UNIT PLAN

FACTORS AND PRODUCTS Grade 10C

Title of Unit
Level
Curriculum Time 3 WEEKS
Area(s) MATHEMATICS Frame
Developed by
ANNA COCHRAN

IDENTIFY DESIRED RESULTS

Programs of Study Foundations

What program foundations form the emphasis of the unit? What big ideas from the program of
studies will you include?

● Students will understand how to factor polynomials along with familiar vocabulary, students will
deepen multiplication skills, through varying factor expansion and simplification.
● Number and algebra skills are the foundation
○ Perfect squares/cubes
○ Polynomials/forms/special forms

Essential Question
What is the big, overarching question guiding your unit plan?

● What is a polynomial and how do we use algebraic reasoning to problem-solve?

● What is a:
○ Polynomial (Mono,bi,tri)
○ Factor (gcf, lcm)
○ Perfect square/cube

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

GENERAL OUTCOME: DEVELOP ALGEBRAIC REASONING AND NUMBER SENSE

1. Demonstrate an understanding of factors of whole numbers by
determining the:
• prime factors
• greatest common factor
• least common multiple
• square root
• cube root.
[CN, ME, R]
4. Demonstrate an understanding of the multiplication of polynomial
expressions (limited to monomials, binomials and trinomials),
concretely, pictorially and symbolically.
[CN, R, V]
5. Demonstrate an understanding of common factors and trinomial
Adapted from Wiggins, Grant & J. McTighe (1998)
factoring, concretely, pictorially and symbolically.
[C, CN, R, V]

Understand, Do, Apply:

● Understand unit vocab
● Can multiply binomials/polynomials
● Can factor multiples/understand why we consider multiples
● Understand GCF/LCM
● Understand perfect squares and cubes
● Understand common factors
● Understand diverse forms of polynomials
○ x^2+bx+c
○ ax^2+bx+c

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

● Textbooks
● Notes booklet (22 pages compiled, 8 lessons plus review and practice test - these are the notes and
the guided practice of the entire unit)
● TI 83/84
● Desmos

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

● One quiz midway through the unit for the first

half of the content
What is the summative performance assessment
● Unit final to assess complete understanding of
for the unit?
the unit

● Demonstrate an understanding of factors and

What is the goal of your summative performance
assessment as framed within the outcomes and
competencies? What do you hope to learn?
products, deepening algebraic skills for future
units
● Gauge a deeper understanding on students
algebra skills and classroom needs
● Understand test situational needs
○ Differentiation, different versions,
visual cues/prompts

SUMMATIVE:
● Further develop testing skills
How will this assessment inform student ● Allow for concrete evidence of understanding
learning and your practice? in supervised setting
● Practice and engage with problem-solving
development in mathematics
Adapted from Wiggins, Grant & J. McTighe (1998)
 FORMATIVE:
● Observation to correct immediately/provide
feedback
● Concept check to verify understanding on
mini-whiteboards
● Physical and verbal check-ins to facilitate
success and trusting relationships

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does
each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the
unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess

What is the primary
Lesson
objective of this lesson in
# in this lesson?
your own words?
1. Review lesson on
vocabulary terms from
grade 9 math
2. Develop an understanding
on how we multiply two
binomials (x+a)(x-b),
through FOIL factoring
techniques
3. Develop an understanding
on how we multiply two or
more polynomials
whether learning has
What are the primary activities
occurred in each lesson?
How will you employ
formative assessment?
● Definition examples ● Observation while
○ Variable walking around
○ Monomial, Bi, Tri, during the lesson
Poly (YOU TRY)
○ Numerical ● Conversations,
coefficient asking questions
○ Degree of equation and allowing
○ Ascending/Descen students to
ding order demonstrate
understanding
● Introduce FOIL technique ● Observation while
○ First, Outside, walking around
Inside, Last during the lesson
● Expand examples through (YOU TRY)
guided practice ● Conversations,
○ 3 examples, last asking questions
one as you try with and allowing
follow-up students to
demonstrate
understanding
● Continue developing FOIL ● Observation while
strategies for polynomials walking around
○ binomial by during the lesson
trinomial examples (YOU TRY)

Adapted from Wiggins, Grant & J. McTighe (1998)

 (x+ax+c)(x-b), through
FOIL factoring techniques ● Word problem for
4. Develop an understanding
of what factors are, prime
numbers and factorization.
Further understand
GCF/LCM and how we use
that to solve problems.
5. Develop an understanding
of perfect squares, perfect
cubes, and roots.
6. Develop an understanding
of common factors in
polynomials, and their
purpose. Further
understanding of factoring
and expanding techniques.
7. QUIZ DAY QUIZ ON LESSON 1-5, WHOLE
CLASS PERIOD
8. Develop an understanding
of polynomials in the form
x^2+bx+c
○ Tri by Tri ● Conversations,
asking questions
development on factoring and allowing
○ shaded space ex students to
demonstrate
understanding
● Introduce and explain ● Observation while
prime factorization trees walking around
● Refresh on definitions during the lesson
such as GCF and LCM (YOU TRY)
○ ex 1,2 ● Conversations,
● Word problems for asking questions
determining GCF/LCM and allowing
○ ex 6,7 students to
demonstrate
understanding
● Further understanding of ● Observation while
perfect squares/cubes walking around
● Example/non-example during the lesson
activity (YOU TRY)
● Terminology development ● Conversations,
○ ex 3 asking questions
and allowing
students to
demonstrate
understanding
● Definition refresh ● Observation while
○ variable (ex 1 walking around
○ factoring/expandin during the lesson
g (YOU TRY)
● Factor example with ● Conversations,
common factor asking questions
○ Leads into lesson 8 and allowing
students to
demonstrate
understanding
Summative quiz
● Understand rules for ● Observation while
factoring this type of walking around
polynomial during the lesson
● Understand how to factor (YOU TRY)
vs expand ● Conversations,
○ ex 2 asking questions
● DNF vs F and allowing
○ what does this students to
mean? what does it demonstrate
tell us? understanding
Adapted from Wiggins, Grant & J. McTighe (1998)
9. Develop an understanding ● Develop an understanding ● Observation while
of polynomials in the form of factoring for this sort of walking around
ax^2+bx+c polynomial during the lesson
○ ex 1,2 (YOU TRY)
● Review time for ● Conversations,
bi/trinomial factoring asking questions
● Factor practice and allowing
○ ex 3,4 students to
demonstrate
understanding
10. Develop an understanding ● Factoring with more than ● Observation while
of special polynomials one variable walking around
● Perfect square expansion during the lesson
● Difference of squares (YOU TRY)
(x-a)(x+a) ● Conversations,
○ (x^2-25) ex asking questions
and allowing
students to
demonstrate
understanding
11. Review day/practice test Time for students to practice, do N/A
homework, formal review for
marks, homework will be
checked in last 15 mins
12. UNIT TEST UNIT TEST, ENTIRE UNIT LESSON Summative test
1-9

PRE-SERVICE TEACHER SELF-REFLECTION

● How do you feel your students experienced this unit?
● Were they able to make explicit and self-evaluate their growing understanding, skills and/or
knowledge?
● Were you able to make good use of formative assessment for/of/as learning? How did this
information impact your summative assessment?
● Were you successful in reaching all students? How do you know? How did you accommodate for
diverse learners and those requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities
and knowledge?
● What went well and what needs refinement? What might you do differently next time?

done in field journal

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)