Algebra 2 Plan

Week of Monday, 3/14/11

OBJECTIVES:
Students Will Be Able To:
1)
2)
3)
4)

Factor polynomial expressions

Use factoring to solve polynomial equations
Divide polynomials, and state the Quotient and Remainder
Apply the Rational Zeros Theorem to find the rational (fractional) zeros of a
polynomial function.

CDE Standards: Algebra 2

3.0 : Students are adept at operations on polynomials, including
long division.
4.0 : Students factor polynomials representing the difference of
squares, perfect
square trinomials, and the sum and difference
of two cubes.

ANTICIPATORY SET:
Teacher will remind students of the primary multiplying and factoring techniques
learned in the previous chapter on Quadratic Functions, specifically FOIL and The
Distributive Property, and the reverse of both the afore-mentioned processes.
Students will be reminded of the critical distinction between an EXPRESSION and
an EQUATION, and also reminded that an EXPRESSION is FACTORED, whereas
an EQUATION is SOLVED. An expression can be simplified, but not solved.
To solve the types of polynomial equations encountered in this Chapter (6), we must
factor and apply the Zero Product Property (ZPP) learned in Chapter 5.

DIRECTED LESSON :

Teacher will lecture and students will take notes on special patterns and techniques
of factoring polynomials, including Difference of Two Squares (inherited from
previous Chapter 5), Difference of Two Cubes, and Sum of Two Cubes. Teacher will
use different colors and draw arrows (SDAIE strategies) to model how to transform
polynomial expressions to be factored into the special factoring patterns listed
above, and emphasize the importance of ZPP when factoring polynomial equations
on the left-hand side preparatory to solving for x.
Teacher will model the long-division of polynomials, using the standard procedure
for long-division of numbers as a template for the process. Students will be
reminded that in long division of numbers, starting from left to right the quotient is
broken down by the divisor; the specific operations involved are multiplication and
subtraction. Teacher will then model how long division of polynomials follows the
exact same pattern: starting from left to right, break down the polynomial dividend
by the polynomial divisor, using multiplication and taking care to apply the
Distributive Property, change signs of products after lining-up like terms vertically,
combine like terms, and continue the process until the Remainder polynomial is of
lower degree than the Divisor polynomial.
Teacher will model the identification of special coefficients q (leading coefficient)
and p (constant term) in a polynomial in standard form, the factoring of these
numbers (positive as well as negative), and the testing of all possibilities of
combinations of quotients of these factors: + p / + q via the method of exhaustion.
Teacher will model the identification of zeros of these polynomials using Synthetic
Division (Substitution), as a means of avoiding the various Order of Operations
(PEMDAS) errors which can arise in the direct substitution process.

GUIDED PRACTICE:
Students will be prompted to solve problems similar to those modeled by the teacher
in class, and teacher will circulate throughout the room to check progress of
students.

INDEPENDENT PRACTICE:
1) Selection of problems assigned from the Text;
2) Assignment of the Babylonian Method of Solving Polynomial Equations
Math & History Project on p. 351 of the Text.

ASSESSMENT:
Second Chapter 6 Quiz, covering Sections 6.4 through 6.6 (Factoring Polynomial
Expressions and Solving Polynomial Equations, The Remainder and Factor
Theorems, and the Rational Zeros (Roots) Theorem).