LESSON PLAN 3: Multiply binomials

Name: Justin Hadlock

GENERAL INFORMATION

Lesson Title & Subject(s): Math

Topic or Unit of Study: Multiplying two binomials

Grade/Level: 10th

Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): A.REI.4.b Solve quadratic

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy

MATERIALS AND RESOURCES

Instructional Materials: Smartboard, Chromebooks, Individual whiteboards and markers

Resources: Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson: Students have

taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject. Exit
tickets for previous lessons, have also given information to guide instruction.

Presentation of New Information or Modeling: Students are asked to demonstrate the

distributive property from the previous lesson as a warm-up. Students are shown how to apply
the distributive property when dealing with binomials.

Guided Practice: Students are given cards that contain either a binomial or an answer.
The students must search the class in order to find the complete problem. After the students
find their match, each group will present their question to the class.

Independent Student Practice: Students are given 15 questions on a web-based

program. The students will work independently on problems for the remaining time in the class
period. Class instruction will be given if common problems arise during independent practice.

Culminating or Closing Procedure/Activity/Event: Students are given 5 minutes to

ask questions on independent practice. Questions are pre-selected in order to review major
problems or difficult areas before students leave the class.

Pedagogical Strategy (or Strategies): Direct instruction, cooperative learning groups

Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

Student Assessment/Rubrics:Students will be able to multiply polynomials using the

distributive property with 70% accuracy.

Lesson Plan Summary: Students are able to build on previous knowledge from the previous
lesson by using the distributive property again. During guided instruction they are shown that
the process just repeats itself and then you must combine like terms. Having students play the
matching game, gets them out of their seats and raises engagement. It also provides clear
feedback of the students progress up to that point. The review at the end of class provides
support to the students before they are sent home.