Lesson Plan Template

Date: October 21st, 2022 Teacher’s Name: Victoria Pascale

Subject:Math Grade level: 9th grade

Learning Segment Title: Zeros of Polynomials
Length of each lesson: 45 minutes

Central Focus:

Essential Question(s): What does it mean for a polynomial function to equal zero?

Learning Standards: AI-A.APR 3. Identify zeros of polynomial functions when suitable factorizations
are available.

Academic Language
Language Function
Vocabulary
Syntax
Discourse

Differentiation
Special Needs of Students
Pre-assessment & Student Readiness
Content Differentiation
Process Differentiation
Product Differentiation

Day 1 Lesson Topic: Polynomials in Real Life Contexts

Outcomes Assessments
Students will:
Day 1: Explain examples of zeros of polynomials Day 1: Homework will have each student come
in real life scenarios. up with an example of a real life polynomial and
explaining what the zeros of that polynomial
would represent. They should be prepared to
present their example to the class the next day.

Procedure:
Day 1;
 Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Lesson Introduction

Time Teachers Actions Student Learning Activities Form of Assessment

Display a model roller coaster in the front of the

classroom for kids to notice and grab their attention as
they walk into the room (Sponge Activity).

3 mins 1.Put the eq on the board: What does it mean for a 1.Students will respond
polynomial function to equal zero? what they think the answer
is in their notebooks. Give
them about 2 minutes.

2. Now have the students turn and talk with a partner 2. Students will make a list 2. Partners will share responses
5 mins about anything they have heard pertaining to in their notes of anything with class
polynomials and to make a list in their notes. Walk previously known about
around as they do this. Have each set of partners share polynomials while talking
one thing they wrote down with the class. with a partner.

Initial Phase Direct Instruction (number the steps of your instruction)

Time Teacher Actions Student Learning Form of Assessment

Activities

1.2 mins 1.Introduce today’s lesson. 1.Copy Learning Target:I

Today we will be going over what polynomials are can explain what the
in real life contexts and what their zeros mean. zeros of polynomials
Display learning target. mean in real life contexts.
2. Copy definitions into
2.5 mins 2. Write on board in front, the formal definition for notebooks.
the following words: polynomial, zeros. Have
students copy them into their notebooks.
 Polynomial-an expression consisting of variables
3. 6 mins and coefficients which involves addition,
subtraction, multiplication, and positive integer 3. Writing down
powers of variables. important things in their
Zeros-where a function equals the value zero. notes.

3. Display youtube video and tell the students to

4.5 mins write down anything they find important.
https://www.youtube.com/watch?v=jLCftTjDLO4&
t=127s

4.After watching the video, have a group

discussion in which we will come up with an 4.Students will listen and
example of a polynomial together. I will use volunteers will give
leading questions in order to help them. First I will examples of prices and
ask a student to choose 3 items from the grocery grocery store items.
store. Then I will have another student choose
prices for this. I will be writing this out on the
board as we discuss this. I will create a polynomial
5. 10 mins on the board based off of their examples to
further guide them in understanding and grasping 5.Groups will share responses with
what was learned in the video. I will say that the 5. In groups of 4, the whole class.
function we’ve created is a way to predict inputs students will come up
of the function where it equals a specific value with an example of a
(this wil guide them to see that zeros are where polynomial and try their
that specific value of the function is zero). best to explain the zeros
of that polynomial in that
context, then present
6.4 mins 5. Make sure nobody has any lingering questions them to the class.
by asking the class if they do and then have the 6.Groups will reshare responses.
class split into groups of 4. They will now come up
with their own example of a polynomial in these
groups and see if they can try to explain what the
zeros of a polynomial may represent in their
example. Walk around and ask the students what
they’re doing. Then each group will say their idea
to the whole class.(Guided practice)
6. Readjusting their
6. Now do a think aloud to explain that zeros are answers for what they
when that whole polynomial we just pieced thought the zeros were
together would equal zero. Have the students and sharing them again
adapt their attempt with their same group after with the class.
now actually knowing. They will share them with
the class.
 Middle Phase
1. Guided Practice

Time Teachers Actions Student Learning Activities Form of Assessment

10 mins 1.Have the students break off into pairs and 1.Students find a partner.
find a partner, a person who wasn’t in their
original group.
2. Direct students to work with their partner 2. Come up with example of a
to come up with a different example of a real life polynomial and what
real life polynomial than they had previously the zero of it would mean in
done and what the zero of their polynomial that context with their partner.
means in that context.
3. Then once they have come up with 3.Share their ideas with
answers, have them join with another set of another set of partners. 3. Assessing other set of partners.
partners to create a group of 4 and share Correcting each other while
their ideas with each other and correct each doing so.
other if anyone made mistakes. Walk
around and hear all their responses towards
each other.
4.Determine student readiness for
independent practice.

