Classroom Interactions 5E Lesson Plan Template

Author: Title of Lesson: Factoring by Method of grouping and difference of

Riley Hoffer squares

Lesson Source/Resources:
Lesson #: 1 Subject/Grade level:
Date lesson will be taught: Algebra 1
March 5th and 6th Factoring by grouping and factoring by difference of squares

Concepts/Main Idea – explain the concept(s) that will be the focus of this lesson in detail.

Factoring by grouping and by difference of squares are two subsets of factoring for polynomials. Each of these methods
relies on the presence of a particular pattern, which the students will be learning. Utilizing these methods is not
necessary for advancement in the math world, as both are overshadowed by the quadratic equation, but the methods
improve thinking and pattern recognition within students.

Instructional model and strategies – The strategies from the learning center that will be used during the lesson

Reinforcing Effort and providing recognition

● When talking with students, give positive feedback for effort, “such as good job attempting that problem”
● Avoid negative feedback towards students, highlight what students did correct and what they can work on
● Word metacognitive questions in a way that avoids negative self judgement
Objective/s- Write objectives in SWBAT form…
The Students Will Be Able To:
Relate the structures of factored and unfactored polynomials.
Develop rules/steps to factor certain equations.
Rewrite factored and unfactored equations using their developed
rules.
Accommodations: Include a general statement and any specific student needs. Be sure
to include struggling readers.
I will be using the same accommodation techniques that Mr. Holst has been
using in his class, as this will keep the students in line with the expectations for
their test.
Students have already been given a sheet to use that helps them find the
greatest common factor between numbers. Students will also have access to
any of their previous notes which could be helpful as they have learned other
ways of factoring that could be referenced.
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable
For math lessons:
Common Core Math Content:

A.SSE.2. Use the structure of an expression to identify ways to rewrite it.

A.SSE.1. Interpret expressions that represent a quantity in terms of its context.
A.SSE.1a. Interpret parts of an expression, such as terms, factors, and coefficients.

Common Core Math Practice:

M7. Look for and make use of structure.

NGSS Science and Engineering Practice:

S6. Construct explanations and design solutions

Common Core ELA Practice:

M6 Use appropriate skills strategically

Materials list (BE SPECIFIC about quantities) Safety: Include a general statement that indicates how
for Whole Class: you will establish a learning environment where safety
for all is assured. Include physical safety concerns
N/A specific to this lesson. Identify when you will address
per Group: these specific concerns with the students

N/A There are no apparent extra safety measures needed.

Students will be asked to stay in their respective seats and
per Student: (13 Students) teachers will maintain order.

1 of each worksheet per student

Link to all worksheets

1 pretest and post-test per student

Advance preparation:

Include handouts at the end of this lesson plan document (blank page provided to paste a
copy of your document). List handouts in your materials list.

Extension Activities: Backup Plans:

N/A
Worksheets have been made with excess questions, allowing for a
greater number of questions to be assigned with differing difficulty No technology dependent lesson components
depending on student needs. that need a backup plan
DIFFERENTIATION STRATEGIES:
Identify at least 2 differentiation strategies that will be utilized in your lesson. State the element (content, process, product, learning environment) that is
being modified and the difference (readiness, interest, learning profile) that justifies the modification.

The first differentiation strategy is to change what problems students should solve. This is based on readiness for students, as some students will be
ready for harder questions at the start, while others won’t be. This can be done by assigning different questions from the worksheet to complete for
different students.

My second differentiation strategy is more embedded in the lesson, but it allows for students to change their learning environment based on their
learning profile. This is specifically seen in the lesson as students are able to work in groups as they see fit though they are not required to. This allows
some students who learn best while collaborating to partake in this collaboration, while others who prefer to work alone can do so.
Describe what the student and the teacher will do during each stage of the lesson. Be sure to describe the learning experiences and the
assessments. You also need to discuss any management considerations (e.g., picking up materials, movement of students, etc.)

