STAI PORTFOLIO
Class Description
Name: Chris Baughman / School: Oxford High School
Grade Level: 9-11 / Subject: Algebra I / Period: 3rd
1.Age-Range of Class.
The class ranges from age 14 to age 17.
2.Ability Range.
There is one special education student in this class. Two students are tremendously gifted and learn at a rapid pace. The class overall is extremely bright. The students range from below average to above average learners. We do have one student who is mildly autistic.
3.Socio-Economic Description.
The students range from low-income families to middle-class families.
4.Typical Demeanor of Students.
This class is the brightest overall out of all the Algebra I classes we have. They are quiet, but eager to learn. Most of the twenty-two students in this class are either visual or auditory learners. However, we do have a few who learn better kinesthetically. All of the students except one love cooperative learning.
(Indicator 5)
5.Typical Interest and Involvement of Students.
The class overall enjoys a diversity of learning. On some sections, they would rather see the teacher work examples whereas on other sections they would rather work in groups. Four students in this class are involved with sports, and five others are either in the band or the chorus. We have a wide range of interests in this class as shown in the results of our interest inventory.
(Indicator 6)
6.Prior Relevant Material Studied.
Before spring break, we studied adding, subtracting, multiplying, and dividing polynomials.
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Monday, March 15, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have a warm-up on the board for students to work as the class begins. The warm-ups provide students to review the material covered in previous units in preparation for the state Algebra I test on April 27. The teacher will then ask the students how to reduce a fraction (I). Today, we are going to begin the unit of factoring. We will start by talking about factors in general (S). We use factors every time we deal with numbers, including everyday real-world applications such as shopping, gardening, and packaging (R). (5 minutes)
Objectives / Procedures / Materials / Evaluation
  1. The students will illustrate factors of algebraic expressions.
(Comprehension)
Mathematics, Algebra I, 4.e
5 minutes
(Indicator 1) / 1.The teacher will:
  1. Ask students to come to the Smartboard to work the warm-up problems.
  2. Define a factor.
  3. Ask students to give an example of a factor provided an algebraic expression.
The students will:
  1. Present warm-up at the Smartboard.
  2. Give examples of factors.
(Indicator 2) / 1. calculators, Smartboard, computer, projector, Algebra I book, notebooks, pencils
(Indicator 3) / 1. The teacher will listen to students explain factors of an algebraic expression and record observation on anecdotal notes.
(Indicator 4)
  1. The students will classify numbers as either prime or composite.
(Analysis)
Mathematics, Algebra I, 4.e
10 minutes / 2.The teacher will:
  1. Write numbers on the Smartboard to be factored.
  2. Ask students to list all of the factors of the given examples.
  3. Allow students to discover the difference between prime and composite numbers.
  4. Ask the students to classify numbers as either prime or composite numbers.
The students will:
  1. Write all of the factors of the given examples.
  2. Explain the difference between a prime and a composite number.
  3. Classify numbers as either primes or composites.
/ 2. calculators, Smartboard, computer, projector, Algebra I book, notebooks, pencils / 2. The teacher will observe students classify numbers as primes or composites and record mastery in a gradebook.
  1. The students will breakdown composite numbers into a product of positive primes.
(Analysis)
Mathematics, Algebra I, 1.b
10 minutes / 3.The teacher will:
  1. Illustrate how to factor composite numbers into a product of primes using a factor tree.
  2. Ask the students to break down composite numbers on their dry-erase boards.
  3. Assign homework (Section 8-2 problems 1, 2, 3, 4, 6)
The students will:
  1. Break down composite numbers on their given dry-erase boards.
  2. Begin working on homework (if time permits)
/ 3. dry-erase boards, markers, erasers, Smartboard, projector, computer, calculators / 3. The teacher will examine students’ diagrams of composite numbers and record their ability to breakdown composites on a checklist.
Closure: Today we talked about factors and prime and composite numbers (R). Can anyone explain the difference between prime and composite numbers (I)? Where are some possible places which you might see factors? (5 minutes)
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Tuesday, March 16, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have a warm-up activity on the Smartboard for students to complete at the beginning of the period. Can anyone tell me a possible use of our factor trees we learned how to construct yesterday (I)? Today, we are going to see how prime factorization can help us find the greatest common factor of numbers (S). Just like in life, knowing what factors numbers have in common will help us group and simplify expressions (R). (5 minutes)
Objectives / Procedures / Materials / Evaluation
  1. The students will define a greatest common factor.
(Knowledge)
Mathematics, Algebra I, 4.c
10 minutes / 1.The teacher will:
  1. Go over the warm-up on the Smartboard reviewing important items on the quiz at the end of the class.
  2. Ask for a definition of a greatest common factor.
  3. Define a greatest common factor.
The students will:
  1. Check warm-up answers along with the teacher.
  2. Allow students to predict the definition of a greatest common factor.
/ 1. notebooks, pencils, Smartboard, computer, projector, power point, calculators / 1. The teacher will view students’ definitions of a greatest common factor and record mastery on a checklist.
