MR.

CAGNARD’S PORTFOLIO
PHILOSOPHY OF TEACHING
I believe that the classroom should be a positive, supportive, and welcoming environment for
all students, where individuals are respectful of one another, free to share their ideas, and
ultimately help in establishing a small community. Students come from all different
backgrounds and may have had different experiences when entering the classroom, so it is
important to understand that students may learn best through different means, whether that is
visually, verbally, kinesthetically, independently, or collaboratively. As teachers, we should
encourage students to be active learners in the classroom, where they ask questions, engage
with the content, and think about what the next class might hold for them. We can help
support student development by prompting their prior knowledge, and guide them to construct
meaningful new ideas and concepts through their own experiences. While we are in class to
truly help and support our students, it’s equally important to realize that we learn from our
students as well, as they can enlighten us to new ideas and perspectives we may not have seen
before.
WORKSHOPS AND CERTIFICATION EXAMS

FINGERPRINTING AND CERTIFICATIONS

SAMPLE WORK FROM FORMER STUDENTS
COMMENTS FROM FORMER STUDENTS
Name: Scott Cagnard Date: 10/14/2020

Lesson Plan Algebra 1 Periods: 3, 4, 9

Objective: Students will be able to continue to practice solving literal equations, mainly through the use of
former regents’ questions.

Common Core State Content Standards addressed by this lesson:

One Applicable Common Core Mathematical Practice Standard: Mathematical Practice Standard 2: Reason
Abstractly and Quantitatively. Specifically on page 18 with question 34, students will have to reason abstractly
with the literal equation, as they are given the formula for the area of a trapezoid, and must solve in terms of
B1. We will work together in order to manipulate variables, using the techniques and ideas we have built up
over the last week and half, to express B1 in terms of the rest of the variables. Once that is completed,
students will then move on to the second half of the problem. They will have to observe all the information
that is given to them, and understand that we are given values for A, h, and B 2, with the question asking us to
solve for B1. They will have to make the connection with the first part of the question, with the fact that we
already have an equation in terms of B1, and make sure we substitute our information appropriately, and
ensure we do the proper arithmetic.

Students’ prior knowledge: The prior knowledge for this lesson is primarily predicated on the previous day’s
lesson, as students are now have been introduced to literal equations, and have solved for specific variables as
well. They should recall certain techniques, such as always rereading and identifying/highlighting the variable
we want to solve for, finding the reciprocal of certain coefficients to help cancel out fractions, and
understanding that we can leave answers in literal form when dealing with variables, as they are unknown
values!

Resources used: Polleverywhere.com, Half Hollow Hills Algebra 1 Packet

Lesson flow:

Teacher action and questions Anticipated student responses Teacher intervention/notes

We will greet the class, and my This homework was very
cooperating teacher will make straightforward and short, so I don’t
announcements/reminders about the expect to really have any issues
upcoming test for Friday/Monday. and/or questions.
Students will also pick up a review
packet that we will go over for
tomorrow’s class. While she is making
announcements, I can share my
screen and pull up the answer key for
last night’s homework, and check to
make sure students in class have it.
I will give an opportunity for students
to check and fix their work and ask
any potential questions.
Name: Scott Cagnard Date: 10/14/2020

So let’s turn to page 17. ***In my previous lesson, we actually

ended up a question further for what I
So we were actually able to get planned for. We actually got through
through question 10 yesterday. question 10, so we will really be
Everyone make sure they have this working with question 11 on this
work down. Literal equations are a page. Since we were just finishing
very popular topic they like to put on question 10 around/near the bell, I
the regents, as you will see later on, will make sure everyone has that work
so let’s make sure we are comfortable down.
with this and get as much practice in
as possible.
So let’s work with question 11. I’ll just copy down the formula
(I’ll read the question to them) S = 3F - 24
First thing I do, is just identify the
variable they are asking us to solve
for.
We want to solve for F, so I know F
= some expression

Now, I want the students at home to
walk us through this problem! If we
want to solve for F, what’s the first
thing we should think about doing?
They might be a little quiet at first,  3F = 24 + S
since this is one of the first times I am
doing this, but students have
participated from home quite often,
so it shouldn’t be too much of an
issue.

