Author(s): Jessica Ramirez Date/Time Lesson to be taught: October 15 @ 9:50 am Course Description: Algebra 3 Name: Factoring Grade Level: 12 th Grade Honors or Regular: Regular Lesson Source: Myself Concepts: The students will perform operations with numbers and expressions to solve problems. They will also analyze graphs and determine which equation gives you that graph.
Objectives: The student is expected to: Apply the laws of exponents. Operate with polynomials. Factor polynomials.
Texas Essential Knowledge and Skills 8(A) solve quadratic equations having real solutions by factoring 8(B) write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. 10(B) factor, if possible, trinomials with real factors in the form ax2 + bx + c, including perfect square trinomials of degree two
English Language Proficiency Standards (learning strategies, listening, speaking, reading or writing): Students will be expected to: 3(E) share information in cooperative learning interactions; 3(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; Materials List and Advanced Preparations: Name tents, calculators, Pre/Post Assessment, Jeopardy Board, Homework Cut-outs Safety: In order to prevent any accidents with scissors, I will have the Homework cut outs ready to handout. Accommodations for Learners with Special Needs (ELL, Special Ed, 504, GT, etc.): I will read out instructions for the Jeopardy Game so every student will understand the directions. I will also write with big numbers on the board so every student can read and Classroom Interactions 5E Lesson Plan Template
see my work. I will also leave the work on the board a sufficient amount for every student to copy it down.
ENGAGEMENT Time: 4 Minutes What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions I will ask for 7 volunteers to come to the front of the class. I will the n ask each group to group these students in to groups that have similarities.
I want each group to find some similarities and differences between these classmates, and then we are going to factor these students out of the whole group. What are some distinguishing traits between two or more of these students?
What did we change?
Did the number of students we factored out change anything or anyone? Students are expected to find similarities and differences in their classmates. They may group them by their height, hair color, eye color, etc.
We changed the number of groups we made.
There are still the same 7 people up here. We didnt change their value, we just grouped them differently. Evaluation/Decision Point Assessment Assessment Student Outcomes After each group has re-grouped the volunteers by similarities/differences. Every group should be able to find similarities/differences beween their volunteered classmates. Let the students know the same thing can be done with numbers and equations. Students will re-group their classmates into sub-groups based on similarities or differences observed. Classroom Interactions 5E Lesson Plan Template
EXPLORATION Time: 15 Minutes What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions 1. Start by introducing a number.
2. Introduce equations and ask students to factor out common factors
3. Present an equation where an x can also be factored out.
4. Factor out a number that isnt a common factor.
5. Introduce polynomials (2 nd
degree) and factor by grouping. Factor same polynomial by stack method. Remind students that the stacking method has 3 steps: Down multiply parenthesis, cross multiply parenthesis, and Lets start by working with the number 12. Can anyone tell me a different ways we write this number? How can we factor a number from equations by common factors? i.e. 2x+4 Factor out a 3 from 3x+9 Factor out a 5 from 15x 2 +30x+5
What can we factor out of this equation 12x 2 +3x? (#3) Is everyone positive that that is the only term we can factor out of here? (x+1)17x 2 -(x+1)3x+(x+1)
Factor this equation by 4: 9x 2 +4x+5 Factor this equation by 5: x 2 +7x+8
Factor these equations by grouping X 2 +5x+6, x 2 +7x+6, x 2 -5x+6, 3x 2 +14x+8 and then stacking method.
(2)(6), (3)(4), (1)(12), (- 2)(-6), (1/2)(24)
2(x+2)
3(x+3)
5(3x 2 +6x+5)
3x(4x+1) Students may not expect to factor out an x of the equation at first and only mention the #3. (x+1)(17x 2 -3x+1)
4(9x/4+x+5/4)
5(x 2 /5+7x/5+8/5)
(x+3)(x+2), (x+6)(x+1), (x-3)(x-2), (3x+2)(x+4)
Classroom Interactions 5E Lesson Plan Template
add constants.
6. Use Foil to check work. (first term, outer term, inner term, last term)
Expand the factored equations to make sure we are correct by using foil.
