Day

Monday February 25

Standard

Objective
I can name polynomials depending on number of terms; add polynomials; subtract polynomials.

Bell Ringer
Add or subtract the following:
( x 4) ( x 2), (2 x 3) (4 x 7),
2 2

Materials
Bell ringer sheet; note sheet to fill in terms and concepts; practice problems to do in class.

A.SSE.1a A1.1.4

(6 x 2 13) (5 x 2 9)

Tuesday February 26

A1.1.4

I can identify the difference between multiplying variables and adding variables.

Use order of operations to compute the following:

3(2 5) 6(5 1) 2 x ( x 4)

Bell ringer sheet; paper for flip chart; other side of note sheet from the day before

Distribute and name the following:

4 a( a 3)

Wednesday February 27

6 x (2 x 2 8 x 4)

A1.1.3

I can multiply monomials by polynomials.

10m 2 (2 m 5m 5 6 m 1)
2 h5 15hcommon 24h factor: Find the 10 greatest

Bell ringer sheet; algebra 1 textbook; flip chart

Thursday February 28

A1.1.3

I can state the GCF of a given polynomial; recognize that a factored form of a polynomial is equal to the distributed form; factor out the GCF of a polynomial.

Find the GCF using factor trees (as shown in model); circle factors used 3 and underline factors not used. 9m 6 36 m 4 81m
24 x 3 60 x 2 96 x 80n 2 48n 4 16

Bell ringer sheet; algebra 1 textbook

Friday March 1

A.SSE.1b A1.1.4

I can recognize that both the 8 g 2 16 g 8 foil and box methods are representations of 3 x ( x 11) Distribute the following: distributing polynomial ( x 3)( x 8) terms.

Factor the GCF in the following: 3 2

4 a 20 a 8 a

Bell ringer sheet; multiplying polynomials in class worksheet (FOIL and Box methods)

Day

Standard
A.SSE.1a A.SSE.1b A1.1.3 A1.1.4

Objective
I can represent my knowledge of content in a concise manner (for example on a flip chart).

Bell Ringer
Double check with students around you that your flip chart is up to date.

Materials

Monday March 4

Bell ringer sheet; flip chart

Tuesday March 5

A.SSE.2 A1.1.4

Distribute the following and name a connection or difference you see for I can recognize specific these special cases: Bell ringer sheet; ( x 5) 2 circumstances where I can special cases in class expect a desired result when ( x 7)( x 7) worksheet multiplying binomials. Write step by step how you'd multiply the following:

Wednesday March 6

A1.1.4

I can apply knowledge of multiplying polynomials to real-world scenarios.

(2x 5)(x 3)

Bell ringer sheet; word problem worksheet; green strips of paper for exit slips

Thursday March 7

A.SSE.1a A.SSE.1b A.SSE.2 A1.1.3 A1.1.4

A pool has a 5ft wide walkway surrounding it. If the pool has I can ask effective questions dimensions of 2x+4 by x+3, what that improve my are the dimensions of the pool and understanding of the given walkway together? content.

Bell ringer sheet; review sheet; flip chart

Friday March 8

A.SSE.1a A.SSE.1b A.SSE.2 A1.1.3 A1.1.4

I can apply knowledge of multiplying polynomials and factoring monomials with at least 80% accuracy.

How many hours did you spend studying last night? Bell ringer sheet; review sheet; flip chart; test

Day

Standard

Objective
I can identify the factors of any number and find the pair of factors that have a desired sum.

Bell Ringer
List the paired factors of 40. Which pair has a sum of 14? Which pair has a sum of -14?

Materials
Bell ringer sheet; Xpuzzle practice sheet; X-puzzle set up sheet for factoring

Monday March 11

A.SSE.3a

Tuesday March 12

A1.1.3

I can use my knowledge of factors and sums to factor polynomials when a=1 with 80% accuracy.

Factor the following using the X2 puzzle set x up: 8 x 16

x 11x 28
2

2 x 2 5 x 12

Bell ringer sheet; opposite side of Xpuzzle set up sheet for factoring; 9.5 and 9.6 practice worksheet

Wednesday March 13

A1.1.3

I can recognize key terms, main ideas, and important verbs when reading mathematical literacy.

Which method (X-puzzle or factors table) of factoring polynomials do you prefer? Why?

Bell ringer sheet; active reading strategies worksheet

SMI practice worksheet Thursday March 14 I can apply, on a standardized test, all mathematical knowledge I've obtained and receive a score of 1000 or higher. Bell ringer sheet; SMI practice worksheet

Friday March 15

A.SSE.1a A.SSE.1b A.SSE.2 A1.1.3 A1.1.4 A.SSE.3a

I can collaborate with team members to accurately multiply and factor polynomials 95% of the time.

Simplify the following to it's lowest form:

6 10 8 12 32 24

Bell ringer sheet; scrap paper; St Patrick's Day Game materials

Day

Standard
A.SSE.1a A.SSE.1b A.SSE.2 A1.1.3 A1.1.4 A.SSE.3a A.SSE.1a A.SSE.1b A.SSE.2 A1.1.3 A1.1.4 A.SSE.3a

Objective
I can ask effective, productive questions based on content I am still not confident doing.

Bell Ringer
Make an outline of the main ideas we've covered during this unit.

Materials

Monday March 18

Bell ringer sheet; review

Tuesday March 19

Which questions did you have on the reviw sheet? Collaboarte with your group members and rework a I can apply knowledge of factoring polynomials with at problem. least 80% accuracy.

Bell ringer sheet; review; test