TPACK Template (THERE IS TWO PAGES TO THIS ONE!

Subject
Mathematics: Algebra I

Grade Level
9-12

Learning Objective
Primary:

Mathematics A.2: The student will: perform operations on

polynomials, including factoring completely first- and second-degree
binomials and trinomials in one variable.

Secondary/Supported:

English 9.1: (as a side benefit only) The student will make planned
oral presentations independently and in small groups.
d) Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
h) Give impromptu responses to questions about presentation.
i) Give and follow spoken directions to perform specific tasks, answer
Content

questions, or solve problems.

k) Summarize and evaluate information presented orally by others.

Activity
Before class, the teacher will remove slide 7 from the SMART
Exchange file. It provides no meaningful content to the lesson.

For this group lesson, the teacher will begin class by reviewing:
1. Creating, resizing and moving blank objects on the screen,
specifically a white rectangle.
2. Writing and clearing text and diagrams in a variety of colors on
the SMART Board.
3. The steps to create a screen capture into a PDF file.

Once the students can use the whiteboard proficiently, the teacher
shall access:
http://exchange.smarttech.com/details.html?id=1f1fe
3ae-5fbb-46a5-84fb-d22334f71fe2
Pedagogy

For all steps of the following lesson, teacher should ensure that each
student takes a turn at the SMARTboard. Remind students not to
worry about taking written notes, and instead to focus on the student
working at the board, and his/her explanation of steps.

Then, for each problem:

a) Circle the current working problem in a distinct ink color.
b) Create a blank white box on the slide beside the working
problem, large enough to obscure the problems not currently
being solved.
c) Perform all calculations and write all answers on the
whiteboard in the provided white box. The student
d) Each student completing a solution on the whiteboard should
explain the logic of his/her solution as he/she performs each
step of the problem.
e) When complete, create a PDF screen capture record student
solutions. (After the lesson, these will be emailed to the
students). Delete the white working space text box.

** If students demonstrate a firm proficiency with the steps of a

certain type of problem, all practice problems need not be
completed. Move on to the next side to make efficient use of time.

With the SMART Notebook project loaded, the teacher will:

(slide 1): Review the standard steps that apply to factoring all
polynomials.
(slide 2):
1. Remind students of the concept of Greatest Common Factor
(from earlier lessons).
2. Explain and demonstrate how this concept applies to
simplifying an algebraic expression.
3. Demonstrate the application of step 1 to problem 1 on this
side.
(slide 3):
1. Discuss the 3 special types of polynomials as listed in step 3.
Review the terms Difference of Squares, Square Trinomial,
and Sum of Cubes as necessary.
2. Present examples of each type of special product, providing
responses in the spaces provided on the slide to highlight the
use of patterns to recognize these special products.
(slide 4): Demonstrate the first Difference of Squares problem.
Supervise and assist as students take turns applying this technique
for the remaining practice problems on this slide.
(slide 5): Demonstrate the first Perfect Square Trinomial problem.
Supervise and assist as students take turns applying this technique
for the remaining practice problems on this slide.
(slide 6): Demonstrate the first Sum or Difference of Cubes
problem. Supervise and assist as students take turns applying this
technique for the remaining practice problems on this slide.
 (slide 8, now 7):
1. Remind students of step 3 in the standard process for
factoring polynomials, and its three subsets of problems:
Leading Coefficient is 1, Leading Coefficient is Prime, Non-
Prime Leading Coefficient.
2. Demonstrate the first Leading Coefficient is 1 problem.
Supervise and assist as students take turns applying the
technique for the remaining practice problems on this slide.
(slide 9, now 8): Demonstrate the first Leading Coefficient is Prime
problem. Supervise and assist as students take turns applying this
technique for the remaining practice problems on this slide.
(slide 10, now 9): Demonstrate the first Non-Prime Leading
Coefficient problem. Supervise and assist as students take turns
applying this technique for the remaining practice problems on
this slide.
(slide 11, now 10):
1. Remind students of the proper grouping of like terms in larger
polynomials (from previous lessons)
2. Demonstrate the first grouping problem. First, group the
terms as necessary, then factor the resulting polynomial.
3. Supervise and assist as students take turns applying this
technique for the remaining practice problems on this slide.
(slide 12, now 11): With the remaining class period:
1. Use problems 12, 13 and 14 to remind students that terms
with higher exponents may actually be squares or cubes in
disguise.
2. Assign problems randomly to students and have them
calculate answers individually.
3. After sufficient time (~4 minutes), select students who have
not yet demonstrated a problem at the whiteboard, and call
them up to show their solutions on the board.
4. Assign students to complete the remaining problems as
homework.

Upon completion of the class, the teacher should compile all PDF
screenshots into a single file to be emailed to students before the end
of the school day. Encourage students to retain this document to be
used as a study guide for future exam preparations.

Technology
Technolo

http://exchange.smarttech.com/details.html?id=1f1fe3ae-5fbb-
46a5-84fb-d22334f71fe2
gy