Learning Objective 1

Teacher(s):​ Brittanie Campos and Pope Enrique Subject:​ Math

Standard(s): ​Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
● F-IF.7c Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.★
o (c) Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing
end behavior.
● 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.
Objectives (Explicit): ​Use Bloom’s verbiage and “formula”
● Students will find the factored and expanded form of a polynomial by analyzing its graph
o Odd/Even powered
o Leading Coefficient
o Single/Double/Triple root
o Correct Factor
o Expanded
Evidence of Mastery (Measurable): ​An actual “product” /Include an explanation of how you are going to
grade/grading tool? (rubric, checklist, etc.)
Check In​: (15 min)
1. The function k (x) = − x2 + 5x − 6 .
a. Factor k(x).
− 1(x − 2)(x − 3)
b. Describe the end behavior of the function.
i. As x → ∞, k(x) → ​-∞
ii. As x → -∞, k(x) →​ - ∞
c. Is k(x) odd or even degree?
Even
d. What are the zeros of k(x)?
x = 2, 3
e. Identify whether or not each root is a single, double, or triple root.
2 and 3 are both single roots.
f. Sketch the graph.

2. Answer the following questions given this graph of the function ​g​.
 a. What are the roots of ​g​?
x = -1, 2
b. Identify whether each root is a a single, double, or triple root.
c. Describe the end behavior of the function.
i. As x → ∞, k(x) → ​∞
ii. As x → -∞, k(x) → ​∞
d. Does the function have odd or even degree? Explain
Even
e. Write the equation of the polynomial (in factored form):
2(x + 1)3 (x − 2)
f. Write the equation of polynomial (in expanded form):
2x4 + 2x3 − 6x2 − 10x -4
Sub-objectives, SWBAT (Sequenced from basic to complex): ​Content and Language objectives – action verbs
such as write, list, highlight, etc.)
● Students shall write down definitions in their notebooks.
● Students shall observe provided visuals.
● Students shall discuss with their group members about worksheet problems and visuals.
● Students shall form conceptions from provided visuals and discussion with their group mates.
Key vocabulary: M​aterials/Technology Resources to be Used:
Polynomial​: A polynomial is a monomial or the sum - Computer
or difference of monomials. Each monomial is called - Worksheet
a term of the polynomial. - Pencil
Zeros/Roots/X-Intercepts​: The Roots/zeros of a - Desmos
function is an x-value that makes the function value - Kahoot!
0. - Quizlet.live
- x = k is a root, or solution of the equation - Packet
f(x) = 0 - Find the Factored & Expanded Form of a Polynomial
- k is a zero of function f. Worksheet
- (k,0) is an x-intercept of the graph of y = f(x)
- Single/Double/Triple Roots Lesson Slides:
- Single root: The line simply passes - Lesson: Polynomials and End Behavior:
through the x-axis https://docs.google.com/presentation/d/1LYbDBz0AU
- Double root: The line touches, but pbQQy0JYhVb8DhIkmXFl3RrOT_bJ0qfoJg/edit?usp
does not go through the x-axis. =sharing
- Triple root: The line bends as it goes - Lesson: Leading Coefficient
through the x-axis. https://docs.google.com/presentation/d/1nJQkZgx1APi
Coefficient:​ A number used to multiply a variable. 7KFPKCHjjmM5AeZtdqPsrcJxMdjT4DSQ/edit?usp=s
Variables with no number have a coefficient of 1. haring
Leading Coefficient​: Leading coefficient are the - Lesson: Roots and Single/Double/Triple Roots
numbers written in front of the variable with the https://docs.google.com/presentation/d/1nJQkZgx1APi
largest exponent. 7KFPKCHjjmM5AeZtdqPsrcJxMdjT4DSQ/edit?usp=s
End Behavior​: The end behavior of a graph is haring
defined as what is going on at the end of each graph. - Lesson: Roots Review and Correct Factor
- For Even Functions https://docs.google.com/presentation/d/1xmxSCNcKiy
- If a > 0, then as x → - ∞, f(x) → +∞ 7kLL_vYyOtDYInS4slmxfolMcdihDWJPs/edit?usp=s
and as x → +∞, then f(x) approaches haring
+∞ - Lesson: Review and Check-In
- If a < 0, then as x → - ∞, f(x) → -∞ https://docs.google.com/presentation/d/1VxRXDLTN5
and as x → +∞, then f(x) approaches 7uJLNTHOxgguxro4HDuycf1Rc5_ETTv3LM/edit?us
-∞ p=sharing
- For Odd Functions
- If a > 0, then as x → - ∞, f(x) → -∞
and as x → +∞, then f(x) approaches
+∞
- If a < 0, then as x → - ∞, f(x) → +∞
and as x → +∞, then f(x) approaches
-∞
Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ​ENGAGE/ “hook”
the students
Day 1:
(3 min) Opening:
- (Before Class) Have Directions posted on the board.
