Classifying Polynomials
Student Learning Objective:
Students will classify polynomials using correct nomenclature as measured by the Ticket Out the Door activity
Students will classify polynomials using correct nomenclature as measured by the Ticket Out the Door activity
Apps being used during the lesson
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Anticipatory Set
(9 MINUTES)
As a way to introduce the classification of polynomials, ask students to write down the solutions to the following questions:
After giving students time to individually answer each of the 5 questions, review the answers as a class using visuals from the ShowMe app or finding pictures using the Diigo browser. This gives the students a solid understanding of why certain polynomials are named a certain way.
Vocabulary Needed:
As a way to introduce the classification of polynomials, ask students to write down the solutions to the following questions:
- How many wheels does a bicycle have? (Answer = 2)
- How many wheels does a tricycle have? (Answer = 3)
- How many quarts are in a gallon? Or, how many quarters make a dollar? (Answer = 4)
- What is the only exponent in a linear function? (Answer = 1)
- How many dimensions is a cube? (Answer = 3)
After giving students time to individually answer each of the 5 questions, review the answers as a class using visuals from the ShowMe app or finding pictures using the Diigo browser. This gives the students a solid understanding of why certain polynomials are named a certain way.
Vocabulary Needed:
Lesson Introduction
(20 MINUTES)
Using this site from your Diigo browser, introduce the classification of polynomials. There is nothing fancy or new here, but it is a simple and well-laid out site that outlines all of the correct nomenclatures for classifying polynomials. If you need a refresher on this for your own records (or to show students as a flipped video), see below or click here:
Using this site from your Diigo browser, introduce the classification of polynomials. There is nothing fancy or new here, but it is a simple and well-laid out site that outlines all of the correct nomenclatures for classifying polynomials. If you need a refresher on this for your own records (or to show students as a flipped video), see below or click here:
Once students have the correct tables in their notes, introduce the concept of degree and writing it in Standard Form. In standard form, the expression will be written in descending order of degree. Keep this in mind, as this is one of the most common mistakes that students will make. As a resource, I would recommend using this worksheet to introduce the problems to the class. Use iAnnotatePDF to work through the problems with the students.
Guided Practice
(15 MINUTES)
Using the iAnnotate PDF app, have students factor 2-3 problems from this worksheet. I recommend any of the first 10 problems on the sheet. Give 2-3 minutes for each problem, followed randomized questioning to have students explain each step of the process. In order to be finished, students must:
Students can check their solutions using the answer key at the bottom of the page while the rest of the class is working to complete their classifications.
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference! This takes very little time and is an effective way to reinforce learning.
Using the iAnnotate PDF app, have students factor 2-3 problems from this worksheet. I recommend any of the first 10 problems on the sheet. Give 2-3 minutes for each problem, followed randomized questioning to have students explain each step of the process. In order to be finished, students must:
- Write the degree of the polynomial
- Write the leading coefficient of the polynomial
- Write the name of the polynomial (ex. linear monomial)
Students can check their solutions using the answer key at the bottom of the page while the rest of the class is working to complete their classifications.
If a student (or pair of students) finish early, they can quickly and easily create a ShowMe and have it posted so that the class can use it as a reference! This takes very little time and is an effective way to reinforce learning.
Closing
(7 MINUTES)
From this same worksheet, choose two problems for the students to write down on a quarter sheet of paper as their "Ticket Out The Door". Ideally, you would have about 7 minutes in order to explain if necessary and to really check for understanding. Have students hand you their response on their way out the door for you to reference and make adjustments to tomorrow's lesson.
**I am not a huge advocate for worksheets, but there are times when making up your own problems gets to be tedious and painful (especially when they don't work). Therefore, using the Kuta worksheet as a starting point to guide the lesson is helpful.**
From this same worksheet, choose two problems for the students to write down on a quarter sheet of paper as their "Ticket Out The Door". Ideally, you would have about 7 minutes in order to explain if necessary and to really check for understanding. Have students hand you their response on their way out the door for you to reference and make adjustments to tomorrow's lesson.
**I am not a huge advocate for worksheets, but there are times when making up your own problems gets to be tedious and painful (especially when they don't work). Therefore, using the Kuta worksheet as a starting point to guide the lesson is helpful.**
Resources to Reference
Practice Problems from Kuta
Website with table of classifications
Video explanation via YouTube
Alternate lesson plan
Algebra Dictionary
Happy Fishing
Website with table of classifications
Video explanation via YouTube
Alternate lesson plan
Algebra Dictionary
Happy Fishing