  1. The students will determine the greatest common factor of numbers.
(Analysis)
Mathematics, Algebra I, 4.c
20 minutes / 2.The teacher will:
  1. Use manipulatives to illustrate a greatest common factor by stressing what the two sets of objects have in common.
  2. Allow the students to discover how factor trees can be used to determine the GCF of two numbers.
  3. Ask the students to find the GCF of given numbers.
  4. Assign homework (written on Smartboard: section 8-3 problems 1, 2, 3, 6, 7)
  5. Administer a state algebra quiz**
  6. Assign students Multicultural Activity. (Indicator 8)
The students will:
  1. Discover the GCF is what things (numbers) have in common.
  2. Use factor trees to determine the GCF of numbers.
  3. Take state algebra quiz.
  4. Complete and turn in Multicultural Activity.
  5. Begin working on homework.
/ 2. Smartboard, projector, computer, power point, notebooks, pencils, golf balls, peppermints, pens, state algebra quiz, calculators /
  1. The teacher will observe students find the GCF of numbers and record students’ mastery on a checklist.
Also, the teacher will check students’ state quizzes for continuous understanding of previous and present material and record their mastery in a gradebook.
Closure: Today we talked about finding the greatest common factors of numbers (R). How do our factor trees help us to find the greatest common factor of numbers (I)? (3 minutes)

**NOTE: State Algebra quizzes are given as a comprehensive preparation for the State Algebra I test given April 27.

LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Wednesday, March 17, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have a warm-up on the Smartboard for students to complete as class begins. The teacher will have the area of a cardboard box bottom labeled for students to see. How might we be able to find the dimensions of this box (I)? Today, we will learn how to factor monomials (S). As you can see, many carpenters and contractors even around Oxford have to be able to find factors in order to work on the projects to which they are assigned, such as building the city swimming pool, the new Home Depot, and a new auditorium (R). (Indicator 9) (5 minutes)
Objectives / Procedures / Materials / Evaluation
  1. The students will construct factors of monomials.
(Comprehension)
Mathematics, Algebra I, 4.c
(25 minutes) / 1.The teacher will:
  1. Ask students to come up and present the previous day’s quiz problems on the Smartboard as a warm-up.
  2. Review factoring composite numbers into a product of primes.
  3. Relate previous knowledge of factoring composites to factoring monomials.
  4. Ask students to factor monomials.
  5. Assign homework (complete Sections 8-2 and 8-3)
  6. Administer state quiz.
The students will:
  1. Present quiz problems on the Smartboard.
  2. Factor monomials.
  3. Take state algebra quiz.
  4. Begin working on homework.
/ 1. Smartboard, computer, projector, state algebra quiz, calculators, cardboard box bottom / 1. The teacher will observe the students construct factors of monomials and record mastery on a checklist. Also, the teacher will check students’ state quizzes for continuous understanding of previous and present material and record their mastery in a gradebook.
Closure: Today we talked about finding factors of monomials (R). How can we relate using our factor trees to finding factors of monomials (I)? (3 minutes)
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Thursday, March 18, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have five of the homework problems on the board for each group to sign up. Today, we are going to work in groups on problems involving finding the greatest common factors and finding factors of monomials. After our rotations, each group will present your problem (S). How can we find the greatest common factor of numbers (I)? You will need to understand the problems at which your group begins because all members will be accountable for your group’s grade when you present (R). (5 minutes)
Objectives / Procedures / Materials / Evaluation
1. The students will determine the greatest common factor of numbers.
(Analysis)
Mathematics, Algebra I, 4.c / 1.The teacher will:
  1. Have students get into their assigned groups (with their rows) as they enter the room.
  2. Ask the first person on each row to sign up for a beginning problem.
  3. Check the students’ homework.
  4. Give students the instructions for rotating problems.
  5. Allow the students to work problems from the past two nights’ homework sets at the grease board.
  6. Instruct the groups to rotate problems after a given time.
The students will:
  1. Sit in their assigned groups.
  2. Get out their homework.
  3. Go to the board and rotate working problems with their groups.
/ 1. dry-erase markers, erasers, grease board, Smartboard, computer, projector, Algebra I books, calculators / 1. The teacher will check homework for completeness (2 points possible) and record in a gradebook. Also, the teacher will observe students determine the GCF of numbers and factor monomials and record mastery on a checklist.
