Trenton Tate

EDU 542
Chapter 9 Vocabulary Acquisition Model
Introduction to Polynomials

Vocabulary Acquisition Model

Vocabulary Acquisition Model pp 211-241
8th to 10th Grade Algebra APR 1.
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials pencil paper, IPad, handout on polynomials, definition handout
Vocabulary degree, monomial, polynomial, trinomial, binomial
Literature polynomial handout

2. OBJECTIVE
Students can identify the differences in polynomials and can determine their degrees.
DOK 1 (recall, identify, recognize), DOK 2 (compare, distinguish), DOK 3 (hypothesize, compare, investigate, differentiate)
Algebra A-APR Perform arithmetic operations on polynomials. 1. Understand 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.
3. ASSESSMENT Perfect Assessment Tool Rationale:
Informal assessment Observing how well students can recall prior
Monitoring individual, partner, then class discussion information, how they apply their concepts, then
Exit slip quiz understand new terms and evaluate understanding.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. I am looking for students to relate previous concepts, namely degree, as well as understanding of prefixes to new terms.
2. Students will develop deeper meaning and relate what they are learning to outside of the classroom, and outside back.

1. MOTIVATION FOR LEARNING

Intrinsic motivation for correctly spelling and defining terms, and performing well on exit slip quiz.
Encourage students to come up with their own understanding, guiding them towards an acceptable understanding.
We will promote growth mindset by training students to analyze word and prefix meanings. Little information will be given to
them, and additional information will be given as we go to aid students that need an additional push.

2. PRE-LESSON - Just before teaching the new lesson do the following:

Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)
Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)

6. LESSON BODY:. Follow the exact steps provided in the text for the lesson you are teaching. Clarity is the key.

Step 1 Teacher gives students blank definition/example organizer. Then instructs students to listen to the following words,
degree (of a function), polynomial, monomial, binomial, trinomial; and attempt to spell these words on own, and
define/give an example of the term.

Step 2 Teacher asks students to compare their hypotheses or knowledge with a partner.

Step 3 Teacher discusses with class spelling patterns by reviewing the various spellings of the words. Asks students to
determine related words, and their meanings, or examples.

Step 4 Teacher gives handout for students to read on polynomials, then has students add or make any changes to their
spellings, definitions, or examples.
Step 5 Teacher gives short exit slip quiz. Students must determine the type of polynomial and state the degree.

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 Formative assessment: while students are independently brainstorming, then in pairs, and as a class; teacher
assess how well they have grasped the concepts, and if they have been able to relate the previously covered
concepts to todays newly covered topics.

Summative assessment: Ext slip given.

7. ASSIGNMENT
Students are given homework questions where they must create various types of polynomials with different degrees.
Students reaffirm their understanding of polynomial functions and how to determine their degree.

8. Student Work Examples/Technology Support

Attach samples of student work.
Include a variety of levels of performance
Add technology support (ex. www resources/interactive activities etc.)

Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation
Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Students will apply understanding of degree to polynomials.

SLO 2: Students will break down meaning of monomial, binomial, trinomial, polynomial.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning by focusing on the vocabulary and the
meanings, students will develop a better understanding.
How does this model make learning stick in long term memory? Similar to above, since the students will be focusing on the
vocabulary meanings, this will help them remember it long term.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory. I think this lesson is appropriate. It tackles a
concept in a different approach. Students that excel in breaking down word meaning, will be able to use these strengths to
math. Students that struggle with English may have difficulties.
How will you support advanced/ELD/Special needs learners through using this model? - Provide an additional graphic
organizer for students to use.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS. Perform
arithmetic operations on polynomials. [Beyond quadratic] 1. Understand 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. We would, next, be applying algebraic operations to these concepts.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist). Behaviorism, since we are using student associations with other word meanings to help build better
understanding.
Link this lesson to one or more of the Big Ideas and provide a rationale. - The big idea is to develop understanding of the
words students will be using.
Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive examples.
Describe technological resources you have found useful. Google and dictionary-based websites that could have been used
to develop meaning.

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Growth Mindset

By allowing students to pool in their own understandings of other familiar words, such as bicycle or tricycle, students can tie in
similarities to the new terms.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning. I would have to teach this lesson to
gauge how well the lesson goes.
What have you learned about how learning happens? Implementing more attention on the focus, even in math, can be
helpful in learning.
What more do you need to read or learn? Coming up with more reading sources or capitalizing on vocabulary based
content.
How does this add to your credibility to supervise student teachers? Gives me more insight on lessons other subjects
besides math may use.