Desmos Activity - Resources Reyes

10/25/2020 (10/23/20)-(10/26/20) 2.
5 Connecting Factors and Zeros (p) • Teacher Guide
(10/23/20)-(10/26/20) 2.5
SESSION
CODE
Connecting Factors and Zeros

(p)
In this lesson, students investigate the connection between the factors of a
polynomial, its zeros, and the horizontal intercepts of its graph. Students first studied
this with quadratics in an earlier grade and now extend that thinking into higher-
degree polynomials while making connections between points on graphs and
solutions to equations (MP7). Students reason from the zeros of a function to the
horizontal intercepts of its graph and vice versa. Students also use the zero product
property to infer zeros from factors. Students will not be able to infer a function’s
linear factors from its zeros until the Remainder Theorem is proved in a later lesson,
but here, students begin to see connections between factors and zeros.
This lesson also offers opportunity for students to use mathematical language about
the zeros of a function and the intercepts of graphs. This connection between an
equation for a function and the graph of the function is more difficult to see from the
standard form, so students work primarily with the factored form in this lesson. In the
next lesson, students will use both the factored form and the standard form of a
polynomial function to learn more about it, and will translate between the two forms
as needed.
Activity Checklist
Complete the activity using student preview.
Identify your learning targets for the activity.
Determine the screens where you’ll bring the class together using Teacher Pacing and Pause Class.
What will you discuss on those screens?
Anticipate screens where students will struggle, then plan your response.
Plan a challenge for students who finish the activity quickly and successfully.
Make yourself available during the activity to students for individual help and questions when
appropriate.
Write out your summary of the activity's main ideas. How will you pull student work into that
summary? Which parts of the activity can you skip to ensure that summary receives sufficient time?
https://teacher.desmos.com/activitybuilder/teacherguide/5f8f7be4270f282a4eeb514d 1/29
10/25/2020 (10/23/20)-(10/26/20) 2.5 Connecting Factors and Zeros (p) • Teacher Guide
My Learning Targets:
Activity Screens: Teacher Pacing and Pause Class

Use this page to plan your use of Teacher Pacing and Pause Class. Teacher Pacing lets you restrict
students to a single screen or a range of screens. Pause Class keeps students from interacting with
whatever screens they are currently viewing. Use these two tools to create conversations in your
classroom.
Consider these questions as you plan:
Which screen(s) should everyone work on at the same time? Why?
Which screen(s) do you want to keep students from seeing until you're ready for the class to see
them together? (Perhaps because they reveal answers or require a whole class conversation for
introduction.)
Are there any points in the lesson where you will want to make sure students aren’t playing with
the screens while you discuss something as a class?
11 2.5.1
2.5.1 Warm-up
Warm-up -- …
… 22 Warm
Warm Up
Up Review
Review …
… 33 Norms
Norms and
and Expec
Expec…
Expec…… 44 BELLs
BELLs

 



55 Objective:
Objective: 66 Guided
Guided Practice:
Practice: …
… 77 Independent:
Independent: Wh
Wh…
Wh…… 88 2.5.2
2.5.2 What
What Value
Value…
Value……
Find all Complete Find all
 distinct
values of
slides 4-
10. You
distinct
values of
  
99 2.5.2
2.5.2 What
What Value
Value…
Value…… 10
10 2.5.2
2.5.2 What
What Valu
Valu…
Valu…… 11
11 2.5.2
2.5.2 What
What Valu
Valu…
Valu…… 12
12 2.5.2
2.5.2 What
What Valu
Valu…
Valu……
Find all Find all Find all Find all
distinct distinct distinct distinct
values of values of values of values of
   
13
13 2.5.2
2.5.2 What
What Valu
Valu…
Valu…… 14
14 Reflect
Reflect 15
15 Objective
Objective 16
16 Activity
Activity Synthesis
Synthesis
Find all Thinking back on Think
distinct slides 4 - 11, what 
 about:
values of strategies did you In this unit, students How
   
