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Joshua Garcia EDSC 403


Description of Classroom:
Five 9th Grade Algebra classes with 33 to 38 students. Approximately 50% Hispanic, 24% Black, 22% White, the rest mixed. Periods 2, 3, and 4 are about 61% male and 39% female. Periods 1 and 5 are about 66% female and 34% male. Ages 14-15. ELL and SPED students make up approximately 30% of the classes. Class seating is setup as groups of fours, with seating arrangement based on low:middle-high and middle-low:high students being shoulder partners. Periods 3 & 5 have more behavioral issues than the other three classes.

First lesson on the unit of Polynomials; which deals with Adding and Subtracting Polynomials. This lesson will lead into Multiplying, Special Products, and Factored Forms of Polynomials. Mixture of existing knowledge on subject from new to review for some students. Lesson consists of homework practice and classroom experiment. Week long homework. Entire unit covers approx. 3 weeks.

Content Objective(s):
Students will be able to add and subtract polynomials. Students will use polynomials to model real-life situations. Students will gain practice developing an organized method of approach to solving problems; and the ability to defend and promote their approach and discovery.

Language Objective(s):
Students will research information from text books and answer questions in writing. Students will discuss their findings with members of their group listening and speaking during discussions. Results, discussions, conclusions to be noted in a Building A House project log.

Nevada Standards:
The students will add, subtract, multiply, and factor polynomials connecting the arithmetic and algebraic process. 2.12.3

Key Vocabulary:
Polynomial, standard form, degree, degree of a polynomial, leading coefficient, monomial, binomial, and trinomial.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Students will listen and discuss as a whole class as teacher models and scaffolds verbally and procedurally. Students will individually plan and approach a real life problem of a polynomial; documenting in writing the procedure taken to add or subtract polynomials. Emphasis being placed on the organization of their mathematical ideas in their writing; are the steps taken by the students efficient and correct? Also, are the students able to defend and explain their reasoning behind the steps taken to solve the polynomial. Students will then collaborate with their partners to decide on a method of approach to the same problem, using Kagan Cooperative Learning activities. Students will discuss their reasoning with each other and make a decision to present to the whole class. Results, discussions, and conclusions will be noted on final action plan form.

Warm Up Activity: Apply the Distributive property and combine like terms: 3x(x+6) Find the discriminant. Tell if the equation has two solutions, one solution, or no real Solutions: 3x^2-4x+6=0 Lesson Sequence:
1. Homework assignment from previous class due at beginning of lesson. 2. Warm-up Activity Sample problems & discussion of difficulties on Homework. (5) .. 3. Hook: Using the Algebra tiles, model how to create polynomials, and how to add and subtract polynomials using the Algebra Tiles. Then allow students to work with shoulder partners to solve the two given polynomials. 4. Present the notes on how to set up, and solve polynomials on paper, using what was learned from the algebra tiles. Model and scaffold verbally and procedurally. Use Teach!Ok! with shoulder partners to go over the procedures required for adding and subtracting polynomials (Power Teaching Strategy).

5. Present the Photo Canvas Problem and have students work in partners to draw a diagram to represent the described situation. Labeling the dimensions. Students then write a model of the mat around the photograph as a function of the scale factor. They then create with the wooden and construction materials a mat based on their algebraic model. 6. Students must write down, individually, the steps taken with their partners to correctly find the right mat for the photograph; paying close attention to the organization of their method and corollaries used, ensuring that mathematical statements are well organized. 7. Enrichment: Assign homework assignment of the Building a House model. Students must use the same procedures and writings used in class; along with a small scale model of their built homes. (Assignment can be a mini project that spans a week). . 8. Discuss as a group and then class key observations and clues for when you use certain methods. Why should we choose certain methods in certain problems? Why did they approach certain problems in a specific order. Defend why it was the best way to solve the problem. 9. Allow students time to do individual classwork on various addition and subtraction problems of polynomials; this time will be used to straighten out any last misconceptions or troubles with choosing an organized way to add and subtract polynomials. . 10. End of class summary discussion, photo mat partner project, and collection of homework mini projects..(5)

All necessary accommodations will be made available to support students with learning challenges or students requiring advanced instruction. Identified LD, EMD, ELL and hearing impaired students will be provided the appropriate and necessary accommodations to assure the best learning environment.

Supplementary Materials: Photos, crafts and wooden mat supplies, measuring supplies, paper, graph paper, Wood glue, Photo project and House Model project action plan form.

1. Formal - Students will be graded individually on completion of their homework assignment, completed report, and class participation. Answers to discussion questions and conclusions will provide a measurement of the students understanding of the lesson objectives. 2. Informal assessments will come from review of answers to homework and observations during the photo project. Interaction with individual groups during the group discussion times will allow for evaluation of where additional instructor support may be needed. 3. Homework will be graded based on organization and understanding the sequence of events needed to make a Home Scale model using polynomials. 4. End of unit quiz or test will test for retention of lesson objectives.

Form: 005 JDC 4/22/08