CEP Lesson Plan Form

Teacher: Grace Nishida Date: 2/15/18

School: Rocky Mountain High School Grade Level: 9/10 Content Area: Algebra I (voyager)

Title: Multiplying Polynomials Lesson #: 1 of 2

Lesson Idea/Topic and Check ability to add, subtract and multiply polynomials. Finding area of
Rational/Relevance: various regions with polynomial dimensions.

Student Profile: Students at or behind grade level in math, have a tendency to be

disengaged. Need to know how/when it is helpful to us math.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSA.APR.A.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.

Understandings: (Big Ideas)

How to properly multiply polynomials of different length and put them in standard form.
The difference between and knowing when to add polynomials versus when to multiply them.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What makes variables and numbers different?
What do polynomials help us to do?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Add, subtract, and multiply polynomials in various scenarios.
I can: Complete arithmetic with polynomials and use proper combination and distribution, distinguish parts of polynomials, and put polynomials in standard
form.
This means: I can find the perimeter and area of various regular polygons with polynomial dimensions by adding, subtracting, and multiplying polynomials.

List of Assessments: (Write the number of the learning targets associated with each assessment)
Students successfully complete worksheets, tasks, quizzes, and tests.
Can defend answers in class discussion and in written explanation.
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Planned Lesson Activities

Name and Purpose of Lesson Around the Room Scavenger Hunt

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Direct teach, discussion, individual work
Yes ___ No X c Why did you choose this model(s) and what are the teachers’ roles?
This model will get the students engaged and teach them some application. Teacher will
direct teach and then move on to become a facilitator in the activity.

Approx. Time and Materials Notes/Review (15-20 min), Instructions (5-10 min), Activity (~30 min), Discussion (~15
min)

Anticipatory Set The strategy I intend to use is: Warm up, student participation
I am using this strategy here because: It will get the students thinking about what they
already know so they will be ready to use it.

Procedures The strategy I intend to use is: Direct teach during review, individual activity
I am using this strategy here because: Students must know the guidelines, boundaries,
and consequences but they work better with a little freedom to think and move.

Teacher Actions Student Actions Data Collected

Give directions Participants in discussion Completed (or
Be a facilitator during activity Complete the task in groups incomplete) worksheets.
Understanding what Ask questions. Most difficult problems to
questions were hard and go over during discussion
need review

Closure The strategy I intend to use is: Class discussion

I am using this strategy here because: I intend on getting feedback on if the activity was
good practice/helpful. We will also discuss what can be done with polynomials.

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Differentiation Content Process Product Environment

Modifications: Students may Students may N/A Students may
work in pairs. participate at participate at
their seats. their seats
Extensions: Challenge: Add Go back and N/A Students may
another term. find the missing work
Take a look at elements of individually.
division. Name previous
the problems.
polynomials.

Assessment If students have successfully correctly attempted the problems in the scavenger hunt, I
will know they have a good start of understanding the material and if they complete the
problems correctly, I will see they mastered the skill of multiplying and adding
polynomials. If a majority of students failed to attempt/complete specific problems,
those will be revisited in the next lesson.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

I would say that most of the students understood the assignment and were able
to go about successfully completing the task at hand. The objective was to review and
apply their knowledge of multiplying polynomials to finding areas of shapes. Because
they completed the task, and were able to discuss as a class afterwards, I would say that
they achieved the goal for the day.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

Teaching this lesson again, I would be sure to have a tangible assignment of

some sort to extend the learning for the students who finish early. I had something for
them to do but it involved writing on their own sheet of paper and that pretty much
entailed that it wasn't going to happen. I would also explain how the scavenger hunt
works a little more clearly because certain students didn't quite grasp it.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

My next lesson will probably consist of continued practice with a little bit of new
material considering how long is spent on each topic in this class. Again I will most likely
incorporate some sort of activity so that they can get up and moving or doing something
a little more fun and engaging than just taking notes.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

This lesson was not a co-teaching lesson.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning

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CEP Lesson Plan Form

 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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