Common Core Aligned Lesson Plan

Subject: Algebra II Grade: 11-12

Unit: Polynomial functions

Week: 6 Day: 3

Teacher: Mr. Ives Rocinante High School

LESSON ELEMENT: Factoring Quadratics When C<1 STUDENT-FRIENDLY TRANSLATION Common Core Learning Standards Addressed: 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.) F-IF.4 F-IF.7c (Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.) F-IF.8a (Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.) F-IF.9 (Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).)

Learning Goals and Objectives: (What will students know & be able to do as a result of this I can factor quadratics where the last lesson?) number is smaller than 1. Students will be able to factor a quadratic in the form of Ax2+Bx+ C, Where the constant term is less than one into its two binomial zero solutions.

Vocabulary Support: (What vocabulary will student need for this lesson?) I understand the vocabulary of polynomial Linear function, quadratic function, cubic function, polynomial, periodic function, leading functions. coefficient, degree of a polynomial, increasing function, decreasing function, absolute or global maximum or minimum, local maximum or minimum, concavity, interval notation, long-term or end behavior, zeros of a function, and inflection point.

Formative Assessment Criteria for Success: (What does success on this lesson’s outcomes look I will factor quadratics. like?) The student will factor a variety of quadratics into their respective binomial zeros. The student will complete the assignment with a rubric of 7 or higher. All notes and diagrams will be complete in their data folder.

Activities/Tasks: (What learning experiences will students engage in?) Focus activity: Journaling and goal setting. Video of appropriate science and technology (time permitting) Presentation of Guided practice of Independent practice of In class formative assessment (time permitting) Vocabulary graphic organizer (if needed) Student reflection on learning.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) A combination of: Agile Mind software and resources Technology / Science / mathematics slideshow Education YouTube videos Glencoe Geometry textbook and resources Glencoe Algebra II textbook and resources Holt Algebra I Textbook and resources Manipulative Objects and Puzzles Geometric Templates and drawing tools Laptop computer Pencil and paper Data folder and formula sheet

Essential Questions: 1. How would you describe the difference between this skill and when C>1? 2. What do you notice about the signs? 3. What do the factors represent?

Modifications/Accommodations: What curriculum modifications and classroom accommodations will you make for Students with Disabilities in your class? Extended time for completion of assignments or tests. Additional time for reading assignments. Time for repeated drill and review. Small groups. Data folders with study sheets, vocabulary sheets, and other supplemental aids. Visual demonstrations, which include the presentation of material in small steps. Multisensory materials and activities (written, spoken, demonstration, kinesthetic.) Mnemonic devices and aids. Word processor with spell checker and calculator as well as graphing calculator. Assisted note-taking and note-taking guidelines. Credit for participation, effort and attendance as well as completed work. One-to-one teacher contact daily. Assistance with organization and planning as well as organized classroom procedures and materials. Peer / pair tutoring and cooperative learning. Emphasis on success. Seating to reduce distractions. Clearly defined limits and classroom procedures. Cooling off periods and concrete, positive re-enforcement.

 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core Shifts)

 In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson.

1. How did this lesson support 21st Century Skills?

2. How did this lesson reflect academic rigor?

3. How did this lesson cognitively engage students?

4. How did this lesson engage students in cooperative learning and cooperative learning skills?

5. How effective was the work in this lesson?