Course:

Algebra 2 Name: Alyssa TeKolste Lesson: Chapter 6.1-Polynomial Functions Date: October 25, 2012 Lesson Overview: In this lesson, students build off of prior knowledge and are introduced to characteristics of polynomials. Students already have knowledge of some types of polynomials, though they dont necessarily recognize binomials and trinomials as part of the polynomial family of functions. Majority of this lesson is taught through direct instruction, although independent and partner work is facilitated as well. The lesson starts by introducing students to the concept of a polynomial, then moves on to discuss standard form of polynomials, classification of polynomials and graphs of polynomial functions. Standards: 1.1 Number Sense, Properties, and Operations: The complex # system includes real and imaginary numbers. 1. Use complex numbers in polynomial identities and equations 2.3 Patterns, Functions, and Algebraic Structures Expressions can be represented in multiple, equivalent forms. 1. Perform arithmetic operations on polynomials 2. Understand relationship between zeros and factors of polynomials 3. Use polynomial identities to solve problems 21st Century Skills: Critical Thinking and Problem Solving (reason effectively, use systems thinking, make judgments and decisions, solve problems) Initiative and Self Direction (work independently, be self-directed learners) Communication and Collaboration (collaborate with others) Information Literacy (evaluate and use information) Daily Objectives: Students will know Characteristics of a polynomial How to determine a regression equation to model data sets using technology Students will be able to Classify polynomials by degree and number of terms Model data using polynomial functions Preparation: In order to engage in this lesson, students should have the following background knowledge: Simplifying expressions by combining like terms Finding the x-intercept(s) of a function from its graph Shape of graph for linear and quadratic equations

Materials: Student Resources: Class notebook Pencil Calculator Blank 8.5 x 11 sheet of paper Teacher Resources: Pre-assessment problem PowerPoint presentation Virtual calculator SmartBoard Post-assessment exit card Regression Problem Sheet Pre-Assessment: The pre-assessment will be completed on Tuesday, Oct. 23rd. Students will be presented with the following equation and corresponding questions. This polynomial requires students to simplify and combine like terms, write in standard form and determine the degree of the polynomial. After examining student answers and misconceptions, I will have a better sense of what students need clarification and practice with during Thursdays lesson. This multi-step problem will also be presented as a post-assessment at the end of class on Thursday, Oct. 25th. Pre-Assessment Problem: Rewrite the polynomial function below in standard form. Then, identify the degree of the polynomial and number of terms. y = (2x4 + 9 x) - (x3 + 2x4 x2 + 13) Pre-Assessment Solution: Standard Form: y = -x3 + x2 x 4 Degree: 3 Number of Terms: 4 Anticipatory Set: Students will be introduced to this topic by informing them that they have already been working with polynomials and already have a lot of background knowledge that will prepare them for todays lesson. In an earlier chapter, they worked with quadratic equations that modeled real life situations. Quadratic equations arent applicable to modeling all real life situations, so it is necessary for them to know about other types of functions: polynomials. Connection to Previous Learning or to Life: Parts of this lesson connect clearly to previous learning. For instance, students are already familiar with the standard form of quadratic equations and will apply this knowledge to writing polynomials in standard form. Students also have experience working with binomial and trinomial functions, which are types of polynomials.

The concept of polynomials connects to life through modeling of real life scenarios. For instance, doctors can use polynomials to model blood flow and businesses can use polynomials to model cost and profit equations. In this lesson, the word problems presented in class and in the homework assignment demonstrate how polynomials are applicable to life. Students will also use technology to determine a polynomial equation to model real-life data sets during this lesson.

Agenda for board: Polynomial Functions 1. Standard form 2. Classifying 3. Regression Homework Procedure: Teacher Before Class: Prepare 33 copies of exit card/post- assessment Prepare Power Point presentation Select problems from book to assign for homework Write agenda on board During Class: Concept of Polynomial: Activate students prior knowledge by asking students to think back to the quadratic expressions and factoring lessons. Show them examples of binomials and trinomials and refresh their memories of what these types of expressions look like. Develop connection between the type of expression and the number of terms in the expression. (Example: monomial = 3x3, the prefix mono- means one) Ask class to take out notes and draw the following graphic organizer:
Type monomial binomial Example # Of Terms

Student Complete pre-assessment

Refresh memory of what a binomial and trinomial expression looks like. Think of examples independently.

Consider the relationship between the type of function and the number of terms in the expression. Complete graphic organizer in class notes:
Example 3x3 3 + 5x2 3x # Of Terms 1 2

Type monomial binomial

trinomial

trinomial

3x3 + 5x2 + 6x

Guide class through completing this chart. Let students know that all of these types of expressions fall under a family of expressions known as polynomials. Ask students what the prefix poly- implies about these types of expressions. Define polynomial: a monomial or the sum of monomials with whole number exponents Record examples of various polynomials that students provide.

Record examples in notes. Work independently to create polynomial example with given degree and compare with person sitting next to them. Recognize similarities between standard form of quadratic expressions and polynomials. Quadratic expressions are one type of polynomial, so it is logical that standard form for both follows the same idea. Student examples may vary.

Record polynomial definition in notes.

Degree of polynomials: Introduce students to other vocabulary terms that are necessary to understand when dealing with polynomials: Define degree: The exponent of the variable in a term determines the degree of that term. Define degree of a polynomial: The largest degree of any term of the polynomial is the degree of a polynomial. Provide ample wait time for students to record definitions in notes. Provide examples in Power Point and address them as class. Also give students the task of creating a polynomial with degree 3 and compare their answer with a neighbor. Standard form of polynomials: Develop connection between standard form of quadratic expressions to standard form of polynomials. Provide students with a couple examples of quadratic expressions that are not in standard form and ask

Record degree definition in notes. Record degree of a polynomial in notes.

