Learning Objective 4

Teacher(s): Brittanie Campos Subject: Math

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

● A.APR.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder
on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
Objectives (Explicit): ​Use Bloom’s verbiage and “formula”

● I can interpret the remainder from long division.

o Interpretation
o Find missing coefficient
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. Consider the polynomial function g (x) = x4 + ax3 + 14x2 + 50x + 9 where a is an unknown number. If (x + 8)
is divided into this polynomial with a remainder of -7, what is the value of a?

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

- Use prior knowledge for the warm up activity

- Watch teacher model how to solve for a missing coefficient given a factor of a polynomial
- Practice solving for the missing coefficient on the worksheet
- Show their mastery by completing the check-in
Key vocabulary: Materials/Technology Resources to be Used:

- Coefficient - Worksheet
- Factor Theorem - Notebook
- Pencil
- Paper
- Phone

Opening (state objectives, connect to previous learning, and make ​RELEVENT​ to real life) ​ENGAGE/ “hook” the
students

(10 min) Opening:

- (Before Class) Have Directions posted on the board.
- Directions: Before class starts, grab a worksheet and take out your notebook and laptop. Write the
following learning objective into your notebook. And then start on warm up.
I can interpret the remainder from long division.
- Interpretation
- Find missing coefficient
 - (10 min) Warm-Up
- Play Kahoot that involves questions using factor theorem.

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

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uc (10 min) Modeling Modeling
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- (10 min) Model how to solve for the missing - Watch as teacher models how to find the
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coefficient by using remainder theorem. If missing coefficient for problems by using
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possible, ask a student to volunteer to solve it. remainder theorem.
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- Prepare for next activity.
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Ex.Consider the polynomial function:
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P (x) = x2 − ax + 8 where a is an unknown real
number. If (x - 4) is a factor of this polynomial, what
is the value of a?

Factor Theorem states that if a polynomial ​f(x)​ has a

factor​ (x - a) ​if and only if​ f(a) = 0. ​This means that
if a given value ​a​ is a root of a polynomial, then (x -
a) is a factor of that polynomial.

Thus,

0 = (4)2 − a(4) + 8

Now solve for a.

0 = (4)2 − a(4) + 8 , Given

0 = 16 − 4a + 8 , Simplify

0 = 16 + 8 − 4a , Regroup like terms

0 = ( 16 + 8) − 4a

0 = 24 − 4a , Add like terms

− 24 = − 4a , Subtract by 24

6 = a , Divide by -4

- Have student do it, if possible

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

For Advanced Students:

- Students who are ahead will work on complex numbers in polar form.

Co-Teaching Strategy: Parallel Teaching

- Mentor teacher will be working with advanced students on complex numbers in polar form.

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

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de (20 min) Worksheet Worksheet
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- (20 min) Have the students alone on the - Work alone on worksheet, they can either
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worksheet provided to them. write on worksheet or use whiteboard.
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- Allow them to use a whiteboard. - Once students are done, they must take back
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- Show them how to check their work on the worksheet to the teacher to see if they
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desmos. have all answers correct. Once they do, they
- Once students are done, have them take back can work on check in.
the worksheet to you to see if they have all the - If they are missing any problems,
answers correct. Once they do, allow them to do they must go back and fix them.
their check-in.
- If a student has incorrect answers, circle
the problem and tell them to redo it.

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?

For Advanced Students:

- Students who are ahead will work on complex numbers in polar form.

For Students Who Need Extra Guidance:

- Students will have more one-on-one time.

- 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

Co-Teaching Strategy: Parallel Teaching

- Mentor teacher will be working with advanced students on complex numbers in polar form.
 In Teacher Will: ​Be specific Student Will: ​Be specific
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pe Check-In Check-In
nd
- (5 min) Provide students with check-in once - Do check-in.
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they have answered all problems on the - Turn it in on a seperate table once they are
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worksheet correctly. done.
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- Have directions on the check-in so that - Work on other stuff once they have finished
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students know when they finish they the check-in.
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must turn it in back to you.
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Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who need
differentiation or accommodations?

For Students Who Need Extra Guidance:

- (5 min) Do check-In together as a class so students can ask questions and reflect.

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?

Once they finished the check-in, they should write a reflection at the bottom of what they thought about the
objective and whether or not they felt they fulfilled it.