Add 24 to both sides.

And the final step to get F all by itself? Divide by 3 on both sides F = (24 + s)/3

As always, I can pause to make sure

So let’s turn to page 18. This is
actually a former regents question, so
again, this is a very common/popular
topic.
We are given the area for a trapezoid,
but when reading the question, what
do they want us to solve for?
students have the work, and address
any misconceptions/concerns.
Some could think A (area). I can also make the point that
“express” b1 is the same thing as
That’s something that is already asking us to solve for b1, so just
solved and given to us, so we’re not making sure we get comfortable with
really looking for A. If we reread the the terminology!
question, what variable is being
identified?

B1
So, we want to solve for b1. I totally expect students to want to
Looking at this formula, what’s one distribute this expression.
way we can approach solving for b1? There’s nothing wrong with
distributing this, but we will end up
multiplying fractions and moving
fractions around, so we’ll end up
doing a lot more work than is needed
when all is said and done
Remember guys, when we are looking
to cancel out a fraction, multiplying by
the reciprocal will accomplish this
goal!
Reminder  reciprocal, we will just
flip the fraction
Name: Scott Cagnard Date: 10/14/2020

If I see a fraction outside the

parentheses, I should really think  2A/h = b1 + b2
about ways to get rid of that, or
“cancel” it out.

If it helps we can rewrite this as

A = (h/2)(b1 + b2)

(1/2)(h) is just the same thing as (h/2).

We are just rewriting to make it easier
for us to visualize.

Now, how can we get rid of that

fraction?
What can we multiply by?

The reciprocal, or, 2/h

(Right, so what would the reciprocal
be?)

Recall back to the beginning, what We are solving for b1, B1 = 2A/h – b2
variable do they want us to solve for?
Subtract b2 on both sides.
So what should we do?
I will emphasize that there are
different routes and approaches one
can take on a problem like this! But,
to make lives easier for ourselves, I
am showing you these techniques and
strategies so we minimize the work
we have to do!
Let’s look at the second part of the We are solving for b1.
question. Let’s read this, and observe
what is given to us. The area is 60 square feet.
What variable do they want us to The height is 6 feet.
solve for? The base is 12 feet.
Can someone point out any other
specific information they give us?
So all we just did here was observe, Some could think about using the area If students are having trouble making
collect, and mark down the formula stated in part 1. the connection between the two
information given to us, which will Again, while not technically wrong, parts, I will ask them what they solved
really help us out. you are on the right track, but are just for in part 1, and what they are asking
causing more work for yourself. us to solve for in part 2.
Now, using this information, what’s a Once the connection is made that we
quick and seamless was to find b1 in Students can recognize that we solved have the same variable of interest, it
this case, as that’s what the question for b1 in part 1, so we should just can help them realize that we can use
is asking for us? substitute in our information. that formula we just solved for.
At this point, it’s just important to be B1 = (2)(60)/6 - 12
very precise and accurate and making
sure we don’t make any careless B1 = 8
Name: Scott Cagnard Date: 10/14/2020

