CEP Lesson Plan Form

Teacher: Mitchell Tandy

School: Chatfield Senior High School

Date: 2/24/2016
Grade Level: 9

Title: Polynomials: Introduction to Multiplication

Content Area: Math

Lesson #:3 of 7

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CDE High School Math Standard 2.3.c.
Perform arithmetic operations on polynomials. (CCSS: A-APR)
i. 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: AAPR.1)

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

How do you multiply a monomial and a binomial? How does this connect with what you already
know about distribution?
How do you multiply two binomials? How does the relate to monomial/binomial multiplication?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
Students will start on the path to understanding polynomial multiplication, beginning with monomials
and moving up from there.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Students, given two polynomials of degree 2 or less, will be able to find their product using the
traditional F.O.I.L. (distribution) method.
Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
For an immediate, informal assessment, students will complete an exit ticket where they multiply two
binomials for two different problems. As a formal assessment, students will complete the practice
assignment and turn it in the following day.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Polynomials: Introduction to Multiplication

Approx. Time

30min, leaving 20min to start on practice assignment.

Anticipatory Set

The do-now as students enter the room is a group of short, easy problems that students have worked with in the past
regarding the distributive property (which they will be using a LOT). This will be utilized to start the discussion over what
( + 2) would be, and how you would multiply those factors.

Teaching/
Presentation:

Because the lesson begins with a mini-lesson on monomial multiplication, the sections described below will cover both
the monomial/binomial presentation and the binomial/binomial presentation:
1. Input: Once students complete the warm-up and we discuss how distributing a variable would work, I will explain
the process for monomial multiplication (which is that variable distribution). Following the monomialdistribution section, I will walk through how to F.O.I.L. using the same format as their guided notes.
2. Modeling: Using a Gradual Release model, I will work through several examples of each process following its
explanation.
3. Checking for Understanding: Following presentation of new information, students will begin individual practice
while I check progress informally across the room as they work.
4. Questioning Strategies: Todays lesson is a prime opportunity to work up to analyze-level questions by
comparing and relating these multiplication processes to the distributive property of previous lessons. In
addition, I will continually ask remember-level questions regarding the vocabulary from the first day in order to
work towards memorization of said vocabulary.
Following the presentation of new material, students will work on the practice assignment of the day, allowing me the
opportunity to informally assess progress as they work.

-Lecture

Teaching Strategy:
Guided Practice
&
Differentiation
Closure

In the final 5 minutes of class, I will have them pull out a piece of paper and complete the exit-ticket for the day (the two
questions described above).

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CEP Lesson Plan Form

Materials

None outside of routine materials.

Accommodations
&
Modifications

To modify: While the geometric extension at the bottom of the assignment is an interesting problem that helps students
work on lateral thinking and application, it is a luxury that can be removed if students struggle with concept enough
without such extensions.
To extend: Students who finish quickly can be prompted with a preview of the later extensions to trinomials asking
students what changes when the polynomials get bigger, or how treating the first binomial exactly like a monomial
would work similarly.

Assessment

Informal: two question exit-ticket

Formal: Practice assignment half-sheet (turned in following day)

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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)
The strategy of connecting F.O.I.L. to distribution was very successful, and I would
certainly continue with this type of strategy for future instruction. On the practice
assignment, over half of the students who turned it in had no errors in their work, even
though there were problems where a negative could have easily caused mistakes.
However, that is in regards to the students who turned the assignment in. Existing
concerns with students turning in work are continuing, and I am concerned that this will
seriously impact overall student success with the unit.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
With a group of students with stronger skills, I would like to take the time to extend the
activity to more lateral applications, because the majority of problems are of the basic
practice variety. However, this was a good level of challenge for these students in
particular.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Due to the achievement of todays lesson objective across the board, tomorrows lesson
regarding the Box method and additional practice should be similarly successful. I am
anticipating that a couple of students in particular who have difficulty with the abstract-nature
of algebra will enjoy the visual-nature of the Box method more than F.O.I.L.

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