HS 223 / Lesson Plan

Name: Mrs. Mamuya Subject: Algebra 2/Trigonometry Date: Oct. 15, 2018
Unit
Unit 1: Rational Expressions
Standard(s)
A.REI.1
Aim/Learning Target
Learning Target: I can factor a quadratic trinomial expression with a leading coefficient greater than 1.
Essential Question(s) Addressed:
When is a rational expression undefined?
Connection to Performance Task: Students will use their learning in this unit to evaluate a real world problem.
Formative Assessments
● Homework assignment: Students will be practicing the procedures.
● Classroom discussion: Students will be helping each other, coming up to the board, as well as answering questions about procedures.
● Do Now: Students will engage in a self-assessment by working through problem(s) from the previous lesson.
● Exit Ticket: At the end of the lesson, students will determine if they have mastered the objective by completing a one-question exit ticket.
● Conferencing: On occasion, students will work with Ms. Mamuya independently to check in about skills that need to be developed.
Assessment Criteria:
Beginning: Do Now Middle: Class Work End: Exit Ticket Homework
● 4: The specified problem has been ● Mastered: Student has ● 4: The specified problem has been ● Exceeding Standards: Students have worked
answered correctly. All work or written demonstrated a thorough answered correctly. All work or written through the challenge problem of the day (when
explanations has been recorded as understanding of the content, both explanations has been recorded as applicable) and have worked through the
evidence of reasoning and proof. conceptual and procedural. evidence of reasoning and proof. required number of worksheet/activity problems
● 3: The specified problem has a slight ● Approaching Mastery: Student is ● 3: The specified problem has a slight with group members. (Check Plus)
error. However, there is evidence of demonstrating significant growth error. However, there is evidence of ● Approaching Standards: Students have
work for the problems shown to towards the learning target and can work for the problems shown to started but not completed independent practice
demonstrate reasoning and proof. demonstrate satisfactory demonstrate reasoning and proof. and/or worksheet/activity problems. (Check)
● 2: The specified problem has many understanding of content both, ● 2: The specified problem has many ● Meeting Standards: Students have completed
errors and is answered incorrectly. procedural and conceptual. errors and is answered incorrectly. independent practice and have worked through
Some work is shown to demonstrate ● Needs Practice: Student has Some work is shown to demonstrate the required number of worksheet/activity
reasoning and proof. demonstrated some growth towards reasoning and proof. problems with group members. (Check Minus)
● 1: There is little to no attempt to the day’s learning target but lacks ● 1: There is little to no attempt to
answer the specified problem. Little to procedural and conceptual answer the specified problem. Little to
no work is shown. understanding of content. no work is shown.
● Needs Additional Supports:
Student has demonstrated
significant struggle in small group
instruction with procedural and
conceptual understanding all of the
content and did not demonstrate
growth towards the day’s learning
target.

© L. Mamuya (All Things Teach Rm. 321), 2018 1

Group/Differentiation:
Section: Period 5
Small Group Work Accommodations
Differentiated Small Groupings
Group A (Highs) Students will: Minimal prompting and access to calculators,
Jason Ameyaw Juan Sancan ● Determine factors of a quadratic when if necessary. Students in this group will have
Luis Lugo Kirstie Murillo the coefficient is greater than one. access to answer keys (next day) and peer
Saadia Cheddia Jese Rojas Make comparison of procedures to support.
Yafer Carvajal Eduardo Iriarte factor a quadratic with a coefficient
Xiu Ya Lin Michael Carrion greater than one to quadratics with
Malene Malave Terry Velasquez coefficients = 1.
Yailee Villalba Amaiah Sanchez ● Build fluency by practicing drills to
factor quadratics.

Group B (Mediums) Students will: Moderate prompting to explain rationale or re-

Carlos Mendoza Soriel Severino ● Determine the factors of a quadratic teach. Students in this group have access to a
Dauda Halimatu Carolyn Franco when a = 1. calculators and whiteboards for extended
Rose Padilla Natalie Acevedo ● Find several strategies for finding practice needs, if necessary
Emarie Pichardo Alexander Reyes factors of a quadratic for example,
Fatoumata Kamara Isaiah Ocasio diamond method, box method,
fluency, etc.
Group C (Lows) Students will: Consistent prompting, re-teaching and
Magnelie Perez Atiba Smart ● Rely on their understanding of greatest frequent checking of student work and
Musta Trawally Julia Rivera common factors to factor quadratics. problem solving methods. Students in this
Matthew Iona Wilson Mendez ● Use factor trees to factor trinomials. group have access to a calculators and
● Use the diamond method to factor a whiteboards for extended practice needs.
quadratic.