mistakes.
Again, this was indeed a regents
question, so being able to solve literal
equations and make connections like
we just did is a huge asset for us!
Let’s go to page 21 now. Of course, I will be able to provide
more individual attention to students
For this page, I want the students in during this time, and address any
class to work on the top problem, and questions, concerns, and comments.
the students on zoom/online, I want
you to work on the bottom problem.
The multiple choice answers may
Take 3-4 minutes or so to work on confuse them, so I might just clarify
your designated problem, and then that this is a multiple choice question,
we’ll reconvene, and have each but we are still asking that they show
“section” walk us through their their work.
solution.
Students in class, how did you Start with dividing πh on both sides. So, once we do all this, we end up
approach number 1? with,
Awesome! Now I see all my choices
are in term of r=. How can I get r2 to r = √(V)/( πh)
become r?
So, we can just circle choice 1!
You can take the square root of both
sides.
Students online, how did you We are solving for x. rx – st = r
approach the bottom question?
(What is the variable we want to solve I added st on both sides. rx = r + st
for here?)
Then, I divided by r to isolate the x x = (r + st)/(r)
variable.
So we can circle in choice 1!
Now, to end class, I want everyone to If you guys think you are running out Hopefully, things will work smoothly,
pay attention to the screen. of time and didn’t get a chance to fully and I can review the results and go
We are going to try something new solve, just take your best guess, just over the question before the bell
today, so we will just see how it goes. so I know you were able to access it rings.
A question and link will be shown, so ok!
on your phone or laptop or any device
you prefer, just enter in that website, ****I attached a screen shot of the
and you will be taken to a question. poll question at the bottom of the
Try you best to answer this question, document.
and make sure you have some scrap
paper to work it out if need be!

(Will leave roughly 6 minutes to try

this out

Will also make sure students know to

complete the review packets as
homework for tonight.
Name: Scott Cagnard Date: 10/14/2020

Closure/Rationale: Providing former regents questions can really enlighten students to how important this
material is. It’s essential that students don’t brush off the material, take it for granted, or act like it won’t
come up again or act like they will never have to do one of these problems. Providing regents questions, every
now and then, will really be a great benefit to the students, as they can adjusted to how they word questions,
and what the common trends seem to be. Also, in order to boost student engagement, I started doing
designated problems, meaning I will inform everyone if I want the students in class to answer, or the students
at home to answer and work through a problem. Incorporating the strategy of giving one section of the class a
problem to work on, and the other section of the class a different problem to work on, will help students not
feel overwhelmed. In the past, I think I made the mistakes of assigning too many problems as independent
work, so I would rather assign less and let students get through everything, which will allow students to
explain their solutions to one another, which is always a great benefit. Finally, the “exit ticket”/polling, acts as
a great participation check, will give me a good idea of how students handle the material, and even acts as a
self-assessment for the students, as I will make sure to work through the problem at the end of class.

Reflection: Today, I made it a priority to use the polling questions I had set up the previous day. It worked
really well with periods 4 and 9, as a majority of the students were able to answer the question. The benefit of
using polleverywhere.com is that it allows me to see who answered, who got the question right, and how long
they actually spent working/looking at the question. I can generate this information once the activity is
completed! If it’s not any sort of confidentiality issue, I can screen shot and include some of the results to see
what it looks like. It not only acts as a content check, but a participation check as well, so I can really tell if the
students at home are engaged and actually following along with the class flow. In period 3, when we were
done with the smart notes, I stopped my screen share, as with that specific computer system I have to stop
and re share each time I want to bring up a new document oddly enough. So when I pulled up the polling
screen with the url link for students to use, I actually got a little too eager/excited, and forgot to re-share my
screen for the students at home, so the zoom students were not able to see the link, and it became too late in
the period before it was brought to my attention, so unfortunately they were unable to participate with the
polling. I was able to be more aware of this for periods 4 and 9, so it was definitely a learning experience!
Once students get adjusted to this, I really think this can be a really quick, but effective tool to use. The
participation was very much improved today! I think just designing more questions to be answered primarily
from students at home can go a long way, so students are not “getting off the hook”. The students at home
were involved and were able to walk everyone through some of the problems when prompted! I think just
mentioning the regents and bringing up previous regents questions can start to bring the reality of the
situation, for the time being, that students must be comfortable with this material. Obviously, there is still so
much up in the air and to be determined, but we must proceed under the assumption that there will indeed
be a regents at the end of the school year. We made another big decision today, for both Algebra and Algebra
2, that ALL students will be submitting their homework assignments via Canvas, starting on Monday. Usually,
the homework would only be checked for the students in class, so we truly didn’t know if the other half of the
students were even bothering to do their homework. We felt that this could lead to really bad student habits,
and feel it would be a lot more beneficial to make sure students do their homework on a routine basis.
Name: Scott Cagnard Date: 10/14/2020
Name: Scott Cagnard Date: 10/14/2020
Name: Scott Cagnard Date: 10/14/2020
Name: Scott Cagnard Date: 10/21/2020

