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Review of Polynomials and Radical Expressions

• Topic/Content:

Review of Polynomials and Radical Expressions

• Standards and Objectives:

 4.3.D.1. Evaluate and simplify expressions.
 4.3.D.2. Select and use appropriate methods to solve equations and inequalities

 Level 1: Every student will be better prepared for the chapter test. They will
understand and be able to apply all of the basic rules involved with
simplifying expressions and solving equations.

 Level 2: Some students will be better prepared for the chapter test and understand
some of the more complex procedures involved in dealing with
expressions and equations, but will have some difficulties applying these
procedures in certain situations.

 Level 3: A few students will be fully prepared for the test, having mastered the
techniques necessary to simplify expressions and evaluate equations
involving polynomials, radicals, rational exponents, and complex

• Materials:

Review worksheet, 14 miniature whiteboards, dry-erase markers, and calculators

• Motivation:

The students are to complete a warm-up consisting of two equations involving complex numbers at the beginning of the period. This should help to both activate their knowledge of the material and assess how well they understand it. With the chapter test tomorrow, the students were given a review worksheet at the end of the last lesson to work on for homework. The answers to the problems that were assigned will be projected onto the screen in the front of the room. After the warm-up, the students are to check their solutions to these problems while their homework is checked for completion. Any questions that the students have on the material will be addressed.

• Procedure:

1) Check the students’ homework, go over the warm-up, and go over any questions on the homework.

2) Give the students 30 seconds to pair up with a partner. After the 30 seconds is up, any student not paired up with someone will be assigned a partner

3) The review game will be explained to the students as the whiteboards are passed out to the pairs.

4) The game will essentially be a series of math races. A problem will be given to the students to solve. Once the pair has solved it, they will put their final answer on their whiteboard and show it to me. I will then check to see if it is correct. The first three pairs to get the correct answer will receive 3, 2, and 1 point respectively. The first place pair will then explain the solution to the class. The points will be recorded on the board. At the end, the team that has accumulated the most points wins. The top five pairs will receive extra credit on the test.

5) Once the game is over, any remaining questions about the test or the material that was covered will be addressed.

6) Their only homework will be to study for the test.

• Assessments:

The students will be assessed throughout the game. I will be circulating around the room throughout the period observing the students’ work on the problems. Since the winning students must explain the problem that they solved, I should get a very good idea of how deep their understanding of the material really is. Tomorrow, there will be a chapter test assessing all of the material that had been covered in the past couple weeks.

• Differentiated Instruction:

This activity should work very well for all levels of learners. The students will be partnered together, which will give extra support to any students that are struggling with the material. Also, the students will have to explain the solution to each problem. This will help the students that are doing the explaining by forcing them to think about the problem much more in depth, and it will help provide reinforcement and another perspective for those students who are struggling.

• Homework:

The students are to study for the chapter test for homework. This chapter covers a lot of different topics, so it is imperative that the students are able to devote ample time to whatever topics they may still have some trouble with.