Adding and Subtracting Polynomials
Student Learning Objective:
Students will add and subtract polynomials by taking orders from as a drive-thru attendant as measured by closing activity.
Students will add and subtract polynomials by taking orders from as a drive-thru attendant as measured by closing activity.
Apps being used during the lesson
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Anticipatory Set
(15 MINUTES)
Present yourself as a customer going through a drive thru that is trying to feed a van full of hungry athletes. The students are playing the role of the person working the window. Without presenting any more information, students need to accurately complete the following orders (read the first one rather slowly without giving much time for students to write down all information):
Only read through the instructions twice. The goal is not to get every student to get the right answer. Instead, the goal is to pinpoint the students who abbreviated the order to make things easier. Once you have read through the order twice, ask the class if anyone can simplify the order and repeat it. Chances are, not many students will be able to do this accurately. That is OK!!!
After the first order, recommend that students simplify their notes as follows:
Next, rattle off 2-3 more orders of your choice. Mix up the variety. If you need examples, use these:
Vocabulary Needed:
Present yourself as a customer going through a drive thru that is trying to feed a van full of hungry athletes. The students are playing the role of the person working the window. Without presenting any more information, students need to accurately complete the following orders (read the first one rather slowly without giving much time for students to write down all information):
- 2 hamburgers, 3 cheeseburgers, 1 more hamburger, 4 more cheeseburgers, 2 double cheeseburgers
Only read through the instructions twice. The goal is not to get every student to get the right answer. Instead, the goal is to pinpoint the students who abbreviated the order to make things easier. Once you have read through the order twice, ask the class if anyone can simplify the order and repeat it. Chances are, not many students will be able to do this accurately. That is OK!!!
After the first order, recommend that students simplify their notes as follows:
- hamburgers = h
- cheeseburgers = c
- double hamburgers = h^2
- double cheeseburgers = c^2
- napkins = constants (just a way to practice writing the constants of a polynomial
Next, rattle off 2-3 more orders of your choice. Mix up the variety. If you need examples, use these:
- 4 hamburgers, 6 napkins, 2 hamburgers 5 double cheeseburgers, remove 3 hamburgers, add 8 double cheeseburgers, and finally add 2 hamburgers
- 1 cheeseburger, 3 double cheeseburgers, 11 napkins, 5 cheeseburgers, 9 hamburgers, take off 1 double cheeseburger, 9 napkins
Vocabulary Needed:
Lesson Introduction
(20 MINUTES)
Using this site from your Diigo browser, review the classification of polynomials.
Once this is done, explain to the students what they did in the anticipatory set. In reality, by taking complex burger orders, they have used the concepts of adding and subtracting polynomials. Work with the students to add or subtract the problems from the following video:
Using this site from your Diigo browser, review the classification of polynomials.
Once this is done, explain to the students what they did in the anticipatory set. In reality, by taking complex burger orders, they have used the concepts of adding and subtracting polynomials. Work with the students to add or subtract the problems from the following video:
If needed, go through the problems with the students as they seek the help. This is a new concept and students will need support. Classifying the polynomial afterwards is a key component of what the students will do.
Guided Practice
(15 MINUTES)
Based on the levels of the students in the classroom and the culture of the room, have students work in small groups to create their own orders to stump the class. The goal should be to include at least 5 elements to the order and a variety of at least 3 unique elements. Once the students create the orders, check their top choice and have them prepare to give the class their challenge.
Based on the levels of the students in the classroom and the culture of the room, have students work in small groups to create their own orders to stump the class. The goal should be to include at least 5 elements to the order and a variety of at least 3 unique elements. Once the students create the orders, check their top choice and have them prepare to give the class their challenge.
Closing
(7 MINUTES)
Choose the top 4 orders from the class. Have a representative from each group stand up and give their order slow enough for the class to write down without repeating it. At this point, the class will have spent some time practicing the process and should be able to adequately simplify 3 out of the 4. Have students turn their order in at the end of the period.
Choose the top 4 orders from the class. Have a representative from each group stand up and give their order slow enough for the class to write down without repeating it. At this point, the class will have spent some time practicing the process and should be able to adequately simplify 3 out of the 4. Have students turn their order in at the end of the period.
Resources to Reference
Polynomial Calculator Online
Video explanation via YouTube
Additional resource
"Fun" explanation
Algebra Dictionary
Happy Fishing
Video explanation via YouTube
Additional resource
"Fun" explanation
Algebra Dictionary
Happy Fishing