Lesson Plan Algebra Periods: 3, 4, 9

Objective: Students will be able to solve word problems requiring them to find consecutive integers, and in
some cases, consecutive even/odd integers that satisfy certain conditions.

Common Core State Content Standards addressed by this lesson:

One Applicable Common Core Mathematical Practice Standard: Mathematical Practice Standard 7: Look For
and make use of Structure. In this lesson, students will be prompted to find consecutive integers of a few
different scenarios. For instance, they are asked to find the next two integers after -3, 14, and then x. Once
students fill out the first two parts, they will have to think about the next two integers after x. Students will
observe that to get from one integer to the next, they are just adding 1 each time. They apply this knowledge
to an unknown integer x, and to get to the next integer in line, they just have to add 1 to x. This same
structure applies when we deal with consecutive even/odd integers as well.

Students’ prior knowledge: Students should be very familiar with integers, and how to get to the next integer
in line by performing some sort of operation. The term consecutive may not be fully understood by all
students. Students should be aware of the problem solving approach when dealing with word problems,
keying in on how to set up let statements and translating given information into an equation. Students should
still know their equation solving techniques, and how to solve for a variable.

Resources used: Half Hollow Hills Algebra Packet, Smart Learning Suite

Lesson flow:

Teacher action and questions Anticipated student responses/ Teacher intervention/notes

misconceptions
So, as an advanced notice, you guys
will be having a test near the end of
next week.
You will still be allowed to have a 1
page note sheet to use on it, so take
advantage of that.
The test will indeed be cumulative, so
it’s important to go back and refresh
yourselves with a lot of the key ideas
we have done from the past.
So, let’s look over the homework, **I think page 3 was fairly
which was page 3 and to finish page 4. straightforward, so there shouldn’t be
any conceptual issues really.
Name: Scott Cagnard Date: 10/21/2020

Any questions with page 3? Again, with 16, we have 5 less than 4
times a number,
Any questions with page 4? So we have to “flip/reverse” the
terms, and write
Were there any questions on 4x – 5
problems 15 through 18?

On question 17, we have 5 times a

quantity,
That quantity being the difference of a
number and 3,
So, we need to take the difference
before multiplying,
What notation should we think about?

 Parentheses
Let’s head over to page 5, and I want
to give you guys a minute or two to fill
out the top of page 5, so take a Next in line
moment to work on that. The order of integers
The next integer
Continuing with this emphasis on
terminology, we will encounter the
term consecutive quite a bit. Who
wants to try and explain what
consecutive means?
Now, who wants to try and fill out the -2, -1 So we filled out part a and b, so let’s
first section? observe what we just did
15, 16
What is the pattern/structure, to get
Some students may struggle with the from one integer to the next?
next integer after x What are we doing each time to get to
(assuming x is an integer) the next integer?
How do we get from 12 to 13?
13 to 14?

We add 1 each time

So, with that in mind, if we add 1 each

time, what would be the next integer
after x? What would we do to x?
Add 1 to x

So we have x +1. What about the

integer after x+1. What pattern did we
just identify?
X+1, x+2
To get the next consecutive integer,
we just have to add 1!
Name: Scott Cagnard Date: 10/21/2020

Now, consider exercise 2. -12, -10 Again, let’s identify the

Be very careful, as we are now dealing
with the next consecutive even 24, 26
integer.
Who wants to try that?
Students could still be confused when
dealing with x (x is an even integer)
structure/pattern in place, when
dealing with the next consecutive
even integer.
What do we do each time to get to
the next even integer?
Add 2 each time

So, if we have x, how do we get the

next even integer?
Add two to x, x+2
What would we do to x+2 to get the
next even integer?
Add 2, x+4
Consider exercise 3 now. -7, -5 We are assuming x is an odd integer.