- Directions: Grab a packet and a pretest and take out your notebook. Write the following learning
objective into your notebook:
Students will find the factored and expanded form of a polynomial by analyzing its graph
o Odd/Even powered
o Leading Coefficient
o Single/Double/Triple root
o Correct Factor
o Expanded

Day 2:
(7 min) Opening:
- (Before Class) Have Directions posted on the board.
- Directions: Please take out your packet, notebook and laptop to take notes and participate in today’s
activity. Have phone ready for short Kahoot!
- (4 min) As soon as all students have joined the Kahoot, play the game in order to review yesterday’s content.
- (3 min) Summarize yesterday’s content and have students come up and answer the questions.

Day 3:
(22 min) Opening
- (Before Class) Have directions posted on the board.
- Directions: Please take out your packet, notebook, and take notes and participate in today’s activity.
Have Edmodo Also on your page.
- (5 min) After students have gotten out their notebook, have them do #3 of the packet, and remind them to use
Desmos to check their work.
- (3 min) Show students the similarities and differences between typing in the the leading term and the actual
function.
- They should notice that the end behavior is the same while the inside is different.
- Quizlet.Live
- (2 min) Have students get their phones and laptops ready. Let students get onto quizlet.live and have
them join in the game.
- (10 min) Have students play the quizlet.live game in order to review how to find roots for functions.

Day 5:
(2 min) Opening
- (Before Class) Have directions posted on the board.
- Directions: Please take out your packet, notebook, and laptop to take notes and participate in today’s
activity. Grab a packet from the table near the door.
In Teacher Will: ​Be specific Student Will: ​Be specific
st Day 1: - Take notes in their notebook as we go over
ru Polynomial problems and concepts.
cti (11 min) Polynomial:
on - (1 min) Review about what polynomials are Day 1:
al - Write Polynomial
In (11 min) Polynomial:
- Definition of Polynomial
p - 4x2 + 20x − 16 on the board. Tell - Each group ​does research for their part
ut students this is a polynomial. and then will write on the board about
the given information the find.
- One person from each group to
present their part.
Polynomial​: A polynomial is a monomial or the sum
or difference of monomials. Each monomial is called
- Using the frayer model, have each
a term of the polynomial.
group research and write for either
● Examples:
definition, characteristics, examples,
○ 3x
or non-examples on the board. (7
min) ○ − 6y 2 − (7/9)x
- Provide example of Frayer ○ x−2
model if needed. ○ 3xyz + 3xy 2 z − 0.1xz − 200y + 0.5
- Add more parts if needed. ○ 512v 5 + 99w5
- Have a Frayer Model on ○ 5
whiteboard, have one group ● Non-Examples:
fill in each part of the frayer ○ 3xy −2
model. ○ 2/(x + 2)
- Have one person from each group to ○ 1/x
present their part. (3 min) ○ √x
Polynomial​: A polynomial is a monomial or the ● Characteristics:
sum or difference of monomials. Each monomial ○ No dividing by a variable
is called a term of the polynomial. ○ Variables can only have whole
● Examples: number exponent
○ 3x ○ Must have a finite number of terms.
○ − 6y 2 − (7/9)x ○ Parts of a Polynomial
○ x−2 ■ Terms
○ 3xyz + 3xy 2 z − 0.1xz − 200y + 0. ■ Coefficients
■ Constants
○ 512v 5 + 99w5
■ Degree
○ 5
● Non-Examples:
○ 3xy −2 (1 min) End Behavior:
○ 2/(x + 2) (1 min) Odd Degree and Even Degree Polynomials
○ 1/x - Write the definition of End Behavior. (1 min)
○ √x End Behavior​: The end behavior of a graph is
● Characteristics: defined as the y value as it approaches the end of the
○ No dividing by a variable graph.
○ Variables can only have whole
number exponent Day 2:
(10 min) Leading Coefficient
 (10 min) Negative Coefficient
○ Must have a finite number of
- Define Leading Coefficient
terms.
