Lesson Plan: Unit 2 Lesson 5

Lesson Title: Connecting Factors and Zeros Date: 10/23/20

Unit: Unit 2 Lesson 5

Subject / Course: Algebra 2

Grade: 11

Lesson Duration: 60 minutes

CCSSM and Lesson Objective

Lesson Objective: In this unit, students explore their understanding of polynomials and their features. Stu-
dents will be able to…
1. Identify the zeros of the graph and function form in factored form.
2. Analyze and discuss the connections between the factors of a polynomial, its zeros, and the horizontal in-
tercepts
3. Understand the connection between factors and zeros to complete Cool-Down with at least 75% accuracy.

Language Criteria for Success:

CCSSM Content Standard(s):

Addressing
• HSA-APR.B
• HSA-APR.B.3

Materials/ Use of Technology Academic Language

Zoom Features/ Poll and Chat
Factored form
Desmos-
https://teacher.desmos.com/activitybuilder/custom/5f Standard form
8f7be4270f282a4eeb514d
Zeros
Google Docs Horizontal intercepts
x-intercepts
solutions

Warm-up: Notice and Wonder Time: 11:10

This prompt gives students opportunities to see and make use of structure while making connections between
graphs and mathematical expressions (MP7). For this opening of this lesson, Teacher will provide and guide
resources being utilize for this lesson throughout each separate activity. Teacher will remind students where
to access Warm-Up and review Notice and Wonder through popcorn calling.
Students will complete a notice and wonder on Desmos. Ask students to share the things they noticed and
wondered. Record and display their responses for all to see. I will emphasize the use of academic vocabulary
when they share out loud. The Warm-Up is available to them through Desmos. Students can access Desmos
through zoom chat link and google classroom. Then transition, to guided practice questions interpreting
different graphs and zeros.

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 Lesson Plan: Unit 2 Lesson 5

Teacher Modeling/ Guided Practice Time: 11:20

The teacher will model how to correctly determine what value of x will make the factored form equation
true. Teacher will launch a poll asking, “Simply by looking at this factored form how many solutions will
there be?” Teacher shows students the data 65% of students say 3, and 45% students say 2. Teacher
demonstrates what feedback they will receive when they input their answers. Then, teacher guides them into
evaluating what those specific solutions will be. Teacher demonstrates when you input values of x into the
table the point appears on the Desmos graph.
Student can visually see and check where their x-intercept (solution) places on the graph. Finally, teacher
says how the final graph is demonstrated after pressing show graph and check. Students will notice how each
solution on the graph crosses the x-axis. Teacher will ask guided questions about the graph to notice.

Independent Practice Time: 11:23

Students will be able to explore independently determining the number of solutions and how to identify the
zeroes for the given factored form and the graph. Students can check their work through pressing the option
that says show graph and check and addition are given feedback through the teacher. Teacher will respond
through private messages in Zoom Chat to aid students who are struggling in getting started. In addition,
teacher will provide feedback of student’s work through Desmos.

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 Lesson Plan: Unit 2 Lesson 5

Group Activity
Time: 11:40
In this partner activity, Students take turns using the structure of equations to match them to either
a graph or a description of a graph, building their fluency identifying the horizontal intercepts of a
graph of a polynomial from the equation of the polynomial written in factored form. As students
trade roles explaining their thinking and listening, they have opportunities to explain their
mathematical reasoning. Teacher

Lesson Synthesis/ Reflection Time: 11:55

Teacher will close the lesson through the lesson synthesis, summarizing what values of x will cause the
polynomial equations equal to zero. Students will be able to understand by setting each factor to zero we are
able to solve the x-intercepts of that graph.

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 Lesson Plan: Unit 2 Lesson 5

Closure/Student Self-Assessment Time: 12:00

Closure: For the informal assessment, Teacher will provide an exit ticket to monitor individual student
progress. Students will be assessed, through a given error and analysis Exit Ticket on Desmos. It is important
to understand the student’s level of understanding and whether they are meeting the lesson’s objective.
Students will be able to interpret a given graph and type their response about the given error when
identifying the x-intercepts of the graph. Using the data from the Exit-ticket, I plan to prepare them for the
next lesson by reviewing any misconceptions through the Warm-Up when it comes to finding the x-
intercepts in a factored form polynomial.

Checking for Understanding: Throughout the Desmos activity, Teacher will call on student randomly to
share with the class and are given zoom polls assessing their level of understanding. In addition, teacher will
provide reflection opportunity questions for students at the end of each activity. Students who express they
are struggling ask me questions through private message in the zoom chat. In addition, students will
complete the reflection and guided questions through text boxes on Desmos.
Summative Assessment:
Teacher will provide students with the Mid-Unit Assessment towards the end of November assessing them
on mastery of lesson’s learning objectives. The Mid-Unit assessment will be provided through Mastery
Connect. In this unit, students assessed on their understanding of polynomials from linear and quadratic to
those of higher degree. They will understand how to interpret graphs and equations of the same function and

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 Lesson Plan: Unit 2 Lesson 5

make connections between factors and zeros. Students learn to divide polynomials and to sketch graphs of
polynomials given in factored form.

Independent Practice/Homework

Students were given academic prep/homework to finish completing slide the Card Sort Activity
and the Error and Analysis Cool-Down if they have still have not finished it. Teacher will provide
them a link to the Desmos through the Zoom Chat and as well provide a Google Docs for students to
type/upload a picture of their work.

Accommodation for Focus Students

Focus student #1: Focus Student 1 needs include enhancing verbal and written skills in English. I plan to
address this by having an opportunity for academic discourse with the use of at least 3 vocabulary words (x-
intercepts, factored form, zeros, factors, horizontal intercepts, etc.) These needs will be addressed through
scaffolding strategies (word banks and sentence starters) and placing them in groups with other EL students.
For an additional accommodation for my focus students and those who struggle accessing Desmos, they will
be provided a Google Docs version of the Exit Ticket to submit through google classroom.

Focus student #2: Focus Student 2 needs includes minimizing distractions and off task behaviors. Focus
student 2 is unable to digest large segments of written texts and easily overwhelm with assignments. To
address his/her needs, focus student 2 will be given assignments with built in break tasks down into
manageable parts and provide written instructions as needed. I will provide reminders to start a task, stay on
task, and complete a task. Teachers will also provide checks for understanding.

Focus student #3: Focus student 3 is in need for a greater instructional challenge. This student excels and
he/she tends to have frequent discussions because of finishing assignments early. To accommodate, she will
be given more challenging questions. Also, this focus student will be given opportunities to work at her/his
pace independently from others. Focus student 3 will have the opportunity to work on challenging Ready for
More activity along with other high performing students during break-out groups.

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