17
17 Activity
Activity Synthesis
Synthesis 18
18 2.5.3
2.5.3 Factors,
Factors, In
In…
In…… 19
19 2.5.3
2.5.3 Factors,
Factors, In
In…
In…… 20
20 Card
Card Sort:
Sort: How
How …
…
Another On the
way to
write 
next slide
, match
each

 equation
to either a
21 Are
21 Are You
You Ready
Ready ff…
f…
… 22
22 Objective
Objective 23 Lesson
23 Lesson Synthesis
Synthesis 24 Student
24 Student Lesson
Lesson …
…
1. Write an 2. Write an 1. Do
equation that equation that 
 NOT
is true when is true when In this unit, students solve.
 
25
25 Objective
Objective 26 2.5.4
26 2.5.4 Cool
Cool Down
Down…
Down……
The
polynomial
In this unit, students 
 
11 2.5.1
2.5.1 Warm-up
Warm-up -- Noti
Noti…… Teacher Moves
Noti…
“Mathematicians are always working on their ability to quickly notice
 something about a graph or an equation - this makes their life easier
 so they don’t always have to do a lot of calculations or even use
graphing software. They can just look at it and know things about it.
Today, we are working on the skill of “just looking at it and knowing.”
This will make you faster with your tests and also make it so you
have to do LESS work.”
Activity Synthesis
Ask students to share the things they noticed and wondered.

If possible, record the relevant reasoning on or near the image. After
all responses have been recorded without commentary or editing,
ask students,
“Is there anything on this list that you are wondering about now?”
Encourage students to respectfully disagree, ask for clarification,
point out contradicting information, etc. If not brought up during the
conversation, ask students why it makes sense that, for example,
f x = x + 5 x + 1 x − 3 has a graph that crosses the
horizontal axis at -5.
Sample Responses
Student Response
Things students may notice: All of the graphs go up, down, and then
up again from left to right.
All the graphs have a horizontal intercept of −1,0 .
All the expressions on the right side of the equations have a factor of
x+1 .
Things students may wonder:
Why do all three graphs look so similar?
Why does the first graph dip down further?
Why do the numbers in the factors and the horizontal intercepts

seem to match?
My Notes:
22 Warm
Warm Up
Up Review
Review an
an…
an……


My Notes:
33 Norms
Norms and
and Expectati
Expectati…
Expectati……

My Notes:
44 BELLs
BELLs
My Notes:
55 Objective:
Objective:
My Notes:
Teacher Moves
66 Guided
Guided Practice:
Practice: Wh
Wh…
Wh……
Find all Continuing the thinking started in the warm-up, in this activity,
distinct
values of x students focus on what values of x will make a factored expression
equal zero. The focus of this task is for students to use the structure
 of the equations to reason about the solutions (MP7), so graphing
technology should not be employed at this time.
Identify students using different strategies to find values of x . For

example, some students may write down short equations to solve,
such as x + 4 = 0 , while others may skip writing that step and go
directly to writing down the solution.
Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports
Anticipated Misconceptions
Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

to x = 8 , or x = −8 . Encourage them to check their answer by
substituting it for x in the original equation.
My Notes:
77 Independent:
Independent: What
What V
V…
V…… Find all distinct values of x that make the equation true. (Write your
Complete answers in the table smallest to largest.)
slides 4-
10. You x+4 x+2 x−1 x−3 =0
h 6
 First, how many solutions will there be?
Teacher Moves
Continuing the thinking started in the warm-up, in this activity,

students focus on what values of x will make a factored expression
of the equations to reason about the solutions (MP7), so graphing

Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
88 2.5.2
2.5.2 What
What Values
Values of
of …
… Find all distinct values of x that make the equation true. (Write your
Find all distinct
answers in the table smallest to largest.)
values of
x that make
x+4 2 x+2 2=0

