Day #: Math Content Standard(s):

4
CCSS.MATH.CONTENT.HSA.SSE.B.3.A: Factor a quadratic expression to reveal
the zeros of the function it defines.

# of Math Practice Standard(s):

minutes:
48 CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving
them.

CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.

ELD standard(s):

P1.A1: Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

P1.A3: Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges

P1.C12: Selecting and applying varied and precise vocabulary and other language
resources to effectively convey ideas

Focal concept/idea: Title of Lesson:

Trinomials (and polynomials with more The Grouping Method

than 3 terms) can be factored using
groups of monomials and binomials. Learning environment:

Focal language function: Synchronous Hybrid

● Analyze Agenda:

● Justify ● Warm up
- PearDeck
Learning Objective(s): - Can you use cake on a trinomial?

● Students will be able to compare ● Main activity

values in standard form and - Desmos sorting activity
factored form through discussion. - Working in pairs

● Students will justify the use of the ● Jam Board

Grouping method using a - Closing thoughts and takeaways
two-column graphic organizer

Activity and classroom talk description Informal Language Demand

Formative Supportsb
Assessment
Into (10 min) Support for Discourse
(Into):
The teacher will give students the link to the • Students sharing what they
PearDeck warm up called: Warm Up - notice
Trinomials
• Inquiry based instruction
Students will sign onto the Peardeck Warm
Up - Trinomials where they will be asked to • Writing in PairDeck slides
factor a trinomial using the cake method
they learned in the last class session. • Asking students to explain
Students will realize they cannot use that
method to factor it. • Whole class discussion
- “Where did you
The teacher will ask questions to probe use GCF?” • Written directions
students' reasoning for their conclusions (Informal
and how they came to them. Assessment) Support of Syntax
- “What kind of (Into):
polynomials are
we usually able to • Written trinomial
factor with the
Cake Method?” Support of Vocabulary
(Informal (Into):
Assessment)
- “What kind of • Model of written and
polynomial are we spoken vocabulary words
factoring in this (esp. factor, greatest
problem? common factor, Standard
(Informal Form, Factored Form,
Assessment) divides, variable, Cake
- “If this method Method, Grouping Method,
depended on monomial, binomial)
using GCF, what
does that tell us
The teacher and students will conclude that about trinomials?”
they can’t factor a trinomial using the Cake (Informal
method which depends solely on GCF. Assessment)
(P1.A3, P1.C12)

Through discussion, the class decides that

there must be some other method to factor - “Any questions
a trinomial. about what we just
The teacher concludes the warm up by did?”
checking for understanding.
Transition
“I gave you a problem that couldn’t be solved with Cake Method because I want you to see why
there are various methods of factoring. You couldn’t use that one method to factor this, but then
you’ll be able to think “Well this didn’t work but I have another tool I can use”. We’re building up
our skills so that we can handle any size polynomial. So with that in mind, let’s look at
polynomials with 3 terms in them like the warm up. I’m going to use an example that doesn’t use
any numbers, only variables and we’ll see why. Sometimes it’s easier to see what the math is
doing if we see it without numbers.”

Through (30 min) Support of Discourse

(Through):
(15 min) • Follow up questions
The teacher will share the Peardeck
Activity: Factoring Trinomials by Grouping • Visual and spoken
directions of activity
The teacher and students will walk through - “What kinds of
a broken down problem showing the things do you •Inquiry based instruction
Grouping Method. The teacher will ask notice?”
students to take a moment to think about (Informal •Visual representations
what looks different between this method Assessment)
and Cake Method. (P1.A3, P1.C12) Assessment) •Working in pairs (CL)

Students have the option to unmute and •Options to communicate

speak or write it in the chat. through voice, chat or Kami.
- “How's everyone
doing with this? •Whole class discussion
Can I see some
green check •Students sharing what they
marks if you feel notice
you’re getting this
and a red x mark if Support of Syntax
you want to spend (Through):
a little more time • Written equations
on this?”
(Informal • Use of two-column graphic
Students will go over important vocabulary Assessment) organizer
and reasoning for each step as they dissect - “Who can remind
the new method. us what this is • Model use of sentence
called?” structure in justification table
(Informal
Assessment) • Sentence Starters

Support of Vocabulary
(Through):
• Model use of written and
spoken vocabulary (esp.
factor,Grouping Method,
Students will then transition to an activity. divides, Cake Method,
- Writing multiply, trinomial, Standard
(15 min) justifications,
The teacher reads aloud the directions of labeling and Form, Factored Form,
the activity while they share their screen annotation variable, justify, GCF)
showing the activity is a pdf titled assignment
Justification Table - GROUPING METHOD (Informal • Label vocabulary
Formative
Students are put in the same pairs they’ve Assessment)
been working with for the past activities. - “What type of
They work together to examine the polynomial are
procedure to factor a trinomial using the you working with?”
Grouping Method. They will annotate, (Informal
highlight and label terms and vocabulary in Assessment)
the left hand column. They will write their - “What step are
justifications for these steps on the right you all feeling
side of the two-column graphic organizer. most comfortable
(P1.A1, P1.A3, P1.C12) doing?”
(Informal
The teacher will pop in and out of breakout Assessment)
rooms and answer questions and check for
understanding as needed.

Transition
“Okay everyone, I know that was a lot for one day so thank you for your participation and effort.
So we’re starting to see how different types of polynomials, trinomials for instance can go from
Standard Form to Factored Form. We’re gathering more and more skills and methods of
factoring so that we can use that knowledge when we need to.”

Beyond (8 min) Support for Discourse

The teacher gives students a link to the (Beyond):
Jamboard titled Closing Thoughts Exit - “How are we
Ticket - Per. 3 - L4 feeling about the •Reflection questions
The teacher reads the prompts aloud. directions?”
(Informal •Written and spoken
Students will answer one or both of the Assessment) directions
prompts:
- Exit ticket
“What’s something new you learned today (Informal
about trinomials? ” Formative
Or Assessment)
“What’s something new from today that you
need to spend some more time on?”

Students must write their name on the

bottom of the sticky note.

Closure “Great work everyone! The notes of the Grouping Method that we did together
today are in Google Classroom if you missed something.”