Unit Title: Polynomial Functions

Lesson Title: Intro to Polynomial Functions

Teacher: Ms. Johnson
Standard:
expressions

A1. 1. 4. Add, subtract, multiply, and simplify polynomials and rational

A2. 2. 1 Combine functions by addition, subtraction, multiplication, and

division.
I.
Behavioral/Objective:
a. I will be teaching students an introduction to polynomials. I will help them
with definitions and simple examples throughout the lesson. I will assist
students in finding the sum or difference of many different types of
functions.
b. By the end of the lesson, learners will be able to confidently identify a
polynomial expression, as well as be able to solve them by adding or
subtracting and arranging their answers into standard formation.
c. The objective will be measured by the discussions I will have during the
class period, questions throughout the lesson, small formative assessments
like hand raised with a 1, 2, or 3 for understanding levels, as well as the
homework assignment students will be receiving.
II.
Anticipatory Set:
a. After completing a pre-assessment, students will complete a warm-up
activity at the start of the lesson. This warm-up will have them solve
simple polynomial expressions.
III.
Objective/Purpose: By the end of the lesson, learners will be able to add and
subtract various polynomial functions without error as well as correctly write their
answers in standard form.
a. I can add and subtract any given polynomial functions and correctly
write my answer in standard form.
IV.
Input:
a. Task Analysis
i. The students will need to know how to add like terms, know what
a term is, know what a functions is, and all exponential rules.
ii. Step-by-step Procedures:
1. First, students will quickly take a pre-assessment to
measure their pre-existing knowledge of polynomial
functions
2. Students will be asked to complete the warm-up activity.
We will discuss the answers to the activity as a class for no
longer than 5 minutes.
3. Students will then be able to participate in Good News,
which is where a few students share good news in their
lives.
4. Learners will receive the note-sheet on the new topic.

5. After, students will receive in-class discussion to cover the

answers on the front and guided practice on the example
problems.
6. After the examples are completed the answers will be given
and learners will be able to clarify any misconceptions they
may have.
7. Time that remains will allow students to get started on their
homework worksheets that will be due the following day.
b. Thinking Levels: Blooms Taxonomy
i. Knowledge Learners will know how to determine which terms
are alike and which are not.
ii. Comprehension Learners will understand how to organize their
solutions into standard form.
iii. Analysis Learners will be able to break down the steps to find the
sum or difference of polynomial functions.
c. Learning Styles and/or Accommodations
i. For auditory learners they will listen to me as I teach the lesson
and describe how to we can use our prior knowledge of functions
to identify like and unlike terms to solve for these types of
polynomial function problems. They will also be listening to their
peers respond to questions throughout the lesson, which can help
them understand the new material as we work through other
students answers.
ii. For visual learners they will be able to watch how I use my
thinking strategies to determine the sum or difference between two
or more polynomial functions. This will be done on the document
camera in the front of the entire class.
iii. Intra/Interpersonal learners can have the choice to work alone or in
small groups on the assignment for the next day (if time remains)
iv. For those who are learning quickly they may be asked to try some
problems on their sheet on their own, just to see if they are ready
for finding the sum or difference between polynomial functions on
their own. If they are, I will ask them to help their peers who may
not be up to their knowledge level quite yet. These students may
also be asked to work on the homework assignment.
v. For those who are struggling I would assist them personally to see
where they need more help, whether that be how to add or subtract
like terms, or remembering their exponent rules. I would ask these
learners open-ended questions to see where they are having
problems with the lesson and to get a deeper understanding of
where their thinking is coming from.
d. Method and Materials
i. This lesson will be presented by pre-assessment followed by a
warm-up activity on the document camera, a short lecture on the
answers to the warm-up. Next, the lesson will be conducted in a

discussion format and students will complete their note-sheet, then

receive the homework assignment.
ii. Materials needed:
1. Pre-Assessment
2. Warm-up Activity/Exit Slip
3. 6.1 Note-sheet
4. Homework worksheet
V.

VI.

VII.

VIII.

Modeling
a. For this lesson I will be demonstrating how to add or subtract different
polynomial functions. I will be explaining my thinking so students can get
an idea of how to think and what questions they should ask themselves to
solve these types of problems.
i. I will ask learners to locate and label the like terms within
polynomial functions given.
ii. I will ask students to show their work on how to add or subtract the
functions.
iii. I will review a few simple exponent rules, when they are
appropriate to re-teach.
iv. I will show learners how to write our final solution in standard
format.
v. I will show learners how to check their answers for accuracy.
Checking for understanding
a. I will ask learners...
i. What is a function?
ii. Where are the like terms in this function?
iii. Can you add ____ and _____ together?
iv. Can you subtract _____ from _____?
v. How can we write this in standard form?
vi. What is going to be the first term in this function?
vii. Locate the leading coefficient, is this the largest number?
viii. Can you find the degree of this polynomial function?
ix. How could we possibly check our answers to be sure we conducted
the problem correctly?
b. Stop and check learners work while they work on the in-class note-sheet
c. Students will be responding individually, as well as a class depending on
my request
Guided Practice
a. Students will be completing the in-class worksheet individually, while
discussing answers as a class
b. I will walk around the room to help those who are struggling, also to see
where misconceptions arise. This will be done by asking appropriate
questions depending on where the learner claims they are confused.
Independent Practice
a. Students will be taking notes and asking questions individually throughout
this class period

IX.

b. Learners will receive a homework assignment that is a worksheet on all

that was covered during this lesson.
Closure
a. To wrap up todays lesson I will be handing out an exit slip that will have
the students do a final reflection of todays lesson by reviewing how to
write a solution in standard form.

Teacher Lesson Reflection

One thing I wish I had done differently would have been

The best part of teaching this lesson was

The worst or least successful part of the lesson was

One teaching strategy I wish I could have used for this lesson would be