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Lesson Plan 1
Lesson Plan 1
Moroney
Topic: Factoring polynomials using the method of the greatest common factor
INSTRUCTIONAL OBJECTIVE
After reviewing the greatest common factor, students will learn how to factor through taking out
the greatest common factor within the polynomial. Students will make PowerPoint Presentations
NYS Learning Standards for Mathematics, Science, and Technology- Standard 1: Analysis,
Students will use mathematical analysis, scientific inquiry, and engineering designs, as
Indicators:
This will be evident when students analyze the columns that will be on the board while
assessing students. Students will have to analyze each column to math up which answer
This will be evident when students work to create their PowerPoint presentations.
NYS Learning Standards for Mathematics, Science, and Technology- Standard 3: Mathematics
problems through the integrated study of number systems, geometry, algebra, data analysis,
Indicators:
This will be evident when students will learn about what the greatest common factor is
This will be evident when students will match the column that has the answer to the
This will be evident when students work on the math worksheet to answer all of the
This will be evident when students will go over a couple of examples of factoring our the
Students will apply the knowledge and thinking skills of mathematics, science, and technology to
Indicators:
This will be evident when students will create their own word problem during the
motivational activity.
New York State English Language Arts Standard # 4: Language for Social Interaction
Students will use oral and written language for effective social communication with a wide
variety of people. As readers and listeners, they will use the social communications of others to
Indicators:
This will be evident when students work together to create their PowerPoint presentations
This will be evident when students can work with partners on a worksheet that deals with
MOTIVATION
The Greatest Common Factor is a concept that is used in many different units in mathematics. In
order to introduce factoring using the greatest common factor, students will be given a word
problem in which they will just be asked to find the GCF out of the numbers given to them in the
word problem. This will be a refresher for students to remember how to find common factors
between numbers. The word problem is from the website Math Playground. Once students finish
this problem, they will create their own word problem and have another student solve their
problem. The word problem, taken from the website, Math Playground, is listed below.
MATERIALS
The materials that will be used in this lesson will be a computer that has access to PowerPoint
STRATEGIES
Strategies used during this lesson include motivation, direct instruction, use of PowerPoint to
ADAPTATIONS
The student that is a selective mute will be placed in a group that he or she feels
comfortable being in. This student will take a role within the group but will not be forced
The student with visual impairment will have worksheets made up with much larger
writing. Also any writing that is done on the board will be typed into a worksheet for the
student in large font so he or she does not have trouble seeing what is written on the
board.
The student with visual impairment also has ADHD and will only have to do half of the
assigned homework problems. Too many problems will cause him to lose his attention
There is a student that has difficulty reading due to visual impairment. Therefore, within
the group that student was assigned to, he or she will help create the PowerPoint and not
DIFFERENTIATION OF INSTRUCTION
Visual and spatial learners will benefit from viewing the PowerPoint presentations. They
will also benefit from the activity which involves matching the answer to the correct
polynomial.
Students who learn best by writing will benefit from writing the word problem during the
motivational activity. It allows them to be creative with their writing and come up with a
Students who learn best by speaking will benefit from presenting their group
presentations using PowerPoint. They can also benefit by taking a leadership role within
the group. Students who learn best by interacting with others will learn best by
participating in the group work and helping to find the necessary information.
Auditory learners will benefit from listening to each group present their PowerPoint
presentation. They will also benefit when the teacher talks about what a greatest common
factor is and goes over an example of factoring using the GCF and show the steps that go
1. Students will review how to take the greatest common factors of numbers. Students will
do the motivational activity and then make up their own word problem and have another
2. Students will then be split up into groups of six. Within these groups, students will take
about ten minutes to find information on factoring using the greatest common factor.
Within these groups, there should be 3 students looking up information and 3 students
putting together that information into the PowerPoint. Students will then create a
PowerPoint with about three or four slides the most about the information they found.
The information they find should include what factoring the greatest common factor is,
what the steps are to finding the greatest common factor, and any other important
information that they find. Students will be able to use textbooks and the Internet to find
information. After all groups present, students should have a better idea of factoring
3. Students will be presented with the following information from the website:. Students
will learn what the greatest common factor is and as a class we will go over the example
below:
4. Students will then be given a worksheet on factoring using the GCF. Students can either
work alone or with a partner to answer the first 10 questions on the sheet.
5. The homework will be handed out. The last 20 questions will be assigned for homework
ASSESSMENT
Following the lesson, answers will be placed on one side of the board and the polynomial
before it is factored using the GCF will be placed on the other side in random order.
Students will be randomly picked on and asked to match the answer to the polynomial.
Students will get credit if they get the right answer. This will help to see who understands
the lesson and who still needs work with this topic.
Students will be given a class participation grade for presenting their PowerPoint
INDEPENDENT PRACTICE
Using the same worksheet that was given out in class students will answer the last 20
questions on a separate sheet of paper. Students will hand in the paper with their answers
on it tomorrow to be graded as a homework grade and to see how the students are doing
with this topic. The worksheet was taken from the website:
http://edhelper.com/polynomials11.htm.
Academic Intervention: Students will listen to a CD-ROM that has information and worked out
problems on it. Students will listen carefully and take notes on the information being presented
on the CD.
Academic Enrichment: Students will be given a challenging problem at the start of lesson
number two which will lead into the lesson on factoring by grouping. Students will also be asked
to go on the Regents Prep website to review information about factoring using the greatest
common factor in order to help them to prepare for the following lesson and other lessons from
the unit.
TEACHER REFERENCES
http://www.algebra-class.com/factoring-polynomials.html
http://edhelper.com/polynomials11.htm
http://www.mathplayground.com/howto_WPGFC.html
New York State Education Department. (n.d.). New York State learning standards. Retrieved