 Day 1
tio
(23 min) Long Division/Remainder Theorem (23 min) Long Division/Remainder Theorem
na
l (23 min) Dividing Polynomials Without Remainder (23 min) Dividing Polynomials Without Remainder
In
pu - (3 min) (Think-Pair-Share) Show Example of - Describe what long division is to recall
t long Division using real numbers previous knowledge.
- (2 min) Have student describe in words - Write down the example of long division
what is happening. with polynomials without remainders
- (1 min) Call one person on class to - Compare and contrast using long division
describe what is happening. with real numbers and polynomials
- Write today’s summary in notebook.
 Day 2
Ex.
(10 min) Dividing Polynomials With Remainders
Show them 186/2 = 93. Then write the long division
version. - Describe what long division with remainders
is to recall previous knowledge.
- Practice on a whiteboard doing long division
with a remainder.
- Compare the divisors (x - 1) and (x - 2).
- Answers to look for:
- x - 1 has a remainder of 0,
or it is a factor
- x - 2 has a remainder of 25,
or it is not a factor
- Graph the function 8x3 − 10x2 − x + 3 , and
- (20 min) Show Students how to do Long try to see the connection between the divisor
Division (x - 1) & (x - 2), the graph, and the
- Have them think and guess “What Goes remainders of both of them.
Next?” on top - They should see that since that (x -
1) is a factor, then that means that
the function has a root of 1, and
Ex 1. Write roots make the whole equation 0.
Which is the remainder of (x - 1) as
(8x3 − 10x2 − x + 3) / (x − 1) then show them the well.
long division version. - Then they should see since (x - 2) is
not a factor, 2 will not be a root, and
Tell them to “Add the Opposite” will not make the expression zero.
However, if plugged into the
expression, does make the
expression 25. Which is the
remainder of (x - 2)
- Summarize Lesson

Then

8x3 − 10x2 − x + 3 = (x − 1)(8x2 − 2x − 3)

 Distribute to show them it is true. Also show them
how to check on desmos as well.

Ex 2.

Write (2x4 − 1x3 − 7x2 − 3x + 10) / (x − 2) then show

them the long division version.

Then

2x4 − 1x3 − 7x2 − 3x + 10 = (x − 2)(2x3 + 3x2 − 1x − 5)

( 3 min) Summarize the Lesson:

- To use long division for polynomials

- Divide​ the first term of the
numerator by the first term of the
denominator, and put that in the
answer.
- Multiply the denominator by that
ans​wer, put that below the
numerator
- Subtract​ to create a new polynomial
- Repeat ​until there is no terms left
- “Add the Opposite”

Day 2
(10 min) Dividing Polynomials With Remainders

“But what if we do not not have a remainder of zero?”

- (3 min) (Think-Pair-Share) Show Example of

long Division using real numbers
- (2 min) Have student describe in words
what is happening.
- (1 min) Call one person on class to
describe what is happening.

Ex.

- (7 min) Do Long Division with a Remainder

- (4 min) Have them whiteboard in pairs
the following example.

Ex. (8x3 − 10x2 − x + 2)/(x − 2)

Then,
 8x3 − 10x2 − x + 3 = (x − 2)(8x2 + 6x + 11) + 25/(x − 2)

Then distribute to show that

8x3 − 10x2 − x + 3 = (x − 2)(8x2 + 6x + 11) + 25/(x − 2)

And also have them use Desmos to check their work

(12 min) Remainder Theorem

- (1 min) Have them compare (x - 1) and (x - 2).

Ask them what are some key differences.
 - (5 min) Desmos: Have them graph the function
8x3 − 10x2 − x + 3 , and try to see the
connection between the divisor (x - 1) & (x - 2),
the graph, and the remainders of both of them.
- (3 min) Remainder Theorem
- Have them create ​remainder theorem
in their own words.

(3 min) Summarize the Lesson:

- If the remainder is 0, then it is a factor. If the

remainder is not zero, then it is not a factor.
- Remainder Theorem:
- Given the divisor is (x - a) and the
dividend is f(x), then f(a) = remainder.

