Ryann Kramer Profesor R.

Moroney

Grade: 9 (Algebra: Factoring) EDU 521.02

Content Area: Mathematics

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

and work independently to complete problems.

STANDARDS AND INDICATORS

NYS Learning Standards for Mathematics, Science, and Technology- Standard 1: Analysis,

Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering designs, as

appropriate, to pose questions, seek answers, and develop solutions.

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

goes with what question.

 This will be evident when students work to create their PowerPoint presentations.
NYS Learning Standards for Mathematics, Science, and Technology- Standard 3: Mathematics

Students will understand mathematics and become mathematically confident by communicating

and reasoning mathematically, by applying mathematics in real-world settings, and by solving

problems through the integrated study of number systems, geometry, algebra, data analysis,

probability, and trigonometry.

Indicators:

 This will be evident when students will learn about what the greatest common factor is

when factoring polynomials.

 This will be evident when students will match the column that has the answer to the

column that has the polynomial before it is factored.

 This will be evident when students work on the math worksheet to answer all of the

questions in class and for homework.

 This will be evident when students will go over a couple of examples of factoring our the

greatest common factor.

NYS Learning Standards for Mathematics, Science, and Technology- Standard

7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to

address real-life problems and make informed decisions.

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

enrich their understanding of people and their views.

Indicators:

 This will be evident when students work together to create their PowerPoint presentations

on factoring using the greatest common factor.

 This will be evident when students can work with partners on a worksheet that deals with

factoring out the greatest common factor of a polynomial.

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

software, SMART board or overhead projector to display PowerPoint presentations, worksheets,

pencils or pens, and a notebook.

STRATEGIES

Strategies used during this lesson include motivation, direct instruction, use of PowerPoint to

create PowerPoint presentations, cooperative learning, and assessment.

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

to speak when the group is presenting.

 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

span extremely easy.

 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

read information about the topic.

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

word problem that relates to something about them.

 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

along with it.

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

student answer their word problem.

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

using the greatest common factor.

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

from the worksheet.

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

presentations to the class.

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.

FOLLOW-UP- ACADEMIC INTERVENTION & ACADEMIC ENRICHMENT

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

Algebra-class.com. (2009). Retrieved August 7, 2010 from

http://www.algebra-class.com/factoring-polynomials.html

edHelper.com (n.d.). Retrieved August 7, 2010 from

http://edhelper.com/polynomials11.htm

Mathplayground.com. (2010). Retrieved August 7, 2010 from

http://www.mathplayground.com/howto_WPGFC.html

New York State Education Department. (n.d.). New York State learning standards. Retrieved

August 7, 2010, from http://www.emsc.nysed.gov/nysatl/standards.html