1. Topic-
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| The FOIL and Factoring of Polynomials |
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2. Content-
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| The students will demonstrate how to identify polynomials, along
with factor such polynomials into binomials. Students will also successfully
multiply two binomials into a polynomial. |
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3. Goals: Aims/Outcomes-
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1. For students to identify and successfully factor polynomials.
2. Students will also possess the knowledge necessary to expand two
binomials. |
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4. Objectives-
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1. Students will be able to separate polynomials, while distributing
correct numerical and exponential values.
2. Given a pair of binomials, students will combine like terms to
formulate a polynomial. |
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5. Materials and Aids-
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| Worksheet Provided, Students will need a pen or a pencil. Classroom
with a white board or overhead projector |
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6. Procedures/Methods-
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A. Introduction-
1. First an explanation will be necessary to clarify that polynomials
contain more than two terms, while binomials strictly involve two
terms separated by either a plus or minus sign.
2. In order to fully comprehend factoring polynomials, the class will
do a walkthrough of several examples.
3. Explain the acronym FOIL and how it applies to the combination
of binomials, while reiterating the importance of combining like terms. |
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B. Development-
1. Several examples will be walked through on the white board and
steps will be explained thoroughly
2. Allowing the students to follow along in the book, I will highlight
main points concerning polynomials and binomials. |
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C. Practice-
1. Students will divide into groups sharing one paper among them.
Five problems will be displayed on the board in which each group must
demonstrate either factoring or FOILing which is to be turned in upon
completion. The group with the highest number correct will receive
five additional points on an upcoming quiz.
2. Students will be asked to close their books and attempt an in-class
worksheet as I walk around for monitoring and assistance. Upon completion,
the most difficult problems will be walked through on the board. |
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D. Independent Practice-
1. Students will be assigned several odd problems.
2. Upon completion each student should compare their answers with
the solution section provided in the text. |
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E. Accommodations (Differentiated Instruction)-
1. Circle the room to make sure all students understand assignments
to be completed.
2. When working in groups partner enriched students with those who
require more practice to allow for peer instruction.
3. Leave an example of problems on the board allowing students to
see certain steps and procedures included in solving each problem. |
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F. Checking for understanding-
1. Group work problems will be graded by the teacher, as well as
homework.
2. Monitoring and navigating the classroom willing to answer specific
questions and walking through difficult problems on the board for
full comprehension.
3. Before leaving make each student recite the acronym FOIL and inform
them of the quiz occurring next class session. |
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G. Closure-
1. Displaying both a polynomial and binomial expression on the board,
ask students to identify which is which.
2. If able to decipher between a polynomial and binomial, ask student
what makes each expression either a polynomial or a binomial. |
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7. Evaluation-
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1. The following day each student will take a short quiz concerning
material covered involving polynomials and binomials
2. Homework assignment will be briefly checked to see if problems
were attempted and recorded as a daily grade. |
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8. Teacher Reflection-
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1. Consider the attentiveness of each student.
2. Use graded assignments such as the in-class problems, the homework
problems, as well as the quiz to determine if further explanation
is needed or if the class is ready to delve further into the subject. |
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