Who wants to fill that out? 1, 3 Let’s look at our list of odd integers.

Students might be tempted to do 1,3,5,7,9

something like x + 1, x + 3
What do we do each time to get the
next consecutive odd integer?
How do we get from 1 to 3? 3 to 5?

We add 2 each time.

What do we notice about the

pattern/structure between
consecutive even and consecutive odd
integers?
They are the same

Whether we have consecutive even or

consecutive odd integers, we are still
adding 2 each time. Consecutive odd
and consecutive even integers are just
two placements away from one
another!
We can even set these up and “rank” Consecutive integers:
them to an extent, side by side, so we X
get a clearer comparison. X+1
X+2
We will set them up as x is an X+3
unknown integer, and then after that,
x as an unknown even/odd integer. Consecutive Even/Odd integers:
X
Knowing this set up will make solving X+2
word problems a lot simpler, X+4
especially with let statements. X+6
Name: Scott Cagnard
So, let’s move on to page 6.
We have three brothers that were
born 3 years in a row.
Their sum of ages is 57.
So, in a row, is just another way to say
what?
We have three brothers, so we need
three let statements.
What do you guys think would be an
expression to represent the age of the
middle brother?
Their ages are in a row/consecutive,
so what can we do to x to get the age
of the middle brother?
What about the oldest brother?
So, we have expressions for the ages
of all three brothers. What other
relevant information is given?
Based on this, how can we set up an
equation?
Let’s take a look at problem 2.
Find two consecutive integers whose Let x+1 = 2nd consecutive integer
sum is 91.
Again, always start with let
statements.
Who wants to give them out?
Let’s try number 3.
Find three consecutive integers whose
sum is -93.
Date: 10/21/2020
Consecutive
Add 1
Let x + 1 = age of middle brother
Let x+2 = age of oldest brother
The sum is 57
Add all the expressions together
Let x = 1st consecutive integer
Let x = age of youngest brother
Make sure you take the time to write
this out so we don’t forget anything!
X+x+1+x+2 = 57
3x+3 = 57
3x = 54
X = 18 years old
Thus, we have solved this question!
So we are told the sum of these two
integers is 91, so how can we use this
information and the expressions we
set up to create an equation?
Add the expressions together and set
equal to 91
X + x+ 1 = 91
2x = 90
X = 45
So we found 45, are we done solving
this problem?
Did we fully answer the question?
What are they looking from us?
2 consecutive integers
We have 1 integer, but need to find
the next in line, so our final answer
would be
45, 46
Name: Scott Cagnard
Let x = 1st con. Int
Let x+1 = 2nd con. Int
Let x + 2 = 3rd con. Int.
What about question 4.
Lauren and her brother were born
two years apart. The sum of their ages We have to be very observant of the X + x + 2 = 86
is 86. If Lauren is younger, find her details.
age.
So, begin with our let statements.
Let x = laurens age
Since lauren is the younger of the two,
we will have her as our first let
statement
Now to find her brother’s age, what
should we do to x?
The homework for tonight is page 7,
but I want to experiment something
with you guys.
If you guys go to hellosmart.com, and
enter the class id, you should be able
to join the “online” classroom.
I am going to share page 9 with you
guys, and I want you to try and write,
maybe through your phones or
whatever means works for you, a
main idea you took from today’s class.
I will be able to see what you guys
write, so just write down something
you took away from the class.
Date: 10/21/2020
Add them together and set equal to - X+x+1+x+2 = -91
91
3x+3 = -91
3x = -96
X = -32
What else do I need?
The next two integers
Thus,
-32, -31, -30
Some might want to add 1. So, let’s add these two expressions
together and set equal to 86.
How many years are their ages apart? 2x + 2 = 86
 2 2x = 84
So, what should we add to x? X = 42
 2, x+2
We found lauren’s age, we answered
Let x +2 = brothers age the question, so now we are done.
Since I made this an activity page,
page 9, I should be able to see what
students write on their page,
electronically.
I can see which students have good
conclusions and ideas, and I can ask
them to share!
Hopefully, students will emphasize the
different structure between
consecutive integers, versus
consecutive even/odd integers.
*Students should only see what they
are writing down. I should be able to
browse from student to student.
Name: Scott Cagnard Date: 10/21/2020