Engagement: Estimated Time: 20 min

What the teacher does AND how will the teacher direct
students: (Directions)
To start the class, Students will be given a pretest covering
the content for the next two days.
Once the pretest has been finished, Teacher will provide
the class with warm up problems. With questions written
on the board.
1. Find the GCF of 17x3-51x
2. Factor x2+7x+12
Probing Questions: Critical questions
that will connect prior knowledge and
create a “Need to know”
How did you factor Question #?
What do you notice about the last
three questions?
Can you use your answers from the first
two questions to help you on the third?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Students will be able to factor 2, 3, and 4 using
GCF method previously learned and X-method
On question 3, students might only factor out 3
or x2 and not both.
Question 4 will be the easiest for students to
factor

3. Factor 3x3+18x2 Question 5 will be more confusing as there is no

GCF
4. Factor 4x+24
Students might make the connection that part 4
5. Factor 3x3+18x2+4x+24 is part 2 plus part 3, but might not.

After all students have spent time working on the Students likely will not be able to factor 5
questions and progress has seemingly come to a halt, use a without the above realization.
fist to five to gauge if students are finished. Once students
are done, work through problems on board with students.

When working on question 5, ask students to explain any

connections they made, or potential connections that they
did not make but could be there.

Bring class together when transitioning to explore, and

guide student discussion to making the connection that
question 5, is questions 3 and 4 added together.
Exploration: Estimated Time: 20 min
What the teacher does AND what the teacher will direct
students to do: (Directions)
Students will be given the first worksheet for the lesson,
where they will start to work through the questions.
Students are able to work individually or as groups based
on preference.
At the beginning of the worksheet, the questions are given
in the parts with the first two giving the separate factoring
groups and the third showing the full polynomial. At the
end of the worksheet, these groups are not given and
students must find them themselves.
While working on the questions, students will have their
notes sheet available to begin filling out.
During this time the teacher will be floating around the
classroom, checking on students and answering questions
as needed.
Probing Questions: Critical questions
that will guide students to a
“Common set of Experiences”
Are some questions more challenging
than others?
How are you able to solve that
question?
Are you guys noticing any patterns in
the problems?
Can you use that pattern to write down
what you think factoring by grouping
is?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Some questions don't have a GCF so I cant factor
it like normal
Some questions have more terms so I can’t use
the X-method.
Some students will likely try to use the x method
The longer questions are made of the questions
before it.
The two questions that make up the bigger one
have the same factors.
Explanation: Estimated Time: 15 min
What the teacher does AND what the teacher will direct
students to do: (Directions)
Student attention will be brought back to the front of the
class/the teacher.
The teacher will call on students to share their work and
their answers for the problems.
The teacher will ask students to share their definition of
grouping that they have developed, along with the steps
they have developed. The teacher will direct the
conversation to ensure that the students will take the
correct notes.
Using the student steps, the class will do an example of a
grouping problem together on the whiteboard.
The students will then be presented with a new expression
to factor that only has three terms. Teacher will lead
student discussion on how to solve the problem or if they
believe that it can be done.
2x2-7x+6
If students aren't able to factor the expression, then the
groupings of the expression will be provided separately.
2x2-3x
-4x+6
Students will be told to factor these two expressions, and
be asked about any connections from these to the original
expression.
Clarifying Questions: Critical questions
that will help students “clarify their
understanding” and introduce
information related to the lesson
concepts & vocabulary
What are some steps you guys found
when working through the problems?
(As student is working problem in front
of class)
Why did you do that step for the
problem?
Can you explain that step to the class?
Does everyone understand what the
presenting student did for that
problem?
Did anyone do anything differently for
that problem?
Does anyone have any suggestions for
the next step?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Factor the small groups, then combine
Find the GCF of the whole problem
Make groups.
I did that step because we need to.
I did that because I can factor the small group in
order to factor the bigger question.
I don’t understand what they did. Can they repeat
what they said.
I think I get it.
I did this question differently. I found different
factors but I could be wrong.
I think that that number is not a factor of
everything and so you leave it.
For the next step we can factor the right side.
We can combine the two factor groups.
We can get rid of that factor because it divides
out.
We can factor out the new common factor.
Elaboration: Estimated Time: 20
What the teacher does AND what the teacher will direct
students to do: (Directions)
Students will then be given a second factoring worksheet
with 10 problems on it. Some of these problems will have
the four terms listed out, while some will have three terms
and the students will need to separate the middle term.
Students will be encouraged to utilize the notes they just
took, and practice applying the rules/process that the class
just developed for factoring by grouping.
Using the outlined method that the class just established to
factor expressions that are less layed out for the students
changes the factoring questions from an exploration
oriented activity to an elaboration one. This is because they
are applying the new knowledge they gained from the
explain section, and they are working on slightly harder
questions.
Similarly to the first worksheet, the students will be able to
work individually or in groups depending on preference.
Probing Questions: Critical questions
that will help students “extend or
apply” their newly acquired
concepts/skills in new situations
What would you do first on this
question?
Do you remember what we did on the
class example? Can we do something
similar here?
Do you remember the steps for
factoring by grouping you just
developed? What step should you do
next?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
I would look at my notes to see the steps.
I can choose the groups since they aren’t given to
me.
On the class example we factored two pieces
then combined them. I can make two pieces to
factor maybe.
I don’t remember what we did and I did not write
it down.
Yeah I remember the steps. First I choose the
groups, then I factor the groups, then I combine
the groups, and lastly I factor again.
I don’t entirely remember, I know there are
groups but I don’t know how to get them.
Evaluation: Estimated Time: N/A
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Pre-test assessment – This should line up with the learning targets and provide the teachers with the information needed to make instructional decisions
before the lesson begins. Be sure the assessment will make the students’ thinking visible.

