Unit Plan

Title of Unit Polynomials Grade Level 10C

Subject Mathematics Time Frame 9-10 classes (75 min)

Developed By Vanessa Wilson

Identify Desired Results

Learning Outcomes

GLO: Develop algebraic reasoning and number sense

SLO:

4. Demonstrate an understanding of the multiplication of polynomial expressions (limited to monomials,

binomials and trinomials), concretely, pictorially and symbolically

5. Demonstrate an understanding of common factors and trinomial factoring, concretely, pictorially and
symbolically

Big Mathematical Ideas

Any number, measure, numerical expression, algebraic expression or equation can be represented in an
infinite number of ways that have the same value.

Rule of arithmetic and algebra can be used together with notions of equivalence to transform equations
and inequalities so solutions can be found.

Essential Question(s)

What strategies can be used to multiply polynomials expressions?

How are the properties of real numbers related to polynomials?
Can two algebraic expressions that appear to be different be equivalent?
How do you factor the GCF from a polynomial?
Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite knowledge
that students will need for this unit.
Students will know...
 How identify a monomial, binomial and
trinomial
 The aspects of polynomials
 The distribution property of multiplication
 How to setup the area model
 The steps to FOIL a polynomial expression
 The meaning of common factor
 Strategies for factoring trinomials
Prior Understanding …
Grade 9 Patterns and Relations (Variables and
Equations) SLOs:
5. Demonstrate an understanding of
polynomials (limited to polynomials of degree
less than or equal to 2)
6. Model, record and explain the operations of
addition and subtraction of polynomial
expressions, concretely, pictorially and
symbolically (limited to polynomials of degree
less than or equal to 2)
7. Model, record and explain the operations of
multiplication and division of polynomial
expressions (limited to polynomials of degree
less than or equal to 2) by monomials,
concretely, pictorially and symbolically
Skills
What skills will students acquire as a result of this
unit? List the skills and/or behaviors that students
will be able to exhibit as a result of their work in this
unit. These will come from the indicators.
Students will be able to…
 Model the multiplication of two given
binomials, concretely, pictorially and
symbolically
 Express the multiplication of two
binomials with the area model
 Explain the relationships of binomials and
two-digit multiplication
 Verify polynomial product by substitution
 Multiply two polynomials symbolically
 Explain a strategy for multiplication of
polynomials
 Identify and explain errors in a
polynomial multiplication solution
 Multiply monomials, binomials, and
trinomials using concretely, pictorially and
symbolically
 Determine the common factor
 Express polynomials in factored form
 Model the factoring of a trinomial
concretely, pictorially and symbolically
 Factor a polynomial that is a difference of
squares
 Identify and explain errors in a
polynomial factorization
 Factor a polynomial and verify by
multiplying the factors
 Explain the relationship between
multiplication and factoring of
polynomials
 Explain strategies used to factor a
trinomial
 Express a polynomial as a product of its
factors
 Assessment Evidence

Solving GCF
Area Algebra Tarsia Factoring Tarsia Decompositio Speed
Title Bell Work
Model Tiles Puzzle
Multiplicatio Scavenger
Trinomial Puzzle n Dating
Unit Test
n Hunt
s Activity
Learning Type
Outcomes (Formative Formative Formativ Summative Formativ Summative
Formativ e Formativ e Formativ
/ and
e e
Summative Formative
e
Summative
Summative Summative
)
Weighting 10%* - - - 10%* - 10%* - 10% - 40%**
4. Demonstrate an
understanding of the
multiplication of
polynomial expressions
(limited to monomials, X X X X X X X X
binomials and trinomials),
concretely, pictorially and
symbolically

5. Demonstrate an
understanding of common
factors and trinomial X X
factoring, concretely, X X X X
pictorially and
symbolically

* All class work is weighted as 10% of final mark

** All tests are weighted as 40% of final mark

 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
In the first 5 mins of every class, students will
individually answer 3-5 questions. These questions act
as a review as they are selected from the previous
lesson material. (System TA already has setup)
Bell Work X X
Assessment: Each day students will graph their
progress to assess their own growth. At the end of the
unit students will select on bell work assignment to
hand-in towards in class work mark.

Students, individually or with a partner, will answer

questions on a worksheet to practice using the area
model technique of multiplying techniques.
Area Model X
Assessment: I will collect the worksheet at the end of
class to use as formative assessment - what will need
to be review at the start of next class.

In pairs students will use algebra tiles to multiply

polynomials. Questions will range from easy to
difficult.
Algebra Tiles X
Assessment: visual observation if students can
correctly use tiles to represent the equation.

In groups of two or three students will work together

to complete puzzles by using the FOIL technique to
multiply polynomials. Student will be required to show
all their work for each equation they solve. There will
Tasria Puzzles be three different puzzles that have equations that
X
(FOIL) range from easy to difficult.

Assessment: visual observation of students’ work and

their ability to solve the puzzles.

Individually students will complete an assignment that

requires them to demonstrate their knowledge and
ability to solve the x-value of polynomial equations and
word problems.
Solving
X X
Multiplication
Assessment: students will hand in assignment for
grading. Notes will also be taken of where students
struggled to help form review questions

In small groups students will partake in a scavenger

hunt where the students have to work together to find
the GCF of polynomial expressions – the GCF will lead
GCF Scavenger them to their next questions.
X
Hunt
Assessment: Observation of students’ ability to solve
the questions and find the next clue
 Individually students will complete an assignment that
requires them to demonstrate their knowledge and
ability to factor trinomials into their corresponding
binomials. There will be a practice sheet before
Factoring student are handed the assignment for marks.
X X
Trinomials
Assessment: students will hand in assignment for
grading. Notes will also be taken of where students
struggled to help form review questions.