Closure/Rationale:
Emphasizing the structure of consecutive integers, and how we get from one to another, and how that relates
to any given variable, is crucial for students to understand. The concept behind consecutive integers and
consecutive even/odd integers lays the foundation for the next two classes. Once students understand this
idea of how much we should increase x in a given situation, we can then proceed to apply this concept in
actual word problems. As well, the smart learning suite is another great tool to have at my disposal.
Essentially, I can designate certain pages into the note sheet that can be done as an “activity”, where students
can work on and write on certain pages to themselves, while I am able to browse from student to students
and see how they are doing. For today’s class, as this is new to all of us, I will designated a couple minutes for
students to write out their main ideas they took from today’s lesson. If I see something I specifically like from a
student, I can ask them to share! The smart learning suite has a lot of interesting and useful applications like
this, but I don’t want to get too far ahead of myself!

Reflection:

The smart learning suite I think was a neat way to change things up a little bit. I think this could potentially be
a great tool to use as I approach the upcoming middle school placement. I definitely want to introduce the
whiteboard website/app we discussed in class, but just want to find the right time to use it. Student
engagement was pretty good today. I was able to elicit responses from more of the quitter students, so I was
quite pleased. I am continuing to call on students at home, acting almost as participation checkups. I usually
do not ask overly difficult questions when calling on students at home at random, but just want to make sure
they are following along and have not wandered off, mentally or physically. Periods 3 and 4 did pretty good
submitting their homework’s, but there was quite a bit missing from period 9. I actually noticed that we did
not do too many application problems dealing with consecutive odd/even integers, so I want to make sure we
cover those sorts of problem tomorrow, as issues/problems may arise from those types of questions.
Name: Scott Cagnard Date: 10/21/2020
Name: Scott Cagnard Date: 10/21/2020
Name: Scott Cagnard Date: 10/21/2020
Name: Scott Cagnard Date: 10/21/2020
Name: Scott Cagnard Date: 10/16/2020

Lesson Plan Algebra 2 Periods: 7

Objective: Students will be able to begin solving quadratic equations through a variety of means.

Common Core State Content Standards addressed by this lesson:

One Applicable Common Core Mathematical Practice Standard: Mathematical Practice Standard 2: Reason
abstractly and quantitatively. Throughout this lesson, students will be required to solve quadratics through
multiple means. For instance, students will have to solve a quadratic graphically just from being presented a
graph, and just from analyzing it, must determine the solutions. Students will also have the chance to solve
quadratics algebraically, and use their equation solving skills they developed in Algebra 1 to solve a given
quadratic. We introduce both approaches so students are well rounded behind the procedures and concepts
that are behind quadratics and finding their solutions.

Students’ prior knowledge: Since we are dealing with quadratics, I am sure students will remember and even
mention the quadratic formula, even though that is not specifically mentioned in the lesson. Students should
understand that solutions to a quadratic equation is where a graph intersects the x-axis. Students should also
be comfortable with general equation solving approaches, in terms of solving/isolating for x. Students should
know how to put radicals into simplest radical form. They should also be knowledgeable about setting
equations equal to zero, and using their factoring skills to find solutions. Also, some might not remember, but
they should be aware, just as a specific example, that the square root of 49 has both a positive solution and
negative solution. As always in this unit, all of the factoring methods and techniques surrounding grouping,
GCF, trinomial, DOTS, etc.