Short test/worksheet at the beginning of class

Formative assessment(s) – This should line up with the learning targets and provide teachers with the information needed to make instructional decisions
during the lesson. Be sure to describe the format of the assessment and what it is designed to assess. How will you determine students’ learning within
this lesson: (observations, student responses/elaborations, white boards, student questions, etc.)?

Worksheets,
Discussion,
Fist to fives,
thumbs up/down

Post-test assessment - This should line up with the learning targets and provide teachers with the information needed to be confident that students
understand the content. Be sure to describe the format of the assessment and what it is designed to assess.

Summative assessment given at the end of the second day.

Summative Assessment: Provide a copy of the key to the post-test in the interview paper.

Summative assessment given at the end of the second day.

Describe what the student and the teacher will do during each stage of the lesson. Be sure to describe the learning experiences and the
assessments. You also need to discuss any management considerations (e.g., picking up materials, movement of students, etc.)

Engagement: Estimated Time: 8 min

What the teacher does AND how will the teacher direct Probing Questions: Critical questions Expected Student Responses AND
students: (Directions) that will connect prior knowledge and Misconceptions - think like a student to consider
create a “Need to know” student responses INCLUDING misconceptions:
To start the class, Teacher will provide the class with a bell What questions were you able to I was able to finish all of the questions except the
ringer, or warm up problems. These questions can be seen finish? last one.
on the factoring by difference of squares warmup I finished some of the middle ones.
worksheet below. Which questions were trickier or new
to you? The first one was not too bad, we just learned it.
These problems will also be projected using a doc cam in The last one was tricky.
order to accommodate for more students. Did you notice anything about these The last one was hard because it has less terms.
new questions?
After all students have spent time working on the The last one only had two terms.
questions and progress has slowed, students will work What was different about these The answer to the second to last question was
through problems as a class. Teacher will call on a questions? kind of like the last one.
volunteer, or choose a student, to work a problem on the
worksheet on the doc cam. Students will be able to Was anyone able to solve the last I was not able to solve it, I did not know what to
reference their work on their own paper. question? do.
I guessed on that one based on the question
The last two questions on the warmup introduce the before it.
format of difference of squares. I used the x method with one coefficient equal to
0 to solve it.
When the teacher asks students to solve the last two
problems in front of the class, the teacher will ask if
students noticed anything about the problems.

If a connection has been made by a student, highlight this

connection, and if not, use these questions as the lead for
the rest of the class. Tell students that these questions are
examples of the difference of squares and by the end of
class students should have developed a method to
recognize and solve these problems.
Exploration: Estimated Time: 7 min

What the teacher does AND what the teacher will direct
students to do: (Directions)
Once the class has finished discussing the warmup
questions, move into the explore.
Students will be given a new worksheet titled exploring
difference of squares which can be seen below.
The questions begin having students fill in blank numbers in
order to make the expressions true. All of these expressions Can you use other skills you have
are in the format of the difference of squares in order to
lead students to developing pattern recognition for this
format.
Probing Questions: Critical questions
that will guide students to a
“Common set of Experiences”
What do you notice about these
problems?
Is there any pattern with the answers?
learned with these problems?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
There are only 2 terms to factor.
The factors have one plus and one minus.
The two numbers are the same in the factors.
The combined number is the factors squared.
I can use the x method with my b number equal
to 0 to find my factors.
I can’t use any methods because I have not done
this yet.

