Making Infographics of Polynomials
Grade Level: 11 Subject: Algebra 2
Overview & Purpose (What will be
learned and why it is useful.)
Education Standards Addressed
(The state/national education
standards that this lesson satisfies.)
Objectives
(Specify skills/information that will
be learned.) Be sure to include all 4
elements.
Essential Question(s)
Information/Content to be
covered
(Give and/or demonstrate
necessary information; for ex.
Outline of teacher notes)
Date/Time: 45 min
In this lesson, students will review the concepts of polynomial functions. Since students have learned about
polynomials in the previous few lessons, students will apply their knowledge of the topic by creating infographics that
display the different characteristics of polynomial functions.
NYS/CCSS
CCSS.MATH.CONTENT.HSA.APR.B.3 MP6
CCSS.MATH.PRACTICE.MP6  Atten
Identify zeros of polynomials when d to precision.
APR.B.3
suitable factorizations are available, and
use the zeros to construct a rough graph
of the function defined by the
polynomial.
ISTE*S 2016
1. Empowered Learner x 4. Innovative Designer
2. Digital Citizen 5. Computational Thinker
3. Knowledge Constructor 6. Creative Communicator
7. Global Collaborator
Students will be able to create an infographic using Canva to compare the different characteristics of different
polynomial functions (specifically linear, quadratic, and cubic polynomials).
What is a polynomial?
What does the degree of a polynomial refer to?
How many roots will a polynomial of degree ‘n’ have?
What will the graph of this polynomial function look like?
 Polynomials are expressions that contain variables of x in which they cannot have negative or fractional
exponents.
 The degree of a polynomial refers to the largest exponent of x in the expression.
 Polynomial characteristics that will be considered include the degree of different polynomials, how many roots
different polynomials will have, and what the different polynomials’ graphs look like.
 Review how to graph functions on Desmos
Instructional Introductory Instructional Method(s):
Design Activity and Lecture Video/DVD
adaptations: Procedures PowerPoint x Computer
Have directions (include time Presentation Outside speaker
listed on the x Notes Field Trip
frames) as you
screen Board work x Other (specify): Google Meet
provide details
be sure to Details about this segment of lesson:
Learning
Strategies: include Do Now: Greet the students and ask them to have their notes on polynomial functions from the last few days ready.
Identifying key instructional Explain to them that they will be split into breakout rooms of 4 students (including themselves) and have 3 minutes to
ideas/concepts; method(s) used. share amongst each other their notes on polynomials and what characteristics they remember about them. (small
collaboration If use groups be group)
sure to specify
Student size and means Once students are split into the breakout rooms, designate a leader of each group and put them in charge of carrying
Behavior: of group the conversation and making sure their breakout room peers are participating in the discussion. Then tell them to
Working begin. As students are in the rooms, pop in each to ensure they are talking and if they are not, stimulate them by
creation.
collaboratively; asking them questions. Send a 1 minute warning message to students when time is almost up.
refer to notes/use
prior knowledge After the 5 minutes, return the students to the main Google Meet room. Ask leaders to share one-by-one what their
groups discussed and what characteristics they mentioned/remembered about polynomials (whole class
Teacher discussion).
Behavior:
Create breakout Important Ideas (be sure to review any students may not have remembered):
rooms; allow  Polynomials can’t have negative exponents or fractional exponents
thinking time;  The degree of the polynomial (or the biggest exponent) tells us how many roots the polynomial will have
monitor students
 The largest exponent also gives us an idea of what the graph will look like (the number of roots; how many
in breakout rooms;
curves or turning points it can have)
build off student
 We can solve for polynomials by rewriting them in factored form
responses
10 minutes total
Instructional Developmental Instructional Method(s):
Design Activity and Lecture Video/DVD
adaptations: Procedures PowerPoint Computer
Directions listed (include time Presentation Outside speaker
on screen + model x Notes Field Trip
frames) as you
infographic Board work x Other (specify): Google Meet, Canva
 provide details Details about this segment of lesson:
be sure to
include Once finished with the discussion from the Do Now activity, tell the students they will each be creating their own
Learning instructional infographic (a visual representation/graphic organizer) of different kinds of polynomials (not in groups/individual). Tell
Strategies: the students to go to canva.com, sign up with their school Gmail, and use this website to create their digital
method(s) used.
Identifying key infographic. Give them a quick tour showing them how to create a new infographic and show them that they can make
concepts/ideas of If use groups be it from scratch or modify an existing template.
polynomials sure to specify
size and means Explain to them their infographic must include (also included at the end of this lesson plan in “Evaluation/Verification”
Student of group section):
Behavior: creation.  A definition of what a polynomial is
Individual  Three examples of different polynomials. Within these:
working/thinking o Provide a definition
time o Provide at least one example equation
Teacher o Provide a graph example
Behavior: o Creativity, color, and eye-catching
Answer questions
from students; They will have 20 minutes to create it. Show students the example of what their infographic should look like (included
provide written at end of this lesson plan) and have this available to them as well as written directions during work time. After the
directions and students finish, say to be ready to present their infographics with the rest of the class. Address any possible questions
infographic from students, then have them begin working on their infographic. Provide time reminders during working time, and
example on the check in with students on their progress as they work and address any questions or concerns that may arise while they
screen work.

