You are on page 1of 4

# Digital Unit Plan Template

Unit Title: Expressions and Corresponding Zeros Name: Jorgelina Razzari
Content Area: Mathematics – Algebra 1 Grade Level: 9-12
CA Content Standard(s)/Common Core Standard(s):
A-SSE: Seeing Structure in Expressions

Interpret the Structure of Expressions. [Linear, exponential, and quadratic]
1. Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret 𝑃(1 + 𝑟)𝑛 as a
product of P and a factor not depending on P.
2. Use the structure of an expression to identify ways to rewrite it.

Write Expressions in Equivalent Forms to Solve Problems. [Quadratic and Exponential]
3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15𝑡 can be
1
rewritten as (1.152 )12𝑡 ≈ 1.01212𝑡 to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

Big Ideas/Unit Goals:

1. How many terms are in the expression given?
2. What kind of expression are you interpreting? Monomial, Binomial, or Trinomial?
3. Can your expression be factored? How many factors can it produce?
4. What are the zeros of the function your expression represents?

Unit Summary:

In this unit, we will be focusing on expressions and their corresponding functions. In Algebra 1, expressions are the stepping stone to functions, and this unit is
designed to thoroughly cover expressions in order for students in the 9th-12th grade levels to be able to grasp their concept and understand how they apply to
zero functions. We will first focus on what makes up a function, and learn the vocabulary needed to ensure understanding. Once the vocabulary has been
understood, we will move on to expressions in different degrees. Students will learn how to classify expressions based on the numbers of terms. We will then
move on to strategies for factoring quadratic expressions. While learning how to factor and expand expressions, students will be introduced to the quadratic
formula. We will then move on to turning expressions into zero functions and use online tools to graph them. Lastly, from each graph, students will be able to
visually understand what we mean by the function’s zeros and relate that visual to their factorization.

Assessment Plan:
Entry-Level: Formative: Summative:

Short Discussion – What are the components of an 1. Quiz – Expressions and Degree Final Project – Students will be graphing equations
expression? Students should be able to recognize 2. Group Activity – Students will create factored using Demos online calculator, or geogebra.
the different elements that make up an expression. expressions, have a classmate expand it and
We will review terminology and move on only when then grade each other’s work. Exam – Comprehensive unit exam will cover
the instructor feels students have the proper prior 3. Graphic Organizer – Focused on factoring. expressions, degree, expanding and factoring
knowledge to continue. 4. Worksheet – Will cover expanding expressions, expressions.
factoring, and corresponding zero equations

Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objectives: (Assessments):
The teacher will begin by asking a review question. The teacher will utilize a prezi presentation and hand
When given an expression, The learner can separate an out a guided notes worksheet to each student. Students will follow along with the teacher’s lecture while
the learner will be able to expression of 3 or less terms being called upon to participate. During the lecture, students will be broken up into groups for
recognize and separate when called upon. discussions and to solve short problems on their own which will then be graded and corrected as a class.
correctly all the terms in the The guided notes will serve as a means for the teacher to assess student engagement and will also serve
the purpose of study material for future class work and homework.
expression and thus be able While working in a small
to classify the expression as a group, it is clear to the
monomial, binomial or instructor that the student
trinomial. does not count coefficients as
separate terms.
When given an expression,
the learner will be able to The learner correctly
correctly identify the separates identifies the
expression’s degree every degree of an expression every
time. time.

Student Learning Objective: Acceptable Evidence: Lesson Activities:

When given an expression, The learner correctly orders Student will complete this lesson in the computer lab. Students will be handed a page of notes as well as a
the learner will be able to every expression on the given digital copy of the assignment. The digital copy of the assignment will have live links and instructions of
correctly order the terms in homework. how to complete every task.
descending order based on
the degree of each term, turn The learner can correctly Students will first be asked to go to random.org and have the random number generator pick a number
that expression into an create an expression of a from 1-6 for them. They will then write this number down and have the generator give them a new
equation and produce a degree given by a random number from 1-5. The first number will be the degree of the function they must create, while the second
graph. number generator. number will become the number of terms. They will then be instructed to write the polynomial they have
create down and use online software to graph the corresponding zero expression of their polynomial.
Language Learning Objective: The learner answers every
Learner will be able to question on the webercise This graph will be duplicated by hand on the graph paper provided in the notes with instructions of
pointing out where their graph crosses the x-axis (revealing the zeros in their function).
understand two key terms: and the answers show
expression and degree. understanding of the topic.
Students will then practice modeling expressions using squares and rectangles in the IXL website, and
finally create their own way to model expressions which they will then share with the class.

This activity will be completed in groups. Students will be allowed to collaborate with each other as long
as each of them turns in work of their own and is able to answer the teacher’s questions as the teacher
walks around and ensures students are staying on track.

Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

By the end of this group While speaking to classmates, Students will be out in groups and instructed to pick three problems from their textbook. The page and
activity, the learner will be the student clearly grasps the number range will be. Picked by the teacher. Students will complete the graphic organizer as a team, but
able to write a factored concept of degree and each person will hand in their own work.
expression, expand the possible number of zeros,
expression and then use the regardless of the number The graphic organizer will become a tool for students to understand the process of factoring an
expression and how the factors are related to the zeros of an equation. Students will also be introduced to
the quadratic formula and learn how to apply the quadratic formula to find factors.
the corresponding equation
back to the original two Student can successfully
numbers of the factored expand an expression 100%
expression. Student will be of the time when the
able to go in the other expression is given in
direction as well, begin with factored form.
an expanded expression,
factor the expression and Student can factor an
point out the zeros. expression using the graphic
organizer 75% of the time.

Student understands the
process described in the
graphic organizer and can
recall the steps without
constantly looking at the
instructions.
Unit Resources:

Algebra 1: Concepts and Skills Student Edition 2001 / Edition 1 by Houghton Mifflin Harcourt, Laurie Boswell. ISBN: 9780618050512

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

https://www.geogebra.org

Useful Websites:
{"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0, "url": "https://www.scribd.com/document/376952093/digital-unit-plan-template-1", "fetch_time": 1542780968000000000, "content_mime_type": "text/html", "warc_filename": "crawl-data/CC-MAIN-2018-47/segments/1542039747215.81/warc/CC-MAIN-20181121052254-20181121074254-00399.warc.gz", "warc_record_offset": 986812408, "warc_record_length": 27697, "token_count": 1806, "char_count": 8639, "score": 4.25, "int_score": 4, "crawl": "CC-MAIN-2018-47", "snapshot_type": "latest", "language": "en", "language_score": 0.8806167244911194, "file_path": "/sailhome/yjruan/project/latent-lm/data/processed/finemath-4plus/finemath-4plus/train-00060-of-00064.parquet"}