Students may confuse the steps of FOIL. Evaluation/Decision Point Assessment Assessment Student Outcomes Visually scan the class to make sure they are engaged and paying attention. I will also make sure they are taking notes. Students will be expected to take notes. Students should be engaged and actively participating by making comments and/or asking questions and taking notes. EXPLANATION Time: 5 Minutes What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions Tell the student that factoring helps us visualize the graph of an equation. By finding the factored form of a polynomial, one can tell where it will cross the x-axis, or when y=0.
Students will be given calculators to graph pervious problems and find where y=0. Problems: 1) X 2 +5x+6, 2) x 2 +7x+6, 3) x 2 -5x+6
How can we find the values where y=0 by the factored form of the equation?
Where do you think the graph of this equation will equal 0?
Set the equations equal to 0.
At the x- values where y=0. X=-3, x=-2 X=-6. X=-1 X=3, x=2 Evaluation/Decision Point Assessment Assessment Student Outcomes When every student has graphed each equation on their calculator. I will walk around to make sure each student has the graph on their calculator. Students will have a graph of each equation on his/her calculator. Classroom Interactions 5E Lesson Plan Template
ELABORATION Time: 9 Minutes What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions SI will have the students play a game of Jeopardy. The game will consist of breaking the class into 4-5 groups. Each group will have a chance to answer 3 questions from my Jeopardy poster. Each question will have a different level of difficulty and number of points that group can receive. If a group answers incorrectly, they will receive a 1-point deduction and another group will have an opportunity to answer the question. If none of the groups are able to answer correctly, I will do the problem on the board. The group with the most points will win a bag of candy (each member of that group).
Game Poster and Questions/ Answers Attached
Evaluation/Decision Point Assessment Assessment Student Outcomes When the group is able to answer a question correctly, we will move on to the next question/group. If they are unable to answer, another group can answer for them and earn that point. If no group is able to answer, I will answer the question. Questions on the jeopardy board. Students will be expected to answer the questions as a team. Classroom Interactions 5E Lesson Plan Template
EVALUATION Time: Issued as Homework What the Teacher Will Do Probing/Eliciting Questions Student Responses and Misconceptions Post Assessment: Students will receive cut outs that they will have to match. For example: an equation proper factoring of that equation matching the equation to a graph. Post Assessment Attached I will grade the homework. Classroom Interactions 5E Lesson Plan Template
Lesson Timeline Lesson 1. Student activity 2. Common factor (distributive property) 3. Factor by a non- common factor 4. Grouping 5. Stacking 6. Foil to check work 7. Let students know how this relates to graphs- use calculators Activity 1. Jeopardy game Final Assessment 1. Factoring cut outs 2. Use factoring to find 0s of a graph and match with graph
Classroom Interactions 5E Lesson Plan Template
Jeopardy Game Easy Medium Hard What is the name of our method to check whether we factored correctly? Foil (2pt) Factor out the common factor of 3x 2 +6x 3x(x+2) (3pt) Factor x 2 -25 (x+5)(x-5) (4pt)
What does factoring help us find in a graph? The values where y=0 (2pt) Factor x 2 +12x+20 (x+10)(x+2) (3pt) Factor x 2 -14x+40 (x-10)(x-4) (5pt) How many 0s does the graph y= (5+x)(3+x) have? Where are they? (2) (2pt) Factor x 2 +3x-4 (x+4)(x-1) (4pt) At what x-value would y=0 on the graph 13x+1? -1/13 (5) Factor a 6 from 36x 2 +12x-12 6(6x 2 +2x-2) (2pt) Factor: x 2 +10x+25 (x+5) 2 (4pt)
At what x-values would y=0 on the graph x 2 +2x-8? (5pt)
Classroom Interactions 5E Lesson Plan Template
Name: ___________________
Read each problem carefully! This will be due the next time you come to class.
1) Factor out a 3 from the following equation: 9x 3 +12x 2 +6x
2) Factor out the common factors in the following expression. 5(x+1)+10(x+1)+2(x+1)
Pengembangan Media Pembelajaran Video Animasi 2D Berbasis Multimedia Menggunakan Mata Pelajaran Bahasa Indonesia Kelas Iii SD Anisa Windari Septiani Putri, Sunarti, Universitas PGRI Yogyakarta