CEP Lesson Plan Form

Teacher: Ariel Caprioglio (Ms. C) Date: 2/20/2024

School: Rocky Mountain High School Grade Level: 9th Content Area: Math (Algebra 1)

Title: Adding Polynomials Lesson #: 2 of 4

Identify which part of the lesson meets 1 or more of the 4-part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): What are you and your students doing today to advance the 4-Part Mission? Does this
lesson connect to one or more parts of the Mission? Please briefly explain.

Equal Access-

Stewardship-

Nurturing Pedagogy- In this lesson I have integrated technology to help facilitate group work with some
engaging problems and healthy competition to work on understanding the process being taught.
Students will work on a Kahoot which helps build culture in the class as well as the use of technology for
learning.

Enculturation- This lesson will involve working with groups that they do not usually work with and
sharing different ways and ideas of how they solve adding polynomials. This promotes collaborative
learning as each team will have their own way of looking at and grasping the concept and can share it
with other groups.

Lesson Idea/Topic and Rational/Relevance: During this lesson students will first be learning to
What are you going to teach and why is this solve addition problems with polynomials by a gradual
lesson important to these students? What release of responsibility. They will know how to classify
has already happened in this classroom polynomials from the previous class and the ideas
surrounding the subject you will be behind exponents. By using the gradual release of
teaching? What do students already know? responsibility they will be checking their own learning
Why are you going to teach this topic now and get help to fill in any gaps. This is a big part of
(how does it fit in the curricular sequence)? being able to work with polynomials for a lot of math in
What teaching methods/strategy will you the future. Subtraction comes next in the unit, which
be use and why? builds off of addition.

What is the key vocabulary necessary for Polynomials: An expression with variables comprised of
students to know in order to learn the 2 or more terms
material?
Like Terms: terms with the same base and exponent
that can be added together to combined two terms
into one

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

HS.A-APR.A. Arithmetic with Polynomials & Rational Expressions: Perform arithmetic operations on
polynomials.

Understandings: (Big Ideas)- (Learning Target)

Students will have the ability to add multiple polynomials with multiple variables.

Literacy Standards:

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented. (CCSS: SL.9-10.1d)

Understandings: (Big Ideas) (Learning Target)

Students will be able to work together and communicate to solve problems and justify answers with the
group when looking at different ways to solve the same problem.

Math Standards:

Explain that polynomials form a system analogous to the integers, namely, they are closed under the
operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. (CCSS:
HS.AAPR.A.1)

Understandings: (Big Ideas) (Learning Target)

Students will be able to add polynomials with the knowledge of what type of polynomial and what are
the like terms that must be combined.

Democracy and 21st Century Skills

Understandings: (Big Ideas) (Learning Target)

Students will be able to work in groups to solve problems for the purpose of creating the simplest form of
a polynomial.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Given a polynomial how can you identify like terms to combined them and make one simple polynomial?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can:

I can add polynomials with two or three terms each with multiple variables involved on my own and in a
group.

This means:

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CEP Lesson Plan Form

I can identify a polynomial.

I can add two polynomials by combining like terms.

List of Assessments: (Note whether the assessment is formative or summative?)

Formative assessments: Kahoot during class with groups to assess where the students
are having troubles and clarifying previous and just taught information and Exit Ticket of 4 addition
problems with polynomials to gage final knowledge.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students My Parrot Poly No Mial
to associate with the activity. Think of the purpose The purpose of this lesson is to start thinking about operations with combining
as the mini-rationale for what you are trying to polynomials to build to subtraction and harder operations.
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and 80 minutes
what materials will you need?
Anticipatory Set Start off with a question of the day, “What is your favorite breakfast baked good?” To
The “hook” to grab students’ attention. These are get them into math they will have a Think, Puzzle, Explore kind of activity where I will
actions and statements by the teacher to relate the have a number in my head “It’s even and has 3 numbers”. Then they can think through
experiences of the students to the objectives of the what questions they have and ask and finally come to the actual number I have in my
lesson, To put students into a receptive frame of head. If they do not figure out the number, then we can think of some questions that
mind. would have helped.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is _________Guess the Number in My Head____________

Why are you using it at this point in your lesson? I am using this strategy here because:
The students are used to a fun math activity before they start class, so keeping the
pattern but also getting them to think in terms of math is important.