2. Independent Practice

Time Teachers Actions Student Learning Activites Form of Assessment

5 mins 1. If you feel they are 1. Listen closely so they know what they 1.Will be graded on homework.
ready, pass out are expected of for assignment.
worksheet:
https://docs.google.com/
document/d/1wpptKpFy
VwFGsL6_ONu_dTX4RAo
Qx4Ry1s8GJ0yyUGo/edit
displaying homework
assignment and explain it
and go over the scoring
guide with them.
2.If not, use the rest of
the time to come up with
a new example as a
 group.

Concluding Phase
3. Closure/Summary

Time Teachers Actions Student Learning Activties Form of Assessment

5mins 1. Ask the students write down a 1.Writing down things in 1.Answering each others questions
summary of the things they learned notes
today and any questions they have. 2.Helping out a partner
2.Ask the students to choose a
partner and explain what they wrote
down to each other and see if
they’re able to answer any
questions.
3.Afterwards see if there’s still any
lingering questions.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

_____________________________________________________________________________________

Day 2 Lesson Topic: Zeros of Polynomials on x-y coordinate planes

Outcomes Assessments
Students will:
Day 2: Examine graphs of polynomials and their Day 2:Students will complete a worksheet which
zeros on graphs. contains problems relating to circling where the
zeros are on an xy plane and also stating the
amount of zeros based on the degree of the
polynomial.

Day 2
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Time Teachers Actions Student Learning Form of Assessment

Activities

1. 5 min 1.Ask students to draw an x-y coordinate plane in their 1.Drawing a xy plane in 1.Volunteer partners will share
notes and discuss with a partner what they think a their notebooks and responses with class.
polynomial would look like on the plane. Walk around talking with a partner.
while they discuss. Choose two volunteers to explain
 what they drew. (Use this to get the idea across the
polynomials are continuous on graphs and have no
gaps or disconitnuties)

Initial Phase Direct Instruction (number the steps of your instruction)

Time Teachers Actions Student Learning Activities Form of Assessment

1.2 mins 1.Display slideshow.

https://docs.google.com/presentation/d/1pZ6UE6L
tFSzawL2Rvmb8XHir7RI8VmIi6uMzTyLopGI/edit#sli
de=id.g18560c715f0_0_63

2.5 mins Introduce the lesson.

Today we will be going over what the zeros of 1.Copy Learning Target
polynomials look like on an x-y coordinate axes. I can identify zeros of
Display learning target. polynomials on an xy coordinate
plane.
2. Show on slideshow multiple different examples
of polynomials on the board in the front on an xy 2.Copy into notes what’s written
axes, so they understand how to graph these. on board and talking with a
Model the drawings after the following photos. partner if they notice a pattern.
(The drawings will display a quadratic, a cubic, a
quartic, and so on).This is all apart of the slideshow.
Ask if any students begin to notice a pattern, and
3.4 mins have them talk with a partner about it. Have some
group of partners share their answers.
Now guide them in understanding what the zeros of
the polynomials are based off of the images.(all
written on slides)
4.5 mins
3.Have the students fix whatever they originally 3. Adjusting pictures from 3.Volunteers share
drew based off of what they have just learned and introduction. responses with the class.
have them select where the zeros of the
polynomials they drew are. Have volunteers share
their adjusted pictures with the class.

4.Have 3 students come up to the white/electric

board and have draw examples of what they think a 4.Volunteer to come up to board 4.Checking their responses
5th degree polynomial could look like. Then have and drawing their own 6th on their individual work.
another student come up a circle the zeros of it. degree polynomial in their
Then have them break off individually and have notebooks.
them draw what a 6th degree polynomial could
look like snd to circle the zeros. Walk around and
 check each of their answers.

Middle Phase
4. Guided Practice

Time Teachers Actions Student Learning Activites Form of Assessment

10 mins 1.Break students into groups of 4. Helping each other and being able to
2.Pass out a worksheet: 2.Students will work on their teach other students and seeing
https://jmap.org/Worksheets/A.APR. worksheet in groups of 4 being sure to correctness of worksheets.
B.3.ZerosofPolynomials1.pdf help their classmates if need be.
Do question 1 with them as a class so
they get the idea of what to do. Then
have them do #2 in their groups of 4.
3.Go over the question as a group
once everyone has completed.
4.Determine student readiness for
independent practice.