25 minutes total
Instructional Concluding Instructional Method(s):
Design Activity Lecture Video/DVD
adaptations: (Describe the PowerPoint Computer
Have students independent/con x Presentation Outside speaker
present their x Notes Field Trip
cluding activity
Board work Other (specify):
screens to display to reinforce this Details about this segment of lesson:
their infographic lesson) as you
provide details Once the 20 minutes are up, tell students to wrap up the design on their infographic. Then ask for student volunteers
Learning be sure to or call on students to share their infographics/the progress they made on their infographics (entire classroom
Strategies: discussion). As students share their infographics, have the rest of the class provide feedback on their infographics.
include
Providing Some questions they can answer: What did they like about the infographic? What didn’t they like? Did they include all
feedback; self- instructional the criteria that was asked for? Did they make it colorful and eye-catching?
reflection method(s) used.
If use groups be As students present, use the information they have in their infographics to underline the key ideas/concepts that were
Student sure to specify explored during the Do Now once more. Once the 10 minutes are up, class may be dismissed.
Behavior: size and means
Sharing their of group 10 minutes total
infographic; creation.
providing
respectful
feedback to peers

Teacher
Behavior:
Maintain the flow
of students
sharing their
infographics and
the feedback
discussion
Plans for students with diverse Accommodations:
needs Seating Assignment notebook
Include self-regulation strategies Segmented assignments Test/quiz accommodations
to help students make Assignment length Peer tutor
adjustments to aid learning x Directions clarified Resource room
Copy of teacher notes x Other (specify):
Details about accommodations for student(s):

Directions will be given verbally and in writing.

Special ed co-teacher is available for students with IEPs to provide necessary accommodations.

Online glossaries are available for ENL learners who need translations.
 Alternative activities
(emergency plans/flexibility)
Evaluation/Verification
(Steps to check for student
understanding which can but are not
limited to assignments, in-class
work, etc.)
Include reference to the
objective(s)
Materials Needed
Paper
Pencil
Others
Other Resources
(e.g. Web, books, etc. be sure to
include source information)
 If there is no access to working technology, have students draw the infographic in their notebooks. Have
pencils and paper ready in case as a back up.
 If there aren’t enough students present to make at least 2 groups of 4, have the Do Now activity instead be an
entire class discussion where everyone gets a chance to share one characteristic of a polynomial that they
remember
Type of Assessment(s):
Homework check x Review
Test/Quiz x Presentation
x Project x Oral Responses
x Participation Observation
x Class work Other (specify)
Details & Connection to Objectives:
Students participating in class discussion and talking about the polynomial properties assesses their understanding of
polynomials over the past few lessons.
Regarding the infographics, look for students to incorporate each of the following:
 A definition of what a polynomial is
 Three examples of different polynomials. Within these:
o Provide a definition
o Provide at least one example equation
o Provide a graph example
o Creativity, color, and eye-catching
Please also see rubric at end of lesson plan.
Textbook:
Overheads (specify):
Workbook/Handouts (specify):
Multimedia Materials (specify): Access to Google Meet, Canva
Hands-on materials (specify): Pencil, paper (for emergency alternative)
Reference materials (specify): Previous lesson content on polynomials
Other (specify):
Add grading item here

This is the rubric the math department at my school uses for all performance tasks to be consistent across all math courses.
Add sample model of product here as handout requirement of lesson plan