ALGEBRA 1 HONORS LESSON PLAN Unit 5 Exponents and Radicals

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1 Essential Question How can properties of the real number system be useful when working with polynomials and rational expressions? Monday March 2 Students will demonstrate how to compare rational exponents and radicals, and use various properties to combine terms with radicals and rational exponents. Measurable Objective: Students will learn to multiply polynomials using distribution, FOIL, and long multiplication. Benchmark MAFS.912.A-APR.1.1 : (DOK 1) How does simplifying numerical fractions compare to simplifying algebraic fractions? How does multiplying trinomials compare to multiplying whole numbers? hat are the similarities and differences between the different methods to multiply and factor polynomials? : Vocabulary quintic Closure Difference of Squares Square of a binomial Extraneous Solutions Zeros of Functions FOIL Daily Agenda 1. Bell Ringer; Multiply 234 x 34 without a calculator show steps, 3(x+5) 2. hat s my grade? 3. Cornell Note: Multiplying Polynomials 4. Guided Practice within Notes 5. Homework: Springboard Page 380 (13-22all) Summarizing Activity/Comprehension Check A binomial of degree 2 and variable x and a trinomial of degree 4 and variable x are multiplied. hat will be the degree of the product? Explain your reasoning? ICOR IC

2 Essential Question How can properties of the real number system be useful when working with polynomials and rational expressions? Students will demonstrate how to compare rational exponents and radicals, and use various properties to combine terms with radicals and rational exponents Measurable Objective Students will learn to multiply polynomials using the rules for the difference of squares and the square of a binomial Benchmark MAFS.912.A-APR.1.1 : (DOK 1) Tuesday March 3 How does simplifying numerical fractions compare to simplifying algebraic fractions? How does multiplying trinomials compare to multiplying whole numbers? hat are the similarities and differences between the different methods to multiply and factor polynomials? Vocabulary quintic Closure Difference of Squares Square of a binomial Extraneous Solutions Zeros of Functions FOIL Daily Agenda: New Seats 1. Bell Ringer Page 374 (18 &19 ) 2. Review Homework 3. Cornell Notes: Special Products 4. Guided Practice within notes 5. Homework Page 378 (10-17all) Summarizing Activity/Comprehension Check Explain why the products of (x- 3) squared and (X=3)X-3) have a different number of terms? Essential Question: How can properties of the real number system be useful when working with polynomials and rational expressions?,o, R

3 ednesda y March 4 ALGEBRA 1 HONORS LESSON PLAN Student will learn how to multiply, add, subtract, and factor quadratic and cubic polynomials using concrete models and analytic techniques. This work with polynomial expressions serves as a bridge to introductory work with polynomial functions and rational expressions Measurable Objective. Students will be assessed on their knowledge of polynomials and with a real world PLC to assess their application to the real world. Benchmark MAFS.912.A-APR.1.1 : (DOK 1) MAFS.912.A-SSE.1.2 (DOK 2) How does simplifying numerical fractions compare to simplifying algebraic fractions? How does multiplying trinomials compare to multiplying whole numbers? hat are the similarities and differences between the different methods to multiply and factor polynomials? Vocabulary quintic Closure Difference of Squares Square of a binomial Extraneous Solutions Zeros of Functions FOIL Daily Agenda: 1. Bell Ringer Springboard Page 379 #3 2. Review Homework 3. Class Discussion Surface area and Volume of a rectangular solid and cylinder 4. Polynomial Quiz. 5. PLC Page 383 (1-3) Summarizing Activity/Comprehension How can you predict the number of terms the product will have before you combine like terms?,o, R

4 Essential Question How can properties of the real number system be useful when working with polynomials and rational expressions?. Student will learn how to multiply, add, subtract, and factor quadratic and cubic polynomials using concrete models and analytic techniques. This work with polynomial expressions serves as a bridge to introductory work with polynomial functions and rational expressions Measurable Objective: Students will learn to factor a monomial out of a polynomial using the GCF. Thursday March 5 Benchmark MAFS912A-SSE1.1B (DOK 2) How does simplifying numerical fractions compare to simplifying algebraic fractions? How does multiplying trinomials compare to multiplying whole numbers? How are the prefixes used in English related to the prefixes used in hat are the similarities and differences between the different methods to multiply and factor polynomials? Vocabulary quintic Closure Square of a binomial Difference of Squares FOIL Extraneous Solutions Zeros of Functions Daily Agenda: 1. Bell Ringer: hat is factoring? 2. Review Homework 3. Cornell Notes: Factoring out a monomial 4. Guided Practice within Notes 5. Homework Page 386 (Try these A ) 5-15 Summarizing Activity/Comprehension Check: hat is the GCF of a polynomial and how does it aid us in factoring the polynomial??,