- Each group ​does research for their part
○ Parts of a Polynomial
and then will write on the board about
■ Terms
the given information the find.
■ Coefficients
- One person from each group to
■ Constants
present their part.
■ Degree
Leading Coefficient​: Leading coefficient are the
numbers written in front of the variable with the
(1) End Behavior:
largest exponent.
(1) Odd Degree and Even Degree Polynomials
● Examples
- Define End Behavior ​YOU DO NOT HAVE
○ 3x + 1 , leading coefficient = 3
TO USE FRAYER MODEL HOWEVER
LEAVE ROOM FOR CHARACTERISTICS ○ − 4x2 − 3x + 7 , leading coefficient =
(1 min) -4
○ 2x, leading coefficient = 2
End Behavior​: The end behavior of a graph is
● Non-Examples
defined as the y value as it approaches the end of
○ 3x + 1 , leading coefficient is not 1
the graph.
○ − 4x2 − 3x + 7 , is not -3 or 7
○ 2x, leading coefficient is not 2x
Day 2:
(10 min) Leading Coefficient
Day 3:
(10 min) Negative Coefficient
(10 min) Roots
- Today’s Question: ​How does the leading
(10 min) Roots/Zeros/X-intercepts
coefficient affect how the function looks like?
- Students will answer the question: ​What are
- Have them research and write the definition
roots?
using Frayer model for a leading coefficient.
- Define Roots
(7 min)
- Each group ​does research for their part
- Have a Frayer Model on whiteboard,
and then will write on the board about
have one group fill in each part of
the given information the find.
the frayer model.
- One person from each group to
- Have one person from each group to present
present their part.
their part. (3 min)
Zeros/Roots/X-Intercepts​: The Roots/zeros of a
Leading Coefficient​: Leading coefficient are the
function is an x-value that makes the function value
numbers written in front of the variable with the
0.
largest exponent.
● x = k is a root, or solution of the equation
● Examples
f(x) = 0
○ 3x + 1 , leading coefficient = 3
● k is a zero of function f.
○ − 4x2 − 3x + 7 , leading
● (k,0) is an x-intercept of the graph of y =
coefficient = -4
f(x)
○ 2x, leading coefficient = 2
● Examples
● Non-Examples
 ○ 3x + 1 , leading coefficient is not ○ Draw a polynomial function and
1 circle the roots
○ − 4x2 − 3x + 7 , is not -3 or 7 ○ f(x) = (x + 3)(x - 6), -3 and 6 are
○ 2x, leading coefficient is not 2x roots
● Non-Examples
○ Draw a polynomial function and
Day 3:
circle the non-roots
(10 min) Roots
○ f(x) = ((x + 4)(x − 5))/(x − 1)
(10 min) Roots/Zeros/X-intercepts
● Characteristics
- Question: ​What are roots?
○ Roots make the function equal zero
- Define Roots (10 min)
- Have them research and write the
definition using Frayer model for a
leading coefficient. (7 min)
- Have a Frayer Model on
whiteboard, have one group
fill in each part of the frayer
model.
- Have one person from each group to
present their part. (3 min)
Zeros/Roots/X-Intercepts​: The Roots/zeros of a
function is an x-value that makes the function
value 0.
● x = k is a root, or solution of the equation
f(x) = 0
● k is a zero of function f.
● (k,0) is an x-intercept of the graph of y =
f(x)
● Examples
○ Draw a polynomial function and
circle the roots
○ f(x) = (x + 3)(x - 6), -3 and 6 are
roots
● Non-Examples
○ Draw a polynomial function and
circle the non-roots
○ f(x) = ((x + 4)(x − 5))/(x − 1)
● Characteristics
○ Roots make the function equal
zero
Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who
need differentiation or accommodations during your instructional input/teaching?
Day 2:
Advanced Students:
- Provide all students with a pre-test the weekend before the unit to see how much they know about the
current concepts,
Co-Teaching Strategy:​ Parallel Teach
- Depending on the score and number of students who are ahead, students will instead work with Mr.
Enrique to work at their current level, or the next concept.
Pre-Test:
1. Answer the following questions given this graph of the function ​g​.

g. What are the roots of ​g​?