First, how many solutions will there be?
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
99 2.5.2
2.5.2 What
What Values
Values of
of …
Find all distinct
values of
x that make −2 x − 4 x−2 x+1 x+3
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
10
10 2.5.2
2.5.2 What
What Values
Values oo…
o…
Find all distinct
values of
x that make 2x + 8 7x − 3 x − 10 = 0
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
11
11 2.5.2
2.5.2 What
What Values
Values oo…
o…
Find all distinct
values of
x that make
x2 + 3x − 4 = 0
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
12
12 2.5.2
2.5.2 What
What Values
Values oo…
o…
Find all distinct
values of
x that make x 3−x x−1 x + 0.75 = 0
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
13
13 2.5.2
2.5.2 What
What Values
Values oo…
o…
Find all distinct
values of
x that make
x2 − 4 x+9 =0

First, how many solutions will there be?
Teacher Moves


Sample Responses
1. -4, -2, 1
2. -4, -2, 1, 3
3. -4, -2
4. 4, 2, -1, -3
5. -4, 3/7, 10
6. -4, 1
7. 0, 3, 1, -0.75
8. -2, 2, -9
Student Supports

My Notes:
14
14 Reflect
Reflect Thinking back on slides 3 - 11, what strategies did you use in order to find
the solutions? How were you able to check it using the graphs?
Thinking back on slides 4
- 11, what strategies did
you use in order to find
th l ti ?

My Notes:
15
15 Objective
Objective
In this unit, students

l th i

My Notes:
16 Activity
16 Activity Synthesis
Synthesis How could you figure out what values of x make
Think f x = x3 + 5x2 + 2x − 8 = 0 ?


about:
How could
fi

My Notes:
17
17 Activity
Activity Synthesis
Synthesis Another way to write f x is f x = x + 4
x+2 x − 1 . What
Another do you notice and wonder about the graph of f x ?
way to write
f x = x3 + Sample Responses

An important takeaway from this activity for students is that it takes
only one of the factors equaling zero at a specific input for the entire
expression to equal zero. If needed, have a brief discussion about
why this is true of zero but not other numbers (for example, if
m · n = 0 , that doesn't guarantee that either m or n is 10).
Select 2–3 previously identified students to share how they identified

values of starting with those who wrote short equations and
continuing with those who worked out the solutions mentally. If not
discussed, explicitly call out the common error that a factor of x + a
means that x = a is a solution.
My Notes:
On the next slide , match each equation to either a graph or a

18 2.5.3
18 2.5.3 Factors,
Factors, Interc
Interc…
Interc……
description.
On the next
slide ,
match each Take turns with your partner to match an equation with a graph or a
 equation to description of a graph. Then discuss the following with a partner.
either a
graph or a
description 1. For each match that you find, explain to your partner how you know it’s
a match.
2. For each match that your partner finds, listen carefully to their
explanation. If you disagree, discuss your thinking and work to reach an
agreement.
Teacher Moves
In this partner activity, students take turns using the structure of

equations to match them to either a graph or a description of a graph,
building their fluency identifying the horizontal intercepts of a graph of
a polynomial from the equation of the polynomial written in factored
form. As students trade roles explaining their thinking and listening,
they have opportunities to explain their reasoning and critique the
reasoning of others (MP3). All the polynomials in the activity are 3rd
degree with similar factors, so students must pay close attention to
signs as they match cards. The focus of this task is for students to
use the structure of the equations to reason about the matches
(MP7), so graphing technology should not be employed at this time.
Launch
Arrange students in groups of 2. Give each group a set of cut-up

slips. Ask students to take turns: the first partner identifies a match
and explains why they think it is a match, while the other listens and
works to understand. When both partners agree on the match, they
switch roles.
Student Supports
Students may match the graphs incorrectly if they do not check