Procedures 1. Students will come in and grab their binders as the teacher sets up the slides.
(Include a play-by-play account of what students 2. The teacher will bring the students together with a check in question about favorite
and teacher will do from the minute they arrive to breakfast pastry, students will offer options as well as the teacher to vote on. (3-4
the minute they leave your classroom. Indicate the minutes)

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CEP Lesson Plan Form

length of each segment of the lesson. List actual 3. The teacher will then do the guess the number activity with students asking the
minutes.) questions and teacher answering (4-5 minutes)
Indicate whether each is: 4. The teacher will bring the students into the lesson by telling them the topic and
-teacher input passing out the work sheets. (1-2 minutes)
-modeling 5. The teacher will then go over 5 examples to show the process having them slowly
-questioning strategies work through one problem just with the class answers (gradual release of responsibility
-guided/unguided: (15-20 minutes)
-whole-class practice Students will be writing what is done on the board on their papers and answering
-group practice prompting questions
-individual practice 6. Then the Kahoot rules will be set: different groups based on shoe size, white boards
-check for understanding to be given out for each student to work on problems, and work together to submit a
-other final answer (4-5 minutes for instructions, groups, and whiteboards)
7. Kahoot playing with students working in the groups and any missed problems having
extra time for work (35 minutes)
When many students get a problem wrong the teacher and students working together
will explain the solution to the problem
8. Teacher hands out exit ticket to work on for the last few minutes of class and
students work independently on it (10 minutes)
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is __________Gradual Release of Responsibility with
students explaining their thinking___________________
Why are you using it at this point in your lesson? I am using this strategy here because: Involving students in the activity provides them
with time to go deeper in their thinking as they explain how they solved a problem and
when the teacher does examples on the board with the classes help there can be
guiding questions to lead them to more of an understanding of why this strategy works.

Closure After covering the lesson and the Kahoot, they will have an exit ticket that will be
Those actions or statements by a teacher that are passed out which will check in on where they may have holes after the lesson to work
designed to bring a lesson presentation to an on filling in the next class. They will have just finished the Kahoot that will be lots of
appropriate conclusion. Used to help students bring practice in solving addition polynomial problems so they can finish the problems in 10
things together in their own minds, to make sense minutes.
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is
used:

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CEP Lesson Plan Form

 To cue students to the fact that they have

arrived at an important point in the lesson
or the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is _______________Exit Ticket Check in______________

Why are you using it at this point in your lesson? I am using this strategy here because: The teacher has a check for work from the last
class every day and this is also a great way to test the kids to know where they are and
what they may need to look more at before the test at the end of the unit (a check for
both the teacher and the students).

I will put students in groups with both the advanced students and the students who
may have a bit of trouble with the concept (not in their seating arrangement) so they
Differentiation: can work with new students to get a rounded view of where the kids are at and those
Differentiation should be embedded who are faster can help and coach those who may be having a bit of trouble. I will be
throughout your whole lesson!! going around and helping groups who seem like they are dragging or otherwise
This is to make sure you have met the focused.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning I will know that students have met the learning target when they turn in their exit ticket
targets? Write a description of what you were and have answered 4-5 of the problems correctly.
looking for in each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Based on the assessment during the class, most students were following the procedure being
taught. First, in regards to the Exit ticket, there were some student with negative signs being
misplaced. Going over how we are combining with like terms could help with that. One or two
students were solving it correctly and the combining powers to change x 2+ 3 x into 4 x 2 or
turning x 2+ x2 into x 4 . This could be attributed to not connecting the previous unit on exponents
to this next unit. In regard to the Kahoot, students were working together well, and very fast to
find the correct answers to the addition problems. Some of the last lessons information was a
little harder for them to remember.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach this lesson again, I would have students come up to the board and go through
some problems once it seemed like they got it, maybe the last two on the page could be done
on their own and I would pick students to put up their solutions while others are working. I
would check to make sure the Kahoot was accessible for the lesson before we started class and
have a more structured group by starting off with some expectations in the activity. It had been
a 3 day weekend so maybe more review of previous class knowledge would be a good idea for
doing the lesson again. Finally to help fill up some more time, since the lesson was just a little
short, I would put more problems on the exit ticket to drive the idea home and take some more
time in the lesson to talk about exponent rules again in terms of this unit.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

The next lesson would be subtracting polynomials where the ideas of addition are still being
worked with, but then just adding the negative of the second polynomial. This will promote
practice on this topic along with adding onto the difficulty to adapt to different operations with
polynomials. I might also just cover some of the misconceptions I saw with just putting it up
there and have one of them explain to me why that would not work.

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