x = -1, 2
h. Identify whether each root is a a single, double, or triple root.
i. Describe the end behavior of the function.
i. As x → ∞, k(x) → ​∞
ii. As x → -∞, k(x) → ​∞
j. Does the function have odd or even degree? Explain
Even
k. Write the equation of the polynomial (in factored form):
2(x + 1)3 (x − 2)
 l. Write the equation of polynomial (in expanded form):
2x4 + 2x3 − 6x2 − 10x -4
G Teacher Will: ​Be specific Student Will: ​Be specific
ui Day 1: - Use Desmos to help them answer thee
de (16 min) End Behavior problems and confirm their answers.
d (16 min) Odd Degree and Even Degree Polynomial Day 1:
Pr - On Roots/End Behavior, show students r(x). (16 min) End Behavior
ac Move m and let it vary from odd and even (15 min) Odd Degree and Even Degree Polynomials
tic numbers. (1 min). - Watch so they know how to utilize the
e - Provide model so they can mess Roots/End Behavior model.
with it as well on Edmodo as they - Understand what it means when x
work on problem 2. decreases/increases without bound, and when
- Before starting the worksheet, show a visual y/f(x) increases/decreases without bound.
of a polynomial to them. Explain to them - Watch the teacher as she models how to
what it means when x increases without answer problem 1(c)
bound, and x decreases without bound before - Do problem 1 by themselves.
they start. Give them an example of what to - Use r(x) to help them.
write for problem 1(c). (2 min) - Discuss what they wrote for 1(c) with their
- Have students complete problem 1 on their group members after they have finished.
own. (7 min) - Come back as a class to discuss what they
- After students have finished, have wrote for 1(c).
them share with their group what - Observe Roots/End Behavior file.
they answered for 1(c). (2 min) - Visually see the difference between
- Have them discuss what they wrote for 1(c) odd and even functions.
as a class. (3 min) - Visually see that for an even degree,
- Conversations to Support Thinking f(x) → ∞ as x → +/- infinity if the
- What happens to the output of the leading coefficient is positive.
function as x approaches -∞/∞ when - Visually see that for an odd degree,
it has an even leading term degree? f(x) → -∞ as x → -∞ and f(x) → ∞ as
What about if the leading term x → ∞ for a positive leading
degree is odd? coefficient.
(1 min) Characteristics of End Behavior (1 min) Characteristics of End Behavior
- Summarize today’s lesson (3 min) - Help create the summary for the lesson.
- For Even Functions - For Even Functions
- If a > 0, then as x → - ∞, - If a > 0, then as x → - ∞, f(x)
f(x) → +∞ and as x → +∞, → +∞ and as x → +∞, then
then f(x) approaches +∞ f(x) approaches +∞
- For Odd Functions - For Odd Functions
- If a > 0, then as x → - ∞, - If a > 0, then as x → - ∞, f(x)
f(x) → -∞ and as x → +∞, → -∞ and as x → +∞, then
then f(x) approaches +∞ f(x) approaches +∞
- Go back to their frayer model of End Behavior
 - Allow students time to go back to their and add inside the characteristics part about the
frayer model of End Behavior and add inside end behavior of odd and even degree
the characteristics part about the end polynomials.
behavior of odd and even degree Day 2:
polynomials. (1 min) (15 min) Leading Coefficient
Day 2: (14 min) Negative Coefficient
(15 min) Leading Coefficient - Do problem 2 on their own, and then discuss
(14 min) Negative Coefficient what they wrote for 2(c) with their groups
- Have students complete problem 2 on their members after they have finished.
own (7 min) - Use r(x) to help them answer the
- After students have them discuss problem.
with their group members about - Come back as a class to discuss.
problem 2(c). (2 min) - Observe Roots/End Behavior File.
- Note: Have them use r(x) for this - See​ ​how a positive coefficient and
problem as well. negative coefficient can affect the
- After students have finished discussing about behavior of the function
problem 2(c), come back as a class. - Be able to visually see that for an even
- Have them discuss what they wrote for 2(c) degree, f(x) → -∞ as x → +/-∞ if the
as a class. (3 min) leading coefficient is negative.
- Conversations to Support Thinking - Be able to visually see that for an odd
- What if the coefficient was degree, f(x) → ∞ as x →- ∞ and f(x)
negative? Why does the coefficient → -∞ as x → ∞ for a negative leading
being positive or negative affect the coefficient.
end behavior of the function? (1 min) Characteristics of Leading Coefficient
(5 min) Characteristics of End Behavior - Summarize today’s lesson.
