(Maddie Ware/Math Essentials/23 February 2021)

I. TOPIC:
The purpose of this lesson is to introduce adding polynomials to the students.
II. OBJECTIVE:
Given teacher instruction and guidance, TSWBAT add two polynomials to 80%
accuracy. (Standard CC.2.2.HS.D.5 – Use polynomial identities to solve
problems.)
III. TEACHING PROCEDURES:
a. Introduction (Anticipatory Set):
i. For the past few days, you guys have been practicing with polynomials.
Can anyone remind me the two ways to label polynomials?
1. By the number of terms and by the degree
ii. We also practiced putting polynomials in standard form which if you
remember is when the exponents in the variables decrease from the first
term to the last term.
iii. To make sure that you guys really understand this concept, we are going to
do a GoFormative so I know that we are ready to move on.
1. https://goformative.com/clone/3CA5X5
iv. There are six questions, make sure you pay extra close attention to the last
one!
b. Development 1:
i. To begin, we are going to review the GoFormative you all just took.
ii. Ask the students if any of them need clarification before we begin today’s
lesson.
iii. The reason I told you to pay close attention to the last question is because
I did not put it into standard form. Standard form is going to be an
important part of our lesson today because it makes adding polynomials
much easier when you are able to put it in standard form. So keep out
your notes from last week if that will help remind you of how to put a
polynomial into standard form.
c. Development 2:
i. Pass out today’s note sheet. Have the students put their name at the top.
Today we are only going to be focusing on 6-2 adding polynomials.
ii. To being, the first note says when adding polynomials, we can only
combine like terms. Who can remind us what a term is?
1. A number or a product of a number and a variable.
iii. So we know the definition of a term, but now we are focusing on like
terms. When something is like, is it similar or different? Same thing goes
for like terms.
iv. The second note says that like terms are terms with the exact same
variable parts. Notice how it says variable. We are not worried about the
coefficients, which if you remember are the number before the coefficient,
just the variable and the exponent have to be the same.
 v. Provide a few examples to check for understanding.
d. Development 3:
i. This asterisk says after adding polynomials, always put it into standard
form. I want to change that a little bit and also add the word before. So
before and after, the polynomials should always be in standard form
because it is just easier to work with.
ii. So to add polynomials, we have to look at the two individual polynomials.
When we put the individual ones in standard form, it is easy to see where
the like terms are.
iii. When you add like terms, all you have to do is add their coefficients and
keep the variable and the exponent exactly the same.
e. Guided Practice 3:
i. It is easier to do if we just jump in, so let’s do these first two examples
together.
ii. Are these already in standard form? Yes, so we are ready to begin. I
prefer to re-write the second one underneath the first so that I can make
my like terms line up. Then I can just type in the coefficients to my
calculator to add.
iii. When I do this second one, notice that all these terms are not the same. If
there is not like terms, then you don’t do anything to it. It is easy to miss,
so make sure you are really paying attention to the exponents!
f. Independent Practice 3:
i. Cross out the third example because I don’t like it. You guys are going to
be doing some practice problems on your own. Flip over your paper.
ii. If you feel comfortable doing them on your own, you can begin. If not,
we can work through a few more on the board together.
g. Closure:
i. As we are wrapping up, remind me the only things that you are able to add
when adding polynomials.
1. Like terms!
IV. MATERIALS:
1. Computer
2. GoFormative
3. White Board
4. Camera
5. Worksheet
6. Calculators
V. ADAPTATIONS/PLAN MODIFICATIONS:
i. For students who are struggling to complete the problems on their own, I
can continue to work through the problems together on the board.
ii. For students who struggle with reading, I will make sure to read the
directions aloud so that everyone is on the same page and is able to focus
on the math concepts more than the reading.
 iii. For students who have visual impairments, I will make sure to use a dark
marker on the board and have the students sit closer to the board.
VI. EVALUATION:
a. Formative – All of the guided and independent practices above. I will also be
looking at the worksheet to make sure that the students completed the first five
practice problems to 80% accuracy.
b. Summative – At the end of the unit, the students will take a post test on
polynomials. It will be 18 points, one for each question. Proficiency will be
determined based on the amount of growth the students showed from the pretest
to the post test.
VII. REFLECTION:
a. Were the students engaged throughout the entire lesson? Did the understand the
concepts after being taught? Were they able to complete the practice problems on
their own?
b. If I were to teach the lesson again, what would I do differently? Did I explain the
concept of adding polynomials thoroughly? Was I able to answer any questions
that the students had for me?