Name: Cade Dennis

Title of lesson: Creating Polynomial Identities

Dates lesson will be taught: 3/1-2/2023

Name of class and grade level(s): Algebra 2 (10-12 Grade)

Lesson source/references: Cade Original, aligned with Big Ideas Math: Algebra 2 - A
Common Core Curriculum (by Ron Larson and Laurie Boswell).

Objectives: Students will be able to generate the polynomial identities Square of a

Binomial (+-) using geometric models. Students will be able to relate a polynomial
written in standard algebraic notation to the model.

Assessment of objectives:

As part of the in-class worksheet, students will work as groups to individually solve
algebraic expressions first by filling in the model provided in the question and then
solving algebraically. I will collect this worksheet to assess their progress.

Standards:

Common Core Math Content: A.APR.4. - Generate polynomial identities from a pattern.

Common Core Math Practice: Model With Mathematics.

NGSS Science and Engineering Practice: Developing and Using Models.

Common Core ELA Practice: Understand and use a variety of media.

Accommodations: Students who sit in groups of two or less will be paired with other
groups to make as many groups of 4 and as few groups of 3 as possible with that day’s
attendance. ELL students will be placed with bilingual students to aid in any translations
needed.

Safety concerns: Whenever students are being instructed to adjust the model in some
way, I will be modeling my own version on the overhead projector or on the whiteboard.
I will attempt to move through the groups quickly enough to address complications in
the model before the groups get lost. For all other standard safety procedures, I will
defer to my host teacher and follow his instruction.

Equipment and materials:

What the teacher needs:

● A set of 25 colored blocks.

● A pad of sticky notes.
● 1 in-class worksheet with notes.

What the students need:

● A set of 25 colored blocks (one for each group).

● A pad of sticky notes (one for each group).
● 1 in-class worksheet with notes (one for each student).

Advance preparation:

I will prepare 6 sets of blocks in separate containers to make sure there are appropriate
amounts of each color in each set. I have the pads of sticky notes already, but the
students will only use about 12 each, there will be many extras.

Pre Assessment: On the board as students enter the class, there will be four problems
on the board that can be solved without knowledge of the identities but are made easier
by knowing what they are.

Extension activities: Due to the relatively more complex nature of the proof, the
geometric proof for the quadratic equation will be left out of the lesson proper, but if
there is time I will illustrate the proof myself to show the students how the model can be
applied.

Backup plans:

If there are more students than as I prepared, I will sacrifice my set of blocks and move
to a demonstration on the white board or overhead projector. I will draw the model out
and narrate what the students need to do while being more attentive to the groups, as
miscommunications may arise.

Day 1 Engagement: Estimated Time:

Directions - what the Probing questions Expected student

teacher does and how (connect prior knowledge responses and
the teacher will direct and create a “Need to possible
 students know”) misconceptions

On the board as students

enter, there will be several
examples of monomials, How many terms are in each Some students may claim
binomials, and trinomials. I
expression? that in the expression
will ask the students to
think of some similarities (3x+4) there is only one
between the different What names would you give term, inside the
expressions, noting their these expressions? parentheses. But there
responses. I will introduce are two terms, 3x and 4.
the vocabulary, or review What are some of the
it for those who know transformations you see in Stretch, shrink,
already, in order to get
the expressions if we were translation, etc.
everyone on the same
page through the to graph them?
identities. These
expressions and their
labels will stay on the
board throughout the
class.

Formative Assessment: I will write a few new expressions on the board and ask the
class to quickly decide which type of algebraic expression it is, testing for literacy and
speed in that literacy.

Day 1 Explanation 1: Estimated Time:

Directions Probing questions Expected student

responses
Following my lead, I will begin
by asking students to consider
a square with an area of 25
units. The dimensions of this
square are 5 by 5 units. For
the sake of illustrating the
application, I will bring them to
split the term 5 into the term
(2+3), thus changing the area
from 5x5 to (2+3)x(2+3). Using
the colored blocks, we will
construct two squares, one 2x2
and the other 3x3. Students
will observe that this is only a
part of the whole 5x5 square.
The remaining parts are both
2x3 rectangles. Thus forming
the equation for area:
2 2
A=2 + 2(2× 3)+3 =25.
Students will be instructed to
label the first term, 2, as a 2 and
the second term, 3, as b 2.
Generalized, this is the form
for the Square of a Binomial
(+):
¿ What is the side length
A square with an area of 5x5, side length 5, etc.
25 has a side length of
what?
What two numbers 1+4, 2+3.
could we add together I choose to use 2+3, this
to get 5? choice is arbitrary but was
chosen because I feel it
lends itself to the other
We’ve taken the proofs later.
“square” of the two
terms in the binomial. Yes, this is the answer to
Do we have the whole the question.
square we wanted? Some students may
forget that exponents do
not distribute across the
parentheses, falsely
believing that:
What is the side length ¿
of the square This is a good
2 2 misconception to
a?b?
address, especially when
of these rectangles with the geometric proof is
area ab ? right in front of them.

Formative Assessment: Class participation and persistence in recreating the model

for themselves in their group will serve as my assessment. If they can create this
model, then they can create the models of the questions relating to this identity.