Resources used: Half Hollow Hills Algebra 2 Packet

Lesson flow:

Teacher action and questions Anticipated student responses Teacher intervention/notes

Keeping with the trend of reviewing These are all review questions on the
yesterday’s lesson via covering the factoring methods they have learned.
homework, we will make sure
Name: Scott Cagnard Date: 10/16/2020

everyone gets a chance to check their One question that might come up
work and ask questions on the might be on 2+5x+2x^2.
homework assignment, which was
page 10. The only thing that is odd is the order
in which we wrote the terms. If it
helps, you can rewrite in standard
form to help you visualize how to
factor this better, as we will still be
using grouping no matter how it is
written!

Let’s move on to page 11. A quadratic is just an equation of

degree 2.
We are going to start intertwining and
applying all these methods of It can be written in standard form:
factoring we have learned in terms of Ax2 + bx + c = 0
solving quadratics.
That begs the questions, what is a
quadratic?
Now there are a variety of ways we Factoring As well, we can solve with the
can actually solve quadratics. We have completing the square methods, or
been working on one way for weeks, Or even graphically if students look even using the quadratic formula.
take a guess what it could be? ahead

There’s also something known as the

square root method. As we will see
today, some methods may be better
than others, and some may be pretty
limited, so let’s dive into actually
solving!
So we are given a graph of a The x-intercepts. The solutions is where the graph
quadratic, and are asked to determine intersects the x-axis!
the solutions to the quadratic. X = -2 and x = -4
So, how do we know where the
solutions are?
What are the solutions?
Sometimes our solutions won’t be
nice integers, and later on in the
course, we will even be able to use
our calculators to help us out!
So, let’s move onto our square root Take the square root of both sides.
method.
Consider x^2 = 49.
How would I solve for x?
How many solutions should I end up Some could think 1, but I think some In this case, we are looking for a
with? could be aware that there are 2 number times itself that produces 49.
solutions. Can you guys think of solutions?

7 and -7 If we think about it, (7)^2 = 49, but

Name: Scott Cagnard Date: 10/16/2020

also (-7)^2 = 49.

Technically, the square root of a
number has both a positive solution
and negative solution.
So, we can say x = +/- √49 = +/- 7
Now, let’s try a different approach to D.O.T.S.
solving. Let’s try setting it equal to
zero and factoring.

X^2 – 49 = 0

How can I factor something like this?

We will end up with (x+7)(x-7) = 0. The solutions are still the same
At this point, we know one of these
must be zero, so let’s set up each X=7
factor as an equation. And x = -7
X+7 = 0
X-7 = 0
What do we notice about our
solutions?
Thus, in this case, we can use different Rational
methods to solve our quadratic. It’s an integer, or
Now, are the solutions rational or It’s a fraction
irrational?
Now, let’s consider 3x^2 = 39. What’s We have a coefficient on the x
changed here? variable
So, how can I solve for x in that case? Divide by 3, and then take the square X^2 = 13
root of both sides
X = +/- √13
For this solution set, are our solutions Irrational,
rational or irrational? Why? Some might say you get a never
ending decimal
Or some could say that 13 is not a
perfect square
Let’s try the factoring method again Take a GCF of 3.
for something like this.
3x^2 – 39 = 0 3(x^2 – 13) = 0
How would you approach factoring
the left side of this equation? We cannot factor the binomial inside
the parentheses.
After factoring, what can we observe?
Can we factor anymore?
Because we are dealing with irrational
solutions, we are not going to be able
to factor and solve. We cannot factor
and get irrational solutions, so this
method does not work in this case. So,
we can see the importance of
understanding ALL methods.
Name: Scott Cagnard Date: 10/16/2020

So, walk me through problem 3 using Take the square root of both sides. Now, I will show you how to express
the square root method. p-4 = +-7 our solutions. I suggest keeping the +-
Add 4 to both sides to solve for p term on the right, in order to keep
everything organized and so we don’t
miscalculate anything. For instance,

P=4+7
P=4–7
Thus, p = 11 and p = -3
Now, we question 4 is very similar. Number outside the parentheses.
What’s the one minor difference?
Thinking back on how we solve Divide by 2 on both sides, and then X – 4 = +/-√20
equations, how can we get x all by take the square root of both sides.
itself here? X = 4 +/- √20
Then we can add 4 to both sides.
Before we continue, how can we I think some will remember that we
simplify √20? break it down into √5 and √4.