In groups of two or three students will work together

to complete puzzles by factoring perfect squares and
difference of square. Student will be required to show
Tasria Puzzles all their work for each equation they solve.
X
(Perfect Squares)
Assessment: observing students work and their ability
to solve the puzzles

Individually students will complete an assignment that

requires them to demonstrate their knowledge and
ability to decompose polynomials in the form of
ax2+bx+c
Decomposition
X X
Activity
Assessment: students will hand in assignment for
grading. Notes will also be taken of where students
struggled to help form review questions.

This activity will act as review for the unit test.

Students will be in pairs - these pairs will change ever
5mins. Students will have to answer the question that
their partner has. During this activity students will see
Speeding Dating X
a variety of questions from the unit and will learn what
skills they have mastered and which ones they still will
need to review for the test.

This test will comprise of have multiple choice and

short answer questions that will allow students to
Unit Test show their knowledge on multiplying and factoring X
monomials, binomials and trinomials.
 Stage 3 – Lessons
# Lesson Title Lesson Activities

Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

Overview:
Students will be introduced to polynomials (monomials, binomials, and trinomials), by
focusing on the aspects of polynomials are; terms, coefficients, exponents, constant
and degree. There will also be a quick review of addition and subtraction of
polynomials and how like terms where combined. Majority of the lesson will be spent
Polynomials having students learning and practicing multiplying polynomials (monomials, binomials
1
Intro and and trinomials) using the area model and algebra tiles.
Multiplication
Teaching and/or Learning Strategies:
Direct Instruction
I Do, We Do, You Do
Partners

Notes: Algebra tile are limited to multiplying polynomials to the second degree as
there are no cubic tiles. Challenge students to multiply three polynomials using the
area model – will they see a limit in this model also?

Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

Overview:
As the class we will review how the area model and algebra tiles work in the hopes
that students will self-discover FOIL. Once FOIL has been identified a demonstration
will take place for how it works and should your work well using this model. To
practice FOIL students will get into groups of 3 to work on tarsia puzzles – they wil be
FOIL
2 required to show their work for any expressions they simplify.

Teaching and/or Learning Strategies:

Direct Instruction
I Do, We Do, You Do
Groups

Notes: Have multiply puzzle available for students to complete – each puzzle will have
a different degree of difficulty regarding the polynomial expressions that need to be
solved
 Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

Overview: Through direct instruction students will be shown how to use the
distribution property, FOIL and BEDMAS to solve the x-value of given polynomial
Solving with equations and word problems. Students will practice solving these types of questions
3 Multiplication individually with an in-class assignment.

Teaching and/or Learning Strategies:

Direct Instruction
Individual Assignment

Notes: Important for students to know the difference between an expression and
equation

Outcome(s):
5. Demonstrate an understanding of common factors and trinomial factoring,
concretely, pictorially and symbolically

Overview: This lesson will start with having students recall what the GCF is, and how
to find for numbers (covered in previous unit this year). Introduce that polynomials
expressions also have a GCF, and discover the steps needed to factor a simplified
Factor to find
polynomial (binomials, trinomials) in order to identify the GCF. To practice finding the
4 the GCF
GCF of polynomials, in small groups students will partake in a scavenger hunt.

Teaching and/or Learning Strategies:

Direct Instruction
I Do, We Do, You Do
Groups

Notes:

Outcome(s):
5. Demonstrate an understanding of common factors and trinomial factoring,
concretely, pictorially and symbolically

Overview: This lesson will be an introduction of how to factor trinomials. In partners

students will use algebra tiles to discover identifying patterns (need two x’s. two
numbers multiply to end and add to the middle term) – as factoring trinomials is the
opposite of multiplying two binomials. After these patterns of been identified direct
instruction will be used to show steps for factoring with manipulatives. Students will
practice factoring trinomials with an in-class assignment.
Factoring
5
Trinomials
Teaching and/or Learning Strategies:
Self-discovery
Direct Instruction
Partners
Individual Assignment

Notes:

Resources:
 Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically
Factoring
Overview: Students will learn what a perfect square is and how to factor then,
Perfect Square
followed by what difference of squares are and how to factor these. In groups of 2-3,
6 and Difference
students will practice factoring these two types of polynomials by completing tasria
of Squares
puzzles.

Teaching and/or Learning Strategies:

Direct Instruction
Group Work

Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

Overview: In this lesson students will learn how to decompose polynomials in the
form ax2+bx+c, by first looking for patterns when multiplying two polynomials where
one or both have coefficients in front of the x variable. Students will practice
7 Decomposition decomposition with an in-class assignment.

Teaching and/or Learning Strategies:

Self-Discovery
Direct Instruction

Notes: Does multiply to the end and add to the middle still work? Just x’s at the
front?

Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

5. Demonstrate an understanding of common factors and trinomial factoring,

concretely, pictorially and symbolically

Overview: Students will review polynomial material by partaking in a speed dating

8 Unit Review activity. This activity will allow each student to encounter every type of question that
could appear on the test.

Teaching and/or Learning Strategies:

Individual
Partners

Notes: Depending on students’ needs a review of material to date can be held before
perfect square and difference of squares are introduced
 Outcome(s):
4. Demonstrate an understanding of the multiplication of polynomial expressions
(limited to monomials, binomials and trinomials), concretely, pictorially and
symbolically

5. Demonstrate an understanding of common factors and trinomial factoring,

concretely, pictorially and symbolically
9 Test
Overview: A multiple choice and short answer test will be created using test
generating program that my TA has access to. I will hand select questions from this
database that will allow students to show what they have learnt during this unit.

Teaching and/or Learning Strategies:

Test will be recorded online for students who need a reader (school practice)

Resources: Test Generating Program