- (3 min) Summarize today’s lesson. - Add in their notes in the characteristics portion
- For Even Functions of the coefficient frayer model, “Depending if
- If a < 0, then as x → - ∞, the leading coefficient is negative or positive
f(x) → -∞ and as x → +∞, on a polynomial can affect its end behavior. (1
then f(x) approaches - ∞ min)
- For Odd Functions - For Even Functions
- If a < 0, then as x → - ∞, - If a < 0, then as x → - ∞, f(x)
f(x) → +∞ and as x → +∞, → -∞ and as x → +∞, then
then f(x) approaches -∞ f(x) approaches -∞
- Allow students time to go back to - For Odd Functions
their frayer model of End Behavior - If a < 0, then as x → - ∞, f(x)
and add inside the characteristics → +∞ and as x → +∞, then
part about the end behavior of odd f(x) approaches -∞
and even degree polynomials. (1 Day 4:
min) (30 min) Roots and Single/Double/Triple Roots
Day 4: (10 min)Roots/Zeros/X-Intercepts
(30 min) Roots and Single/Double/Triple Roots
(10 min) Roots/Zeros/X-intercepts
 - Question: ​How does the power of the factor - Answer today’s question: ​How does the power
of a polynomial affect its graph? (i.e. of the factor of a polynomial affect its graph?
especially at the root) (i.e. especially at the root)
- Have students complete 4(a-c). (5 min) - Do problem 4(a-c) on their own.
- Allow them to discuss their answers after - Discuss what they wrote for 4(a-c)with their
they have finished. (2 min) groups members after they have finished.
- After having them discuss 4(a-c), come - Come back as a class to answer 4(a-c) as a
together as a class and have students come class by going up to answer them.
up and answer them. (3 min) (20 min) Characteristics Single/Double/Triple Roots
(20 min) Characteristics of Single/Double/Triple - Do problem 4(d) on their own.
Roots - After finishing, come back as a class.
- Have students complete 4(d) (3 min) - Students should volunteer to come up and draw
- After students have finished 4(d), bring them how x approaches each root from positive and
back as a class. negative side.
- Have students volunteer to come up and - Observe the Shape
draw how x approaches each root from - Talk about each drawing’s shape (2
positive and negative side. (2 min) min)
- Observe the Shape - Discover how the degree of the factor
- Have students talk about each affects the shape of the root associated
drawing’s shape (2 min) with the factor.
- Show them a odd degree - Single Roots are factors with a
polynomial, and keep increasing the power/exponent of 1 and have
polynomial’s degree in only odd the function cross the x-axis
numbers. (1 min) like a linear function or in a
- Show a even degree polynomial, and straight line.
keep increasing the polynomial’s - Double Roots are factors with
degree in only even numbers. (1 a power/exponent of 2, and
min) have the function touch the
- Ask them what shape does the root x-axis like a even powered
have depending on whether the function or a u shape.
function is 1, even or odd, allow - Triple Roots are factors with a
time to discuss. (2 min) power/exponent of 3, and have
- Conversations to Support Thinking: the unction cross the x-axis
- If you get super close to each root as like a odd-powered function or
it crosses or touches the x-axis, what a s-shape.
does it look like for a degree of one? - Summarize today’s lesson.
What about if the degree is even? - Go back to their Frayer Model for roots and
What about if the degree is odd and add in the information about
equal to or greater than 3? single/double/triple roots
- What do you notice about the - A root with a degree of 1 is a single
degrees for each factor in correlation root
with whether or not the function - A root with a even degree is a double
crosses or touches the root and its root
 shape? - A root with a odd degree is a triple
- Why does a function crosses the root root
when it has a odd degree, and why it - Accompany each one with a image
touches the root when it has an even
degree? (Hint: Think of output) Day 5:
- Have them come back together as a class to (12 min) Practice
discuss how the degree of the factor affects - Practice finding the leading term, end
the shape of the root associated with the behavior, roots/zero, and then have them
factor as it touches/crosses the x-axis. (3 identify for each root if it’s a single, double, or
min) triple root for the function
- Summarize today’s lessons. (5 min) - f (x) = x2 (3x + 4)(x − 1)3 . (7 min)
- Single Roots are factors with a - Answer the questions and one student, the
power/exponent of 1 and have the facilitator, will write on the board. (2 min)
function cross the x-axis like a linear - Watch the teacher create a graph from the
function or in a straight line. given information. (3 min).
- Double Roots are factors with a Correct Factor (17 min)
power/exponent of 2, and have the - Do 5(a-c), after they are finished they will turn
function touch the x-axis like a even over their papers to signal they are finish.
powered function or a u shape. - Come up to answer the questions on the board
- Triple Roots are factors with a and write them.
power/exponent of 3, and have the - Type in their factors into desmos to see if their
unction cross the x-axis like a factors represent the given equation.
odd-powered function or a s-shape. - Discuss for ways to solve for ​a.