Why did you choose 5 and 4? 4 is a perfect square, and 4*5 = 20

Thus, we can find our solutions as

X = 4 + √20
X = 4 - √20

Try the factoring section on your own

first. Think back to all your factoring
methods and what we covered today
to help guide your thought process. I
am not sure if we will fully be able to
get through these two questions, so if
we are taking too much time, I will try
and take over before the bell rings so
we are all on the same page. I will also
announce page 12 as homework.
a) X2 + 3x – 14 = -2x + 10

b)3x2 +12x – 7 = x2 +3x-2

How would you approach this Set the equation equal to zero. Make sure to keep x^2 positive!
problem?
What should we think about doing x^2 + 5x – 24 = 0
first if we are using the factoring
method?
How would I do that?
Is this factorable? What approach did Trinomial/AM
you guys use? (x+8)(x-3)=0
Name: Scott Cagnard Date: 10/16/2020

So what would our solution set come X = -8 and x = 3

out to be?
What about part b? Set equation equal to zero. Thus, 2x – 1 = 0 and x+5 = 0
2x^2 + 9x – 5=0
How can we factor? Grouping. So, x = ½ and x = -5
10 and -1
So, what two numbers add to -10 and 2x^2 + 10x – x -5 = 0
add to 9? 2x(x+5) – 1(x+5)
 (2x-1)(x+5) = 0

Closure/Rationale: This lesson is very valuable as it exposes students to multiple methods of solving for
quadratics. We delve into some practice and see that even some methods may be better than others, and can
observe when some approaches even fail, so they can learn and develop what methods to choose for the
future. The common theme this week is combining everything we have learned into one scenario. In this case,
we use solving quadratic equations and combine it with all of the factoring methods we have discovered and
developed. We continue this practice of combining different aspects of factoring and mathematics, as this is a
huge skill for students to develop as they prepare for assessments, and ultimately the regents.

Reflection: This period went pretty smoothly again. I usually like to have my packet in front of me when I am
teaching the class, as sometimes a lot of the details can be a bit blurry when I am really close to the
smartboard. For this class, I felt I wrote too many notes on my actual packet, so it was just a little tough at
times to dissect what I wrote down. It was nothing major, but I just felt there were a few moments where I
could pick up the pace rather than spending time looking at my packet. Another interesting element that
happened was that on Wednesday we had a new student switch from honors Algebra 2 into regents Algebra
2. He was ahead of the current class as the honors class he was in was going at a faster pace, so he was pretty
knowledgeable when it came to the material. On Wednesday, he was very enthusiastic and was answering a
majority of my questions. The only thing was that he was answering so quickly and not raising his hand, so
students at home and the rest of the students in class did not really have an opportunity to participate or think
about a problem or question. I kept this in the back of my head for today, just to see if it was a one day thing
or if it would continue. He was not being rude by any means at all, but I just want to make sure everyone gets
a chance to be involved with the class. So, today it was pretty much the same occurrence, where in a matter of
a few seconds he was answering. I did not say anything during class as I did not want to “call” him out in front
of everything. So what I just did was let him know at the end of class that I loved his participation and
enthusiasm, but just for next week, just remember to raise your hand, just so I can give students a chance at
home to participate as well. He understood and is a very nice kid, so we will see how it goes the following
week.
Name: Scott Cagnard Date: 10/16/2020
Name: Scott Cagnard Date: 10/16/2020