© L. Mamuya (All Things Teach Rm. 321), 2018 2

Do Now/Discussion (3-5 min.)
You do Questioning

Group A Group B Group C Questioning:

These problems are meant to reintroduce students to the

Jason Ameyaw Juan Sancan Carlos Mendoza Soriel Severino Magnelie Perez Atiba Smart concept of factoring quadratics and analyzing the various forms
Luis Lugo Kirstie Murillo Dauda Halimatu Carolyn Franco Musta Trawally Julia Rivera
Saadia Cheddia Jese Rojas in which they may appear. Students have worked with factoring
Rose Padilla Natalie Acevedo Matthew Iona Wilson Mendez quadratics and other trinomials in prior years but lack the
Yafer Carvajal Eduardo Iriarte Emarie Pichardo Alexander Reyes
Xiu Ya Lin Michael Carrion conceptual knowledge on how they work and how they connect
Fatoumata Isaiah Ocasio to other skills such as the greatest common factor. This do now
Malene Malave Terry Velasquez
Yailee Villalba Amaiah Sanchez Kamara is an assessment on how they apply their knowledge.
● What type of factors should we expect when factoring a
quadratic with a leading coefficient = 1? (A product of two
Try to factor the following Find the two factors of the One of the factors of the trinomial binomials)
expression: following expression: expression is given. Find the other: ● What strategies can we implement to factor trinomials?
5x2 - 13x + 6 x2 + 17x + 30 x2 - 3x - 10 (Based on the trinomial, we can factor out the GCF, use
= (x - 5)( ) diamond method for quadratics, etc .)
● How do the quadratics differ from each other?

Discussion
Notice the polynomial expressions below both of which are
quadratics. Notice, we don’t see a greatest common factor just
by looking at them. Can we still factor them? Explain. Also,
compare and contrast both of the quadratics.
● One quadratic is a traditional trinomial with a leading
What happens during your coefficient of 1. We can factor it by focusing on the
pursuit? sum and product of the middle and last terms.
However the second quadratic has a leading
coefficient greater than one and therefore additional
steps have to be considered in order to factor it. We
know this because when we try to find factors that
multiply to 6 but add to -13, we cannot find a pair.
Student Discussion

1. Notice the polynomial expressions below both of which are quadratics. Notice, we don’t see a Possible Pitfalls:
greatest common factor just by looking at them. Can we still factor them? Explain.
2. Compare and contrast both of the quadratics. ● Students may try to use traditional methods of factoring a
r2 – 7r – 30 5x2 - 13x + 6 quadratic for quadratics that have a leading coefficient
greater than one and when they fail, they assume the
quadratic cannot be factored.
● Students often get confused with the negative signs and
use them incorrectly or forget them all together.

© L. Mamuya (All Things Teach Rm. 321), 2018 3

Launch (10-15 mins)
Questioning

Questioning:

Launch
● How quick can you complete the table below? What
strategies did you use?
○ Fluency of factors.
● How do we account for the coefficient on the first term
that is greater than 1? Can this problem be factored?
○ Yes, we must combine it into the product
with the last term.
● What additional steps must be take.
○ We call this procedure, factor by grouping.

Mini Lesson
Key Point:
● Factor by grouping is essential to factoring a trinomial
when a is greater than one. Students must also
evaluate how they arrange their middle terms once
they determine the factors so that they can group them
accurately.
● Students must also make the connection that this
problem does not eliminate other skills such as finding
and factoring out the GCF. Students are still taking
additional steps.

Possible Pitfalls:

● Students may often struggle with negative numbers in

quadratics.

© L. Mamuya (All Things Teach Rm. 321), 2018 4

Mini Lesson/Guided Practice (10 minutes)
I do Questioning

Guided Practice

● In guiding students into independent practice, students

will be reminded of the key take-aways for this lesson.

© L. Mamuya (All Things Teach Rm. 321), 2018 5

Independent Practice (20 minutes)
You do Procedure
Students will work in small groups individually being assigned
specific problems to complete independently in their notebooks or
directly on the worksheet. Some problems may require group
interaction and can be done in pairs. For work that requires peer
collaboration, students will share out how they solved the problem
and what their solution is. Other members will agree or disagree to
the work, offering strategies or different methods for solving if
appropriate.

© L. Mamuya (All Things Teach Rm. 321), 2018 6

Exit Ticket (3 min)
You do Procedure
Students will complete a differentiated exit ticket assessment that
will help determine the entry assignment they will complete for the
Group A Group B Group C
next lesson.
Factor. Factor. Identify the two new middle terms.
6p2 – 4p - 10 3n2 - 8n + 4 2v2 + 11v + 5

What are the first three steps in factoring this 2v2 + ________+________ + 5
What additional step could I have quadratic?
taken before applying factoring
procedures for a quadratic when the Why do we have to factor this way? What would be the next step in this
coefficient is greater than 1? procedure?

What method do we use to factor After we have identified the two middle
quadratics when a > 1? terms, how do we proceed?

Conceptually, what happens to the

left over factored out coefficient?

Homework
Students will practice procedures with similar problems from the lesson.

© L. Mamuya (All Things Teach Rm. 321), 2018 7