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Advanced Students:

- (Optional for Higher End Groups) Show Students Synthetic Division

- Rather than teach Factor Theorem, give directions to students look up factor theorem and show how it
works.
 - Show Proof for Long Division with Polynomials

Video Link:
https://www.khanacademy.org/math/algebra2/arithmetic-with-polynomials/polynomial-remainder-theor
em/v/polynomial-remainder-theorem-proof

G Teacher Will: ​Be specific Student Will: ​Be specific

ui
de Day 4 Day 4
d
More on Factors, Zeros, and Dividing Set (#13-18) More on Factors, Zeros, and Dividing Set (#13-18)
Pr
ac (5 min) Kahoot (5 min) Kahoot
tic
e - (Before Class) Have Kahoot ready - Go on Kahoot on Phone
- (5 min) Play kahoot to review with students. - Play Kahoot for 5 min.

(35 min) Museum Walk (40 min) Museum Walk

- (On board) Assign tables each one problem
from the problem set #13-18.
- Explain the directions of the Museum Walk
- Each table will have 1 or 2 problems.
- After they finish the problem, they will
display their problem somewhere in
class.
- One person will be the instructor and
stand next to the board so they can help
those who are observing their board.
- The other group members will go
around the room to look at the boards of
other groups to see what they did.
- Roles will switch every 5 minutes.
- (5 min) Watch tables work on problem and help
if needed.
- (30 min) Have tables walk around the class to
see how they do the problems and take notes.
- Do not forget to remind students to
switch their roles every 5 minutes.
- Work with table to do the problem assigned
to them.
- Display their problem after they finished.
- Execute the Museum Walk
- They will either have the role of
instructor or observer.
- If they are instructor, they
will stand next to their
whiteboard to explain to
anyone who needs help.
- If they are observer, they
will walk around the boards
looking at work and taking
notes.

Co-Teaching Strategy/Differentiation/Check for Understanding…how are you going to know if EACH student
is ready to move onto independent practice? And how are you going to ​different​iate if they do not understand?

Students Who Need Extra Guidance:

 - For problems that are shown to be consistently wrong, at least 10 min before class ends, ask which
problems students are struggling the most on, and have them done as a class or have a student who was
able to do it demonstrate how it was done.
- Pay attention specifically to these students.
- 1st Hour: Eduardo, Michelle, Dayne, Gio, Jorge M
- 3rd Hour: Andy, Daniela, Williams, Nicki, Diana, Johnathon, Jackie
- 6th Hour: Liz, D’Angelo, Julian, Maleeya, Rosemary
- 8th Hour: Brandon, Amina, Madison, MelodyNavi, Matt, Celina, Maria

In Teacher Will: ​Be specific Student Will: ​Be specific

de
pe Day 2-3 Day 2-3
nd
The Remainder Theorem Worksheet The Remainder Theorem Worksheet
en
t Long Division/Remainder Theorem Long Division/Remainder Theorem
Pr
ac - Give directions to students to practice by doing - Students will do problems 1-26 as a group or
tic problems 1-26. alone.
e - (20 min) Walk around and observe them.. - Can use whiteboard or paper.
- Walk around and observe. - Assign one individual to record the answers
- Help students if necessary. - Give thumbs up when they are ready for a
- Check if students have all correct check-up.
- If students missed one or more - If all are correct, students can move
problems, point out which ones are onto another task.
wrong, and circle back. - If one or more are wrong, students
- When student has all answers correct, shall go back to problems they
they may work on other work or go do missed to correct them.
something else. - Misconceptions to Look out for:
- Misplaced Variables
Day 4 - Sub/Add
- Missing terms
(10 min) Check-In
Day 4
- Pass out Check-In to students
- Monitor students as they do the Check-In (10 min) Check-In

- Do Check-In

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who need
differentiation or accommodations?

Advanced Students

- Have students work on More on Factors, Zeros, and Dividing Worksheet if they finish early.
 Students Who Need Extra Guidance

- Pay attention specifically to these students.

- 1st Hour: Eduardo, Michelle, Dayne, Gio, Jorge M
- 3rd Hour: Andy, Daniela, Williams, Nicki, Diana, Johnathon, Jackie
- 6th Hour: Liz, D’Angelo, Julian, Maleeya, Rosemary
- 8th Hour: Brandon, Amina, Madison, MelodyNavi, Matt, Celina, Maria

Closing/Student Reflection/Real-life connections: ​What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

At the bottom of their check-in, students will write at the bottom a short summary of how to do each method,
in addition write any questions they may have as well, or a personal reflection about how they felt about this
lesson.