5. Independent Practice

Time Teachers Actions Student Learning Activites Form of Assessment

5 mins 1.If you feel students are ready, pass Students will complete exit ticket or Exit ticket will be graded if given to be
out exit ticket: work on it in groups of 4. done individually.
https://docs.google.com/document/
d/1G-8WirhcUagGqXhnZTl1WyFXEO
v_xR1Q3eZRtp5Lkwc/edit

2.Explain the assignment and go

over how it will be rated and it will
be done independently (evaluative
criteria is on slideshow).
3.If you don’t feel they are ready, do
the exit ticket in groups of 4 and
walk around as they do it to assess
them.
 Concluding Phase
6. Closure/Summary

Time Teachers Actions Student Learning Activties Form of Assessment

5 mins 1.Have students get into groups of 4 and to have Explain what they learned Cold calling to see if they learned
each member of the group summarize what they today to groups
learned today to the rest of the group. Walk
around as they discuss to hear their answers.
2.Bring it back to a group discussion and cold call
on one member of each group.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

_________________________________________________________________________________________

Day 3 Lesson Topic-

Outcomes
Students will:
Day 3: Solve for zeros of polynomials using
different factoring techniques (DOPS, quadratic
formula, trinomial factoring).
Assessments
Day 3:Students will be given a worksheet where
for each question, they are given a polynomial in
standard form. They must identify the type of
factoring used for each equation, then use this
type of factoring in the correct way, and then
identify the correct zeros based off of the
method of factoring used.

Day 3
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Time Teachers Actions Student Learning Activties Forms of Assessment

1. 3 mins 1.Have the students write down 1.Writing down in notebook. 1. Volunteers sharing answers with
 anything they’ve heard pertaining to the class.
word factoring in their notebooks. Have
a few volunteers discuss what they
wrote with the class.

Initial Phase Direct Instruction

(number the steps of your
instruction)
2.7 mins 2.Display youtube video on factoring. 2.Writing down in notebook what
https://www.youtube.com/watch?v=0N they feel is important.
vLtTwnUHs Students will write down
anything they feel is important.(Stop the
video around 3.30)
3.Actively listening to explanation.
3.4 mins 3.Think aloud and explain how we can
use factoring when finding the zeros of
polynomials:
We can use factoring to break down
these big ugly looking polynomials to
look more like simple equations that are
much easier to solve. Today we will be
specifically looking at the ones used to
break up polynomials of degree 2.
(quadratic formula, difference of perfect
squares, and trinomial factoring.)

4.Do a think aloud based off of the 4.Writing info in notes and learning 4.Repeating song back and following
following notes I have created: quadratic formula song and singing it examples.
4.15 https://docs.google.com/document/d/1 back to teacher.
mins -ivd8oB_LlydASuToe9aU9M6wOBuPU7
(the song QVxpaAo02Iyg/edit
should
be a nice
break to Have the students write this down in
break up their notes.
lecturing
)
 Middle Phase
7. Guided Practice

Time Teachers Actions Student Learning Activties Form of Assessment

10 mins 1.Distribute the following worksheet: 1.Listen to what the stickers will
https://docs.google.com/document/d/1-v represent.
pmgaiCtHcZ8a8nUHP5Is5EgeyOPG-78OYdr
rRFAJE/edit

Also distribute stickers of three colors. Tell

the students that the color of the sticker
determines the form of faoctring which
will be used. (red-trinomial,
blue-DOPS,green-quadratic).
2.Work on problem #1 with them so they
get the idea of what to do.
3.Break them up into partners and have
them complete questions 2 and 3 by only
placing the sticker. Walk around as they do
this.
3.Once everyone’s done have a group
discussion cold calling on students to see
what sticker they put down.
4.Now have them actaully do out the
problems and find the zeros with the same
partner.
5.Once they are done, go over the
questions as a group and cold call.
6.Determine student readiness for
independent practice.
2.Actively listen when going Helping out partner
over #1 on worksheet and then
work with a partner and help
out partner when completing
the sticker portion for
questions 2 and 3.
3.Answer question if called on. Cold calling on students
4.Now actually completing the
problems 2 and 3 and finding
the zeros. Presenting information done in pairs.
5.Answer question if your the
called on.

8. Independent Practice

Time Teachers Actions Student Learning Activites Form of Assessment

10 mins 1.If you feel the students are
ready, have them do questions
4,5,6,7, and 8 for homework in
the same way we did in class
(sticker first then actually
Listen as the assignment is Graded homework assignment.
explained and completer it at
home or work with a partner
on it.
 solving). Discuss how you will
grade them on it based off of
this rubric:
https://docs.google.com/docum
ent/d/1rVSg41F4hLmDwoRi4tM
hscYSXTIua9dU4TFtWFQP-KE/ed
it
2.if you don’t feel they are
ready, have them work with a
new partner on those questions
and walk around as they do
them and give guidance.

Concluding Phase
9. Closure/Summary

Time Teachers Actions Student Learning Activities Form of Assessment

5 mins 1. Ask the students to name Answering questions if called on Cold calling
off the different types of and writing down any questions
factoring we learned by they have.
cold calling. (So I will cold
call, they will name one
off, then id cold call and
the next student would
say a different one).
2. Ask them to write down
any questions they still
have and hand them to
me to go over for the
following day.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

____________________________________________________________________________________

Resources: (reference any “borrowed” materials for any part of the Learning Segment)
https://jmap.org/Worksheets/A.APR.B.3.ZerosofPolynomials1.pdf
https://www.youtube.com/watch?v=0NvLtTwnUHs
https://www.youtube.com/watch?v=jLCftTjDLO4&t=127s