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NAME: Jamie Szymanski

Unit topic: Factoring and Polynomials


Grade level:10th Algebra 1 year 2
Blooms Taxonomy
Gardners Multiple
Intelligences

Knowledge
tell, list, define,
label, recite,
memorize, repeat,
find, name, record,
fill in, recall, relate

Comprehension
locate, explain,
summarize,
identify,
describe, report,
discuss, review,
paraphrase,
restate, retell,
show, outline,
rewrite

Application
demonstrate,
construct, record, use,
diagram, revise,
reformat, illustrate,
interpret, dramatize,
practice, organize,
translate, manipulate,
convert, adapt,
research, calculate,
operate, model, order,
display, implement,
sequence, integrate,
incorporate

Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal

Students will
define vocab terms
in their guided
notes

Students will
outline a
checklist on how
to factor

Students practice
factoring while using
a checklist to help
simplify expressions.

Visual/spatial

Students will fill

Students will

Students will model

Analysis
compare,
contrast,
classify,
critique,
categorize,
solve,
deduce,
examine,
differentiate,
appraise,
distinguish,
investigate,
categorize,
infer
Students
will simplify
polynomials
while using
a checklist
Students

Evaluation
judge,
predict,
verify,
assess,
justify, rate,
prioritize,
determine,
select,
decide,
value,
choose,
forecast,
estimate

Synthesis
compose,
design,
hypothesize,
formulate,
create,
invent,
develop,
refine,
produce,
transform

Determine,
with
checklists,
that the use
of FOIL has
been done
properly
Students

Students
will create a
checklist for
the steps on
how to
Factor
Students

drawing, model, poster,


photograph, storyboard,
illustration, board game

in guided notes
and model
example problems

draw pictures to how to subtract


will
identify different polynomials
compare the
polynomials
horizontally/vertically two
different
ways to
model
polynomials
that are
subtracted
Teacher will
Teachers will model
Students
discuss how to
gcf and create a
will use an
factor and will
diagram to
outline to
outline the
breakdown the
simplify
product
process
polynomials

will select
which
model of
for
polynomial
subtraction
they will
use

will create a
model to
demonstrate
how to find
GCF
(Greatest
Common
Factor)

Logical/mathematical
diagram, outline,
timeline, chart, critique,
graph

Students will fill


in graphs on
gcf/factoring

Teacher
will assess
student
work while
using an
outline

Students will
record guided
notes in their
notebooks

Teacher will
discuss problem
solving
strategies and
observe student
performances

Teacher will model


operations with
polynomials and
observe student
performances

Student will
simplify
polynomials
and observe
patterns in
the process
on how to
simplify

Students will
recite lyrics for

Students
paraphrase a

Students will create


lyrics to help

Student
differentiate

Students
will predict
patterns in
simplification and
collect data
to prove
those
patterns
Students
listen to

Students
will invent a
diagram that
follows the
steps to
preform
FOIL
Students
will refine
results that
they have
collected to
identify
steps in
simplification
Compose a
song about

Naturalist
classification, collection,
display, observation,
forecast, investigation,
simulation, exhibit,
identification

Musical
song, rap, lyrics,

composition, jingle,
slogan, melody

how to preform
FOIL

song that deals


with factoring

additional students
understand the
concept.

Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,
improvisation, prototype

In small groups,
students will
create and
memorize GCF
steps to present

While in motion,
students will
select a student
to share their
trails with

Students will role


play a teacher and
model work for
classmates

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial

Students will list,


in their journals,
the trails with the
concepts

Students will
explain, in their
journals, the
trials with the
concepts

In groups, students
will model and
discuss their
academic goal
statements

Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position

Students will
discuss a define
lists to help them
simplify
polynomials

Students will
explain to a
partner how to
find the GCF

Students will discuss


how to demonstrate
simplifying
polynomials

their factor
models into
a jingle

songs
created
about
polynomial
s and
evaluate
their lyrics
Students
Students
will critique will observe
student who role play
conducted
and assess
the role play concept
accuracy
Students
Students
will
decide
examine and which
compare
concepts
their growth they feel
with the
met their
concepts
academic
goal
statements
Students
Students
will discuss will assess
the
the
differences differences
between
between

the concept
with their
classmates

Students
will develop
and discuss
additional
role play
situations
Student will
self assess
earlier work
samples to
end result
work
samples
Students
create
expressions
to
demonstrate

statement, interview

FOIL and
the
distributive
property

FOIL and
the
distributive
property

the
differences
between
FOIL and
the
distributive
property

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