Students will also have a notes sheet to fill out as they feel
comfortable. On this sheet they can record any patterns
they find, or a definition that makes sense to them.

Students can work individually or in groups as established

before.

The teacher will be floating around the classroom at this

time, answering questions, and guiding students as
needed.
Explanation: Estimated Time: 8 min
What the teacher does AND what the teacher will direct
students to do: (Directions)
Student attention will be brought back to the front of the
class/the teacher.
The teacher will call on students to share their work and
their answers for the problems. This will be done using the
doc cam similarly to the warmup section.
As the class is going through examples, the teacher will be
asking questions about connections the students are
making.
After enough problems from the worksheet have been
solved as a class, the focus will be shifted to the notes
sheet previously handed out.
The class will then go through this together, using the
information they wrote down while working on the
worksheet. If there is a section that no student has
finished, the teacher will ask for ideas from the class on
what to write.
The teacher will guide this discussion towards the correct
pattern recognition strategy while not excluding or
discouraging any students.
Once students have come up with a method for solving the
problems, and their notes have been filled out, the class
will give a thumbs up/down on moving on.
Clarifying Questions: Critical questions
that will help students “clarify their
understanding” and introduce
information related to the lesson
concepts & vocabulary
How did you get that number for the
blank? Can you explain to the class?
Does everyone see how they did this?
Did anyone do something differently for
this question?
Does anyone have a rough definition for I see how they did it, though I used the pattern
the difference of squares factoring?
Did anyone recognize any common
forms for these problems?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
I got that number because I knew it had to be the
same as the other one because of the pattern.
I looked at my factoring chart to find what
number multiplied with the other one to get the
answer.
I don’t know how to find the blank.
I see how they did it, though I used my chart and
they didn’t.
and they used the factors chart.
I used the x method to factor the problem.
The difference of squares is when you multiply
factors with the same numbers together.
It is when you have one negative and one
positive factor but they are the same.
There is the form where its x squared minus
number.
There is the form where its x minus a number
times x plus the same number.
I did not recognize a pattern.
Elaboration: Estimated Time: 7 minutes
What the teacher does AND what the teacher will direct
students to do: (Directions)
After discussion, students will then be told to focus on the
last problem on their worksheet which they will likely have
not gotten to.
This problem combines the methods learned over both
days. Start with individual/small group work and potentially
have students talk through the problem, time permitting
This will be the students first introduction to a multi step
factoring problem where the result from factoring once is
not fully factored.
The teacher should start a quick class discussion after
progress has been made factoring the question, specifically
asking whether the answer from the first factor is fully
factored.
After students have discussed have them return to the
question and fully factor the expression
Use a fist to five to gauge how the students are feeling then
pass out the post test.
Probing Questions: Critical questions
that will help students “extend or
apply” their newly acquired
concepts/skills in new situations
What steps can you do first for this
problem? Think back to the lesson from
yesterday.
Is that expression fully factored?
Can you factor this any further?
Does anyone think they have solved the
problem?
Can anyone think of something more to
do with this result?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
I can find the GCF.
This is the grouping from yesterday.
I can factor and combine my groups.
I don’t know
The expression is fully factored, because there is
no GCF left.
The expression is fully factored because I did the
steps from yesterday.
The expression is not fully factored because one
of the factors is the difference of squares..
We can factor the second factor again using the
difference of squares.
Maybe we need to factor it differently the first
time.
Evaluation: Estimated Time: 15 minutes
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Pre-test assessment – This should line up with the learning targets and provide the teachers with the information needed to make instructional decisions
before the lesson begins. Be sure the assessment will make the students’ thinking visible.

Given on day 1.

Formative assessment(s) – This should line up with the learning targets and provide teachers with the information needed to make instructional decisions
during the lesson. Be sure to describe the format of the assessment and what it is designed to assess. How will you determine students’ learning within
this lesson: (observations, student responses/elaborations, white boards, student questions, etc.)?

Worksheets,
Discussion,
Fist to fives,
thumbs up/down

Post-test assessment - This should line up with the learning targets and provide teachers with the information needed to be confident that students
understand the content. Be sure to describe the format of the assessment and what it is designed to assess.

Post test assignment given at the end of class.

Summative Assessment: Provide a copy of the key to the post-test in the interview paper.