enough points. For example, cards 7 and 8 both have intercepts at -5
and 4. Encourage students to double-check their matches by making
sure that the properties they’ve found eliminate all possible matches
but one. If more than one match is possible, they should look for
other important properties.
My Notes:
19
19 2.5.3
2.5.3 Factors,
Factors, Interc
Interc…… Teacher Moves
Interc…
In this partner activity, students take turns using the structure of
 equations to match them to either a graph or a description of a graph,
building their fluency identifying the horizontal intercepts of a graph of
a polynomial from the equation of the polynomial written in factored
form. As students trade roles explaining their thinking and listening,
they have opportunities to explain their reasoning and critique the
reasoning of others (MP3). All the polynomials in the activity are 3rd
degree with similar factors, so students must pay close attention to
signs as they match cards. The focus of this task is for students to
use the structure of the equations to reason about the matches
(MP7), so graphing technology should not be employed at this time.
My Notes:
Teacher Moves
20 Card
20 Card Sort:
Sort: How
How did
did …
…
This slide gives students feedback on their card sort.
If correct, fireworks are displayed.
If incorrect, students are told how many cards are correct and to
return to the previous slide to fix their card sort.
My Notes:
1. Write an equation that is true when x is equal to -5, 4, or 0 and for no

21 Are
21 Are You
You Ready
Ready for
for …
…
other values of x .
1. Write an 2. Write an
equation that is equation that is
true when x is true when x is
lt 5 4 lt 5 4 Sample Responses
1. x+5 x−4 x=0

2. x+5 x − 4 x2 = 0
My Notes:
22
22 Objective
Objective

l th i

My Notes:
23 Lesson
23 Lesson Synthesis
Synthesis Write a short explanation for what values of x make
1. Do NOT V x = 11 − 2x 8.5 − 2x x = 0.


solve.
How would Teacher Moves
fi d

Students may remember this equation from an earlier lesson in which
V x is the volume, in cubic inches, of a box made from a single
sheet of paper with squares of side length x inches cut from each
corner. Ask students to write a short explanation to another student
who is not in the class about how to identify what values x of make
V x = 0 . (0, 4.25, and 5.5.) If time allows, invite students to share
their explanations.
My Notes:
24
24 Student
Student Lesson Su…
Lesson Su
Su……
My Notes:
25
25 Objective
Objective

l th i

My Notes:
26
26 2.5.4
2.5.4 Cool
Cool Down
Down -- P
P…
P…… Sample Responses
The Sample response: Each of the horizontal intercepts is the opposite of
polynomial
where it should be. For example, the factor x − 5 equals zero
 y= x−5
when x = 5 , not when . This means when y = 0 is 5 and not -5.

3
The graph should cross the -axis at − , 2, and 5.
4
My Notes:
Summary Notes:

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10/25/2020 (10/23/20)-(10/26/20) 2.

5 Connecting Factors and Zeros (p) • Teacher Guide

Connecting Factors and Zeros

Complete the activity using student preview.

Identify your learning targets for the activity.

Activity Screens: Teacher Pacing and Pause Class

Which screen(s) should everyone work on at the same time? Why?

Ask students to share the things they noticed and wondered.

All the graphs have a horizontal intercept of −1,0 .

Things students may wonder:

Why do all three graphs look so similar?

Why does the first graph dip down further?

Why do the numbers in the factors and the horizontal intercepts

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

Continuing the thinking started in the warm-up, in this activity,

Identify students using different strategies to find values of x . For

Students may mistakenly go from x + 0 to x = a , from 2x + 8 = 0

In this unit, students

Select 2–3 previously identified students to share how they identified

On the next slide , match each equation to either a graph or a

In this partner activity, students take turns using the structure of

Arrange students in groups of 2. Give each group a set of cut-up

Students may match the graphs incorrectly if they do not check

1. Write an equation that is true when x is equal to -5, 4, or 0 and for no

1. x+5 x−4 x=0

In this unit, students

In this unit, students

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