5 Essential Question: How can properties of the real number system be useful when working with polynomials and rational expressions? Student will learn how to multiply, add, subtract, and factor quadratic and cubic polynomials using concrete models and analytic techniques. This work with polynomial expressions serves as a bridge to introductory work with polynomial functions and rational expressions Measurable Objective: Students will learn to factor a trinomial using product sum method March 6 Friday Benchmark MAFS.912.A-APR.1.1 : (DOK 1) MAFS.912.A-SSE.2.3a (DOK 2) How does simplifying numerical fractions compare to simplifying algebraic fractions? How does multiplying trinomials compare to multiplying whole numbers? hat are the similarities and differences between the different methods to multiply and factor polynomials? Vocabulary: Constant term Constant linear cubic quartic quadratic quintic Closure Square of a binomial Difference of Squares FOIL Extraneous Solutions Zeros of Functions Daily Agenda: 1. Bell Ringer 2. Homework review 3. Cornell Notes; Factoring using Product Sum 4. Guided Practice 5. Homeowkr Study factoring notes. Summarizing Activity/Comprehension hen do I use the product sum method for factoring a trinomial??,

6 ESOL/ESE ACCOMODATIONS Visual Aids, Concrete Objects, Gestures, Repetitions Peer tutoring ritten Outline, Copy of Notes Use of Dictionary Small Group Instruction Avoidance of Idioms Incorporation of LEP student s Culture & Language Copies of Notes Verbal and ritten Directions Summarize & Review Frequently Hands on Activities Student Translator Request of Text in Student s Language Reading Aloud Questions Correlation ith ESOL/ESE Resource Personnel Preferential Seating Cooperative Groups Extended Time Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Make a plan! Try different approaches when your problem is hard. Solve your problem in more than one way. Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason abstractly and quantitatively. Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. Explain both what to do and why it works. ork to make sense of others mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. Apply math to real-world situations. Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. Choose appropriate tools for your problem. Use mathematical tools correctly and efficiently. Estimate and use what you know to check the answers you find using tools. MAFS.K12.MP.6.1 Attend to precision. Communicate your mathematical thinking clearly and precisely. Use the level of precision you need for your problem. Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. Find, extend, analyze, and create patterns. Use patterns and structures to solve problems. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. Use patterns and structures to create and explain rules and shortcuts. Use properties, rules, and shortcuts to solve problems. Reflect on your thinking before, during, and after you solve a problem.

7 Reading Standards for Literary and Informational Text 8.RL/RI.1.1 (DOK2) Text evidence that supports analysis and inferences drawn from text 8.RI.2.4(DOK 2) Meanings of words/phrases as used in a text. 8.RI.4.10 (DOK2) By the end of the year, read and comprehend literary nonfiction at the high end of 6-8 th grade text complexity band independently and proficiently Speaking and Listening 8.LS.1.1 (DOK 3) Collaborative discussions a. Prepare/research material b. Follow rules for collegial discussions; track progress toward goals/deadlines; c. Pose questions that connect ideas, respond to others; qualify/justify own views d. Acknowledge new information expressed by others; qualify or justify their own views in light of the evidence presented 8.SL.2.6 (DOK2) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English (DOK 3) riting and Language Standards Produce clear and coherent writing; organization, style are appropriate to task/purpose/audience (DOK2) ith guidance, develop and strengthen writing as needed by planning/revising/editing/rewriting/ trying a new approach (DOK2) Use technology, including Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others (DOK3) rite routinely over extended and short time frames for a range of discipline-specific tasks/ purposes/audiences 8L.3.4 (DOK2) Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade 8 reading and content, a. Use context as clue b. Use common, grade-appropriate Greek or Latin affixes and roots c. Consult general and specialized reference materials d. Verify the preliminary determination of the meaning of a word or phrase (e.g., checking inferred meaning in context or in a dictionary).

expression is written horizontally. The Last terms ((2)( 4)) because they are the last terms of the two polynomials. This is called the FOIL method.

expression is written horizontally. The Last terms ((2)( 4)) because they are the last terms of the two polynomials. This is called the FOIL method. A polynomial of degree n (in one variable, with real coefficients) is an expression of the form: a n x n + a n 1 x n 1 + a n 2 x n 2 + + a 2 x 2 + a 1 x + a 0 where a n, a n 1, a n 2, a 2, a 1, a 0 are

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