Classifying polynomials: The qualities of the polynomials that were just introduced (number of terms and degree of polynomial) can be used to classify and categorize polynomials. Work through examples as class on PowerPoint. These examples combine the above three sections of this lesson: writing polynomials in standard form, determining their degree and the number of terms they have. Have students work with a partner to complete the chart presented in the power point. This chart provides students with guidelines to create polynomials with various characteristics. Monitor class for misconceptions and ask leading questions if students need help getting started. When majority of groups are finished, reconvene as class and ask for student volunteers to explain the thinking strategy they used to determine what to write in each

a student to share what the expression written in standard form would look like. Ask this same student to explain why they arranged the terms in the order they did. Work with their answer and guide it towards the answer of the terms are written in descending order, according to their degree. Define standard form for polynomial functions: The terms in the polynomial are in descending order by degree. Allow students time to work through examples on Power Point independently.

Determine standard form for the given expressions. Reflect on mathematical process used to determine standard form.

Record standard form of a polynomial definition in notes. Record examples in notes.

Record examples in notes

Record chart in notes and complete with partner. Use critical thinking skills to determine what polynomial or characteristic to fill in the blank.

Volunteer to explain how they and their partner reached their solution.

blank. Recognize that there are multiple solutions to each blank.

Regression: Remind students that linear and quadratic equations are not always useful to model real life situations, so the situation needs to be modeled with another type of equation. Students previously explored how their calculator can determine a linear or quadratic equation to model data sets. Let students know that their calculators can also find cubic equations. Provide students with example on Power Point. Sometimes it is difficult to determine what type of function best models the data sets by just looking at the ordered pairs. Show students how to determine what type of regression line best models the data set given. Compare linear, quadratic and cubic models graphically and algebraically. Clearly demonstrate and write down calculator steps. Work through second example to determine best-fit line using technology as a class. Clearly show steps and solution on SmartBoard. Group Activity: Have class number off and divide into 7 or 8 groups. Assign regression problem to each group and have them work together to solve problem, displaying their scatterplots, equation and solution on a blank sheet of paper. As time permits, have groups with the same problem compare solutions and possibly have groups explain thought process to class.

Record linear, quadratic and cubic models in notes. Compare and contrast these outcomes. Record calculator steps for future reference. Recall that linear and quadratic equations do not always provide a best-fit line for data sets. Recall how to use LinReg and QuadReg functions on TI Calculators

Use TI calculator to determine a best fit line of regression for given data set.

Work with group members to find regression equation to model given real life data sets. Display work neatly on blank sheet of paper and be prepared to explain thought process to one another and class.

Wrap-Up: Refer to Closure section below. Allow ample wait time for students to respond. Provide students with a copy of the post-assessment exit card and ask them to independently complete the problem, turn it in and refer to board for homework assignment. (Refer to Post-Assessment section below for more detail.) As students work on exit card, write up homework assignment on whiteboard. With remaining class time, allow students to begin homework assignment. Circulate classroom to monitor student work and assist students who need additional guidance in getting started on assignment.

As class works on problems, circulate room addressing misconceptions, asking leading questions and asking students to elaborate on what they are thinking. Monitor that all students are engaged and contributing to group collaboration.

Consider possible answers to the posed question and volunteer to respond. Complete post-assessment exit card independently.

Take out book, lined sheet of paper and begin homework assignment. Ask clarification questions about lesson or assignment in order to prepare oneself for success on the homework assignment and future lessons.

Closure: To summarize the important points from the lesson, I will pose the following questions (one at a time), which address the lesson objectives, to the class: 1. What ways can polynomials be classified or named? ANS: number of terms, by its degree 2. What steps will you take to write a polynomial in standard form? ANS: combine like terms, and then write terms in decreasing order according to their degree Post Assessment: Students will be presented with the same problem they saw on Tuesday and asked to turn in their answers before they leave class. This exit card will also ask them to extend the knowledge they

gained from the lesson and answer an additional question. Ideally, all students will get the original question correct this time around. This problem will assess whether or not students understand the importance of simplifying a polynomial before determining its degree, and if they understand what the degree of a polynomial implies about the zeros of the function. Exit Card Problem: Rewrite the polynomial function below in standard form. Then, identify the degree and number of terms. y = (2x4 + 9 x) - (x3 + 2x4 x2 + 13) Exit Card Solution: Standard Form: y = -x3 + x2 x 4 Degree: 3 Number of Terms: 4 Accommodations/Modifications: There are two students in this class with 504 plans. One has ADD and the other struggles with anxiety. In order to address their needs, I will make sure that they are both seated towards the front of the room. This will help them to focus and remain engaged in class. I also intentionally organized this lesson and Power Point in a very structured fashion. I designed the Power Point so that only one concept is being addressed at a time. This way, these students can focus at one task at a time and, ideally, not feel overwhelmed. There is one partner activity in this lesson that has the potential to cause anxiety or confusion for these students. This is the chart found on slide 9. When students break into pairs to fill the blanks in on the chart, I will monitor the classs progress as a whole, and intentionally monitor these two students progress. To minimize anxiety, I will be prepared to ask these students leading questions to help them understand the chart, process the task and complete the chart. These questions may include: 1) What does the prefix mono mean? What does the prefix tri mean? What prefix means 2? 2) What is the degree of a polynomial? What does this tell you about the exponent on the term? 3) Is there only polynomial that meets the criteria specified in the chart?