- Allow students time to go back to their - Watch the teacher solve 5(d-f).
Frayer Model for roots and add in the - Summarize today’s lesson:
information about single/double/triple roots - How to find “a”
(1 min) - Substitute in a point from the
Day 5: original graph for “x” and “y”,
(12 min) Practice solve for “a”.
- Have students practice finding the leading - Any point except for roots will
term, end behavior, roots/zero, and then have work.
them identify for each root if it’s a single, - Y-intercept and easy points are
double, or triple root for the function preferable.
f (x) = x2 (3x + 4)(x − 1)3 . (7 min) - How to expand:
- Assign a person to be the facilitator so they - Use Box Method
may write on the board, and then have them - To check if you are correct,
call on students to answer the questions, then you can type the factored form
the facilitator will write on the board. (2 and expanded dorm into
min) desmos they should be the
- Demonstrate to students how using the given same graph.
information found that they can create a
graph. Then show them the original graph
and have them compare how the graph you
 drew and the graph on desmos are almost
alike (3 min).
- “However there is still one piece missing.”
(17min) Correct Factor
- Have students do 5(a-c), and give them
directions to turn over their papers to signal
the finished. (7 min)
- Have students come up and answer the
questions. (2 min)
- After students have finished 5(a-c) have
them type in the factors they gave in order to
demonstrate that even with the correct
factors, it may not completely represent the
equation. (2 min)
- In factored form, polynomials can be
written as ​f(x) = a (x - p)(x - q)
- Ask students for suggestions on how we can
find the ​a​ value for the factored form of the
equation. Give a 1 minute pause for them to
think. (3 min)
- Conversations to Support Thinking
- Given that the roots will
make the function equal
zero always, what would be
another method to solve for
a?
- After students have finished discussing on
how to solve for ​a​, do 5(d-f). (5 min)
- For 5(d) Show them using the
y-intercept, and then some other
known point.
- For 5(f), show them you can check
the answer by typing in the factored
form and the expanded form into
desmos and they should be the same
function.
- Summarize today’s lesson.
- How to find “a”
- Substitute in a point from
the original graph for “x”
and “y”, solve for “a”.
- Any point except for roots
will work.
 - Y-intercept and easy points
are preferable.
- How to expand:
- Use Box Method
- To check if you are correct,
you can type the factored
form and expanded dorm
into desmos they should be
the same graph.
Co-Teaching Strategy/Differentiation/Check for Understanding…how are you going to know if EACH
student is ready to move onto independent practice? And how are you going to differentiate if they do
not understand?
Students Who Need Extra Help:
- Depending on the range of students abilities in the class, students will be allowed to work with a
partner, try to pair partners with different range of abilities, make sure though there is actual discussion
and not just the more advanced partner doing the work.
- Other option: If there is a large number of students, option is to have said students go to a separate
table, and have them work together with the teacher on each problem.
In Teacher Will: ​Be specific Student Will: ​Be specific
de Day 4: Day 4:
pe (30 min) Roots Review Roots Review
n Factors and Zeros Worksheet Factors and Zeros Worksheet
de (30 min) Roots/Zeros/X-intercepts (30 min) Roots/Zeros/X-intercepts
nt - (30 min) Have students do 1-14 on ​Factors - Do 1-14 for practice alone.
Pr and Zeros Worksheet ​ for practice. Day 6:
ac Day 6​: Practice (35 min)
tic Practice (35 min) - Complete problems 37- 48 with their peers,
e - (35 min) Have students complete problems asking them for help before asking the teacher.
37- 48 for Find the Factored & Expanded Check-In (15 min)
Form of a Polynomial Worksheet. - Complete check-in.
Check-In (15 min)
- Pass out scratch piece of paper for students
to write their check in on.
Co-Teaching Strategy/Differentiation ​How will your instruction look different for those students who
need differentiation or accommodations?
Students Who Need Extra Help​:
- Students who seem to still struggle with previous concepts could have maybe options available to them.
Rather than give them a big check in at the end, give them smaller check in everyday and grade them
that way.
Closing/ Self- Reflection/Real-life connections: ​What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?
Students shall complete a summary of the lesson for each day/concept in their notebook, in addition a personal
reflection or questions they currently have on their check-in. (5 min)
- Teacher will collect Packets to Respond to them.