This lesson uses cooperative learning through the jigsaw method. Students will begin in their "expert" groups where they learn a method of factoring. Students will work together on problems predetermined by the teacher. Then, students will relocate to their "home" group where they will teach their peers the method of factoring that they learned.
Lesson 11-3:
Factoring Special Cases and
Lesson 11-4:
Estimating Solutions to Polynomial Equations
4.3D Procedures
1. Select and use appropriate methods for factoring a polynomial
2. Select and use appropriate methods to solve polynomial equations by graphing
Focus: Communication,
Technology
Learning
Objectives
· Given a polynomial, students will factor correctly by using common monomial factoring, perfect square patterns, or patterns for the difference of squares.
· Given a polynomial equation, students will correctly estimate zeros of functions by using graphs and tables.
Materials
·
AAH Textbook
·
Notebook/Paper
·
Pencils
·
Calculators
·
Handout:
Sections 11-3 and 11-4
·
Handouts: Instructions for sections A, B, and C
·
Note cards with correct solutions to sections A,
B, and C
·
Note cards with student’s names
Preparation
The teacher needs to prepare the handout: Sections 11-3 and 11-4 and make enough copies for the entire class. He/she also needs to type up instructions for how to complete sections A, B, and C on the handout for students as well as note cards with correct solutions. Finally, the teacher needs to decide in advance which students he/she wants to work together in groups and make note cards to put on desks.
Procedure
Before (5
minutes)
· Things to be done before students enter the classroom:
- The desks need to be arranged in 5 groups of 3 students and 1 group of 4students
- A note card should be placed on each desk with a student’s name written on it
(the teacher will greet students at the door and tell them to sit at the desk with
their name card on it)
- In each group, there should be enough copies of class worksheets for each
student (Handout: Sections 11-3 and 11-4 and instructions for either section
A, B, or C)
Activity (25-30 minutes)
· The teacher should greet the students and explain today’s activity
- Students are placed in 6 groups
- Each group has a specific section of the worksheet to complete
- 2 of the groups will complete section A
- 2 of the groups will complete section B
- 2 of the groups will complete section C
- Students will know which section they are to complete by the handout
of instructions on their desks
- Tell students that they are read the instruction handout and then complete the
corresponding problems on the worksheet
- Students should work together with their group
- Each member of the group is responsible for knowing the information and to
write down the answers (tell students they will be expected to teach the
information they learned to other students)
- Tell students they will be graded on how well they work with their group and
by how well they stay on task
- Tell students they will be given 10 minutes to complete this part of the activity
- When students are finished, they should raise their hand and the teacher will
give them the answer key so that they can check their work
· While students are working in their group, the teacher should pass out their new Weekly Review assignment so that students can begin working on that if they finish early
· Next, the teacher should tell each student to look at their name card on their desk
- On the back of each name card is a number from 1-6
- The teacher will tell students which group of desks corresponds to each
number from 1-6
- When told, students will then relocate to their new group depending on their
number
- In these new groups, there should be one student from each of the previous
three sections
· In this second part of the activity, each student will teach the others in their group the information they learned and guide them to complete the problems in their section. Students will be encouraged to ask each other questions. Students will be given 12-15 minutes.
· If students finish early, they will be instructed to complete Section D on the worksheet. Section D can only be completed once students understand the material from the previous three sections.
· Once all of the groups have finished, the teacher will ask for volunteers to come to the board to display their answers to section D on the worksheet. Students will be expected to explain their work to the rest of the class as well as answer any questions.
· Throughout the entire activity, the teacher should walk around the classroom and guide students if they are having any difficulties and to answer any questions. The teacher needs to check on each group periodically to make sure they are on task.
Summary
and Reinforcement (5 minutes)
·
Summary
Questions to ask the students
- What did you learn today?
- What is common monomial factoring?
- What is the difference of squares factoring?
- What method of factoring did you find easy? Difficult?
- What type of factoring would you like me to go over again tomorrow?
- How do we use graphs to estimate solutions to polynomial equations?
·
Homework:
Assignment C and D (even problems only)
Assessment
The teacher will be able to see how much students understand and have learned by their responses to the summary questions at the end of class. Students will be given a homework assignment to reinforce concepts learned in class and will be reviewed the following day.
Personal Philosophy of Education (Full)
Personal Philosophy of Education (Overview)