Day 1 Exploration 1: Estimated Time:

Directions Probing questions Expected student

responses
Each student will have a role in
their group:
How do you decide The first term is a, the
Reporter - Decides which term
will be a and b. which is a and which is second is b.
b? The one with an x in it is
Recorder - writes the algebraic a, the other is b.
expression modeled on the Both are fine approaches.
square.

Mathematician - solves the How do you decide One part of the length is
algebraic expression (can ask which rectangle gets a, the one next to it is b.
others for help). which area? Just a visual observation
about the sizes of the
Coordinator - ensures that rectangles.
everyone is moving through
the problem efficiently.
Will you add up the They can consider the
There will be four questions, areas of the rectangles, identity either way, that’s
and each student will cycle or substitute into the why I gave the model and
through the roles once. This identity? the identity!
will be a race to see which
group can solve the questions
the fastest. Groups must have
their answer checked by me
before they can move on.

Formative Assessment: The same participation/modeling check will be applied. A

proper assessment will come at the end of the day, where they will be directed to
solve problems that employ the use of the identity they just learned and the identity
they are about to learn.

Day 1 Explanation 2: Estimated Time:

Directions Probing questions Expected student

responses
The first identity dealt with a
binomial concerned with
addition. For subtraction, the
process is similar. Starting with
the model used in the previous
examples, we will consider the
expression 32 as ¿. Instead of
the side length of the square
(5) being represented as 3 and 2 instead of 3 and 2 in
2, we will choose to represent
it as (5-2) and 2. So the two
square components are ¿ and
2
2 , while the rectangle sections
are 2(5−2) each. Thus, we set
the sum of the area inside of
the square to the familiar
formula for area we would
normally use:
52=¿
2
+2 .
Students will be instructed to
label the first term, 5-2, as
(a−b)2 and the second term, 2,
as b 2. Generalized, this is the
form for the Square of a
Binomial (-):
¿ of the square
Students may be
confused about this
question, but I want to
Why are we using 5 and ask it to make sure
everyone is on the same
this case? page. Instead of breaking
the side length 5 into two
segments in two different
terms, I want to break the
side length into two
segments in terms of 5
and another constraint to
prepare for assigning a
value to a and a value to
b.
These questions drive
home the idea that,
because we are working
with the squares of these
values (value raised to
power 2), we can
What is the side length visualize them all as
areas of squares.
2
(a−b) ? b 2? Contrast to the rectangles
with area
What is the side length ab , these are natural
of these rectangles with consequences of the
area (a−b) b? operation we are
attempting to perform.

Formative Assessment: Class participation and persistence in recreating the model for
themselves in their group will serve as my assessment. If they can create this model,
then they can create the models of the questions relating to this identity.
Day 1 Exploration 2: Estimated Time:

Directions - what the Probing questions Expected student

teacher does and how the responses and
teacher will direct students possible
misconceptions

Each student will have a role in How do you decide
their group:
Reporter - Decides which term
will be a and b.
Recorder - writes the algebraic
expression modeled on the
square.
Mathematician - solves the
algebraic expression (can ask
others for help).
The first term is a, the
which is a and which is second is b.
b? The one with an x in it is
a, the other is b.
Both are fine approaches.
How do you decide One part of the length is
which rectangle gets a, the one next to it is b.
which area? Just a visual observation
about the sizes of the
rectangles.

Coordinator - ensures that Will you add up the They can consider the
everyone is moving through
areas of the rectangles, identity either way, that’s
the problem efficiently.
or substitute into the why I gave the model and
There will be four questions, identity? the identity!
and each student will cycle
through the roles once. This
will be a race to see which
group can solve the questions
the fastest. Groups must have
their answer checked by me
before they can move on.

Formative Assessment: The same participation/modeling check will be applied. A

proper assessment will come at the end of the day, where they will be directed to
solve problems that employ the use of the identity they just learned and the identity
they are about to learn.

Day 1 Elaborate: Estimated Time:

 Directions - what the Probing questions Expected student
teacher does and how the responses and
teacher will direct students possible
misconceptions

The worksheet has a section

that contains problems to be
solved individually or in groups
using the identities discussed
today. They will be given Students may work in
plenty of time to solve these groups, but they are
problems, using the physical also free to ask me any
model and sticky notes as questions to help them
needed. If they do not finish all answer these problems.
of the questions on Day 1, they
will be given time to finish the
whole assessment on Day 2
with the additional problems
they can solve after the Day 2
lesson.

Formative Assessment: n/a

Day 1 Evaluation: Estimated Time: __________

Critical questions that ask students to demonstrate their understanding of the lesson’s
performance objectives.

Formative Assessment(s): In addition to the pre- and post-test, how will you determine
students’ learning within this lesson: (observations, student responses/elaborations, white
boards, student questions, etc.)?

The class’s worksheet has space for them to note down and draw the model we
created as a class. Before moving on to the practice questions in the Explanation
stage, I will check to ensure that they have correctly captured the model and labeled
the parts correctly. This works to check their listening in the lesson, as well as
ensuring that they have an experience to draw back on when doing the summative
assessment.
Summative Assessment: Provide a copy of the key to the post-test in the lesson plan final
draft.

As an exit question, I will ask the students to clear off their desk. I will provide some scratch
paper, and I will instruct them to write their name on the top. All they must do is write down
each of the identities we learned about in the class using algebraic notation.