Name:_Cory Flake_____________________________________________ DATE:__04/25/11_____________ GRADE___9-12___________________ LEVEL:___Algebra 2 Regular level______________________ TITLE:_____Polynomial Equations_(50 minutes)_____________ OBJECTIVE(S): Students will understand key

characteristics of polynomial equations. Students will know what polynomial equations are and the shape of their graphs. Students will be able to graph polynomial equations. ALIGNMENT OF OBJECTIVE(S) TO STATE CONTENT AREA STANDARDS Content Area: Patterns, Algebra, Functions Standard Label: Concept 2: Functions and Relationships Grade Level Span: 11 - 12 Performance Indicator(s): PO1. Express and solve problems that can be modeled using linear, quadratic, logarithmic, exponential, cubic, reciprocal, absolute value, and step and other piecewise-defined functions; interpret their solutions in terms of the context. PO 6. Graph polynomial functions identifying their key characteristics. Rationale: Students need to apply what they have learned to greater equations called polynomial equations. ASSESSMENT: Formative: I will invite 4 5 students to model examples on the board. Their solutions will help me to see that they understand the concept. I will have the rest of the students pair up and teach each other. I will observe their progress as I walk about the room. Summative: A test on use of functions will be given at the end of the unit.

PRIOR KNOWLEDGE/SKILLS: The students know how to factor simple and complex polynomial equations. The students know about solving equations by factoring and setting factor equal to zero. INTEGRATION OF SUBJECT MATTER: Not applicable during this lesson GROUPINGS: Students will discuss instruction with partners and during the closure activity. DIFFERENTIATED INSTRUCTION STRATEGIES:

Verbal The students will discuss lesson with partners. The students will read the book examples. Logical Students will factor each polynomial equation. Visual Examples will be modeled on the board. Students will graph equations during lesson. Intrapersonal Not applicable for lesson Interpersonal Group discussions on the material. Kinesthetic Students will move to the board for examples. Musical Not applicable for lesson

MODIFICATIONS/ACCOMODATIONS: I will review student's IEP/504 and make appropriate modifications and accommodations. EXTENSIONS: Not applicable for lesson MATERIALS, RESOURCES, and TECHNOLOGY: Teacher materials: Projector, podium camera, white board, dry erase markers, graph paper (see attached) and pencil, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text. Student Materials: Writing utensils, calculator, graph paper and pencil, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, Student Edition. SOURCE FOR LESSON PLAN AND RESEARCH: Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text.

LESSON: See DETAILS of LESSON PLAN: ARIZONA STANDARDS FOR INITIAL CERTIFICATION: I am meeting the following standards though this lesson plan: Standard 5: The Teacher collaborates with colleagues, parents, the community, and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.5 Collaborates with colleagues to meet school and district goals Standard 7: The Teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards: 7.1 Skills and concepts related to the subject area 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she being certified to teach 7.3 Debates and processes of inquiry that are central to the discipline 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught Standard 8: The Teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and asses student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 8.4 Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 8.6 Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning 8.7 Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8.8 Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 8.11 Services and resources to meet the needs of exceptional children and how to access the services and resources 8.12 Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system8.13 Laws and ethics related to student, parent, and teacher rights and responsibilities

DETAILS OF LESSON PLAN PARAGRAPH ONE: The classroom should be arranged in one block of desks facing the main white board. There should be 5 columns with 5 rows of desks. The class seating chart is located to the right of my computer and should have current pictures with names for easier recognition. There is a podium to the right of the White Board to stand while giving instruction. Make 60 copies of the graph paper (see attached) before class starts. This lesson will continue instruction of factoring strategies to use to factor and solve polynomial equations. The students will use the factors to graph simple polynomials. See standards for Arizona Math above ANTICIPATORY SET: (3 minutes): Bell Work. The procedure for this activity is that the students walk in quietly, take out a piece of paper, and complete the bell work on their own. Have the students copy down the information from the green box on pg. 345. While students are working on the Anticipatory Set, attendance must be taken and reported on the computer for any absences or tardies. The class should have followed established procedures to turn homework in before starting the anticipatory set. All previous homework assignments are on the board to the left of the main whiteboard so there should not be any questions from the students. PARAGRAPH THREE: (10 minutes) Direct instruction: Turn to page 346. Teacher completes example 2 on the board. Use separate board space for each separate step for ease in understanding the content without going too fast. Graph the example on the graph paper (see attached) on the projector. Do example 4 on the board. Use separate board space for each separate step. Graph the example on the graph paper (see attached) on the projector. PARAGRAPH FOUR: (15 minutes) Class practice: Have the students turn to page 348. Invite four students to complete #43 on four separate boards. Invite one more student to come to the podium and graph the answer on graph paper (see attached). After the students have completed the examples on the board, invite the class to pair up and complete #70 together. Pass out copies of the graph paper (see attached) to each student. Monitor their progress to assess understanding. PARAGRAPH FIVE: (17 minutes) Independent practice: The procedure for this activity is for the students to work quietly. They are to raise their hand if they need help and wait patiently until they are given help. To help the students, mention the step that they appear to be missing from the examples and move on. The students know that this is all the help they will get as others in the class may need the same help. Write the assignment pg. 349 #s 44-49 & 68-73 on the board. Tell the students that they will need to complete the rest of the assignment at home if they do not complete it in class.

CLOSURE: (5 minutes) Partner discussion: Ask the students to turn to the student on their right and discuss what they found out about polynomial equations and their graphs. The last column can turn around to the student behind them. The procedure for this activity is for one person to talk while the other person listens intently for 1.5 minute. The teacher then calls switch and the other person shares their opinion. Have the students write down one step in the process to factor a polynomial and how to graph it on a piece of paper to give to me before leaving class. REFLECTION: