Olivia Dockery

Instructional Strategies
Unit 3: Polynomial Functions (Standards)
Strategy
Notebook
General Instructional Strategies
Standard(s) Explanation
Rating student’s level of understanding based on a 1-5 scale. Students will hold up the
number using their fingers according to how well they understand the material. The scale
than be used to self-assess and even split into differentiated groups, allowing peer-to-
peer instruction to happen.

“GOT IT” Tracker ALL standards The scale is:

1 = “I am completely lost.”
2 = “I need some further explanation.”
3 = “I am getting the hang of it; I just need some more one-on-one guided practice.”
4 = “I am on a role; I just need a little more independent practice.”
5 = “I have mastered this concept and can help teach my peers.”
An example of an exit ticket used to provide closure or summarize the lesson. Students
will write down three things they learned, two questions they still have, and one thing
3-2-1 ALL Standards they enjoyed from the day. This is an easy way to gain a better understand of the
students’ comprehension.
Math Instructional Strategies
Strategy Standard(s) Explanation
THINK through a mathematical question to solve.
PAIR up with another student to discuss, compare, and refine ideas.
Think, Pair, Share ALL Standards SHARE responses with the class or summarize in a written response.

I often use this strategy in warm-up problems to help improve their math literacy skills.
Students use a rating chart to access their current level of understanding of math
vocabulary before the unit begins and will re-access before the completion of the unit.
The rating is from 1-4 and is:
Vocabulary
ALL Standards 1 = “I’ve never seen or heard of this term.”
Knowledge Rating
2 = “I’ve heard or seen of this term, but I don’t know what it means”.
3 = “I know this term, but I can’t fully explain it in my own words.”
4 = “I can explain this term in my own words and give an example of it.”
Graphic Organizers When notetaking, I will help the students make connections between concepts by
MGSE9-12.A.APR.2 helping them to create concept maps. Together we are able to generate a flow chart that
Know and apply the Remainder Theorem links passed information with our current lesson.

MGSE9-12.N.CN.9 MGSE9-12.A.APR.2, MGSE9-12.N.CN.9

Olivia Dockery
Use the Fundamental Theorem of Algebra to find all
roots of a polynomial equation.
MGSE9-12.A.APR.3 Identify zeros of polynomials
when suitable factorizations are available and use the
zeros to construct a rough graph of the function
defined by the polynomial.
MGSE9-12.A.APR.4 Prove polynomial identities and
use them to describe numerical relationships.
I DO…YOU DO…WE
ALL Standards/Lessons
DO
MGSE9-12.N.CN.9
Teaching Partners Use the Fundamental Theorem of Algebra to find all
roots of a polynomial equation.
MGSE9-12.A.SSE.1 Interpret expressions that
Classroom Gallery
represent a quantity in terms of its context.
Walk-Through
MGSE9-12.F.IF.4
Using tables, graphs, and verbal descriptions,
interpret the key characteristics of a function which
models the relationship between two quantities.
Literacy Posters Sketch a graph showing key features including
intercepts; interval where the function is increasing,
decreasing, positive, or negative; relative maximums
and minimums; symmetries; end behavior; and
periodicity
Favorite “NO” ALL Standards
Create a graphic organizer to compare the different theorems.
MGSE9-12.A.APR.3
Create a graphic organizer to compare zeros and factors.
MGSE9-12.A.APR.4
Create a graphic organizer to compare the different polynomial identities that can be
used to solve polynomials.
Teacher provides a mini lesson to instruct the students on a particular topic. The class
then preforms practice problems together. Then the students are released to practice
similar problems on their own.
Students will be placed in groups of two and given a white board. The students will take
turns teaching each other how to solve given math problems.
MGSE9-12.N.CN.9
Students will have to teach each other how to find all the potential roots of a given
polynomial.
In groups students create word problems and write on a large poster board. The posters
will then be posted around the room for the other groups to try to answer. Once all
groups have completed the problems, then each group will discuss the proper solution to
the class. The groups will then discuss any discrepancies or misunderstandings.
MGSE9-12.A.SSE.1
Students will create posters to represent different polynomial expressions and identify
key parts.
Students will be grouped together to create a visually appeal poster to represent a given
topic. The students will need to incorporate important vocabulary into the poster. The
posters will be posted within the classroom for reference throughout the unit.
MGSE9-12.F.IF.4
Students will be given specific polynomial functions that they will need to create on the
poster. They will need to ensure all characteristics are identified and labeled.
Based on given practice problems, the teacher will choose a problem that is wrong, but
expresses a common mistake. The problem will be posted on the board for students to
preform error analysis. Once the error is located the class will discuss the common
mistake and determine ways to avoid making the same mistake in the future.
Olivia Dockery
When working through guided practice students are asked to help solve the given
Writing only what
ALL Standards problem. However, I will only write exactly what the students say. Students will have to
is said… use proper vocabulary to be able to move forward with solving the problem.
MGSE9-12.F.IF.7
Graph functions expressed algebraically and show
key features of the graph both by hand and by using Students will be given a problem or a topic to discuss. The situation will be posted on the
technology. (Limit to polynomial functions.) board and students have to move into one of four groups (strongly agree, agree,
Four Corners disagree, strongly disagree). The groups will then have to come up with a defense
MGSE9-12.F.IF.7c statement and debate amongst the other groups. The class will then need to determine
Graph polynomial functions, identifying zeros when the proper position.
suitable factorizations are available, and showing end
behavior.
Student are assigned a given topic that they will need to help explain to a student “who
has been absent.” The particular student has no background knowledge and needs the
explanation to be clear and concise. The goal is to use proper vocabular and
Letters to absent
ALL Standards methodology to teach the absent student the concept.
students
After each standard/topic is covered, students will be given this assignment to help
access their level of understanding.
MGSE9-12.F.IF.7 Students are broken into pairs and numerous problems are located around the room.
Graph functions expressed algebraically and show Each pair will have 30 seconds to begin solving the problem, after 30 seconds they must
key features of the graph both by hand and by using stop and move to the next problem, picking up where the last group left off. The rotation
technology. (Limit to polynomial functions.) will continue until all problems are completely solved.
Rapid Fire
MGSE9-12.F.IF.7c MGSE9-12.F.IF.7 & MGSE9-12.F.IF.7c
Graph polynomial functions, identifying zeros when Students will be given polynomials that they will have to solve, graph, and label all the
suitable factorizations are available, and showing end key characteristics.
behavior.
Jeopardy boards can be created online to cover any topic. I have found this to be a
Jeopardy ALL Standards fantastic way to review concepts before an assessment. I break the class into tow or
three teams and give each student a white board.