  1. The students will construct factors of monomials.
(Comprehension)
Mathematics, Algebra I, 4.c / 2.The teacher will:
  1. Instruct the students to be respectful and pay attention to others while presentations are being made.
  2. Allow each group to present their beginning problem.
  3. Select the presenter by drawing cards (low card presents).
  4. Assign homework (Section 8-4 problems 1, 3, 4, 5, 8, 9)
The students will:
  1. Select cards to see which member presents.
  2. Present homework problems at the Smartboard.
  3. Begin working on homework.
/ 2. Smartboard, projector, computer, pencils, notebooks, Algebra I books, calculators / 2. The teacher will watch the students present problems on finding the GCF of numbers and constructing factors of monomials and record on a rubric.
Closure: Today we worked problems involving finding factors and greatest common factors (R). Where do you think it would be important to know how to use these skills (I)? (3 minutes)
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Friday, March 19, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have a warm-up on the board for students to complete as the period begins. Today, we will use what we know about greatest common factors and factors of monomials to begin factoring polynomials (S). How do you think the greatest common factor can be used when dealing with polynomials (I)? You will be able to solve problems involving sports and construction, as well as relate to areas of shapes and models (R). (5 minutes)
Objectives / Procedures / Materials / Evaluation
  1. The students will illustrate the greatest common factor of a set of monomials.
(Analysis)
Mathematics, Algebra I, 4.c
10 minutes / 1.The teacher will:
  1. Work warm-up problems on the Smartboard.
  2. Check homework for completeness while students are working warm-up.
  3. Review factoring monomials using a factor tree.
  4. Ask the students to predict how they might find the GCF of monomials.
  5. Ask the students to find the GCF of a set of monomials.
The students will:
  1. Check their warm-up answers along with the teacher.
  2. Predict how they would find the GCF of monomials.
  3. Find the GCF of a set of monomials using factor trees.
/ 1. Smartboard, computer, projector, notebooks, pencils, calculators / 1. The teacher will observe students illustrate the greatest common factor of a set of monomials and record on a checklist.
  1. The students will explain dividing polynomials by factors.
(Comprehension)
Mathematics, Algebra I, 4.b
10 minutes / 2.The teacher will:
  1. Illustrate division of polynomials by a monomial by relating it to long division.
  2. Ask the students to explain what would happen if the remainder did not equal zero.
  3. Ask students to divide a polynomial by a monomial.
The students will:
  1. Explain how to divide a polynomial by a monomial.
  2. Divide a polynomial by a monomial.
/ 2. Smartboard, computer, projector, notebooks, pencils, calculators / 2. The teacher will listen to student explain how divide polynomials and record mastery on anecdotal notes.
  1. The students will modify polynomials by factoring out monomials.
(Synthesis)
Mathematics, Algebra I, 4.c
15 minutes / 3.The teacher will:
  1. Ask the students to give possible uses of greatest common factors.
  2. Allow the students to relate using greatest common factors to a polynomial.
  3. Illustrate how to factor out a monomial.
  4. Discuss grouping polynomials in order to factor out a monomial.
  5. Allow students to pair up to work homework sheet on factoring out monomials from polynomials.
The students will:
  1. Come up with possible ways of using greatest common factors.
  2. Relate greatest common factors to polynomials.
  3. Factor out monomials out of polynomials.
  4. Partner up to begin working on homework sheet.
/ 3. Smartboard, computer, projector, homework sheet, calculators / 3. The teacher will check students’ homework sheets to determine if they modified the polynomials by factoring out a common monomial.
Closure: Today we learned how to begin factoring polynomials (R). Why might you want to use division in order to factor out monomials from polynomials (I)? (3 minutes)
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Monday, March 22, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: Today, we will review the concepts from the previous sections and take the mid-chapter quiz (S).
Objectives / Procedures / Materials / Evaluation
  1. The students will recall factoring monomials from polynomials.
Knowledge
Mathematics, Algebra I, 4.c / 1.The teacher will:
  1. Take up homework sheet to grade.
  2. Go over any questions concerning the homework sheet.
  3. Review factoring monomials from polynomials.
The students will:
  1. Hand in homework sheet.
  2. Ask questions concerning homework on factoring monomials from polynomials.
/ 1. Smartboard, computer, projector, calculators / 1. The teacher will examine students’ mid-chapter quizzes to see if they can determine monomial factors of polynomials and record mastery in a gradebook.
  1. The students will use greatest common factors to factor polynomials.
Application
Mathematics, Algebra I, 4.c, 4.e / 2.The teacher will:
  1. Review using greatest common factors to factor polynomials.
  2. Administer mid-chapter quiz.
  3. Assign homework written on Smartboard (Section 8-6 problems 1, 2, 3, 6, 8)
The students will:
  1. Ask questions about factoring polynomials.
  2. Take mid-chapter quiz.
  3. Begin working on homework.
/ 2. Smartboard, computer, projector, mid-chapter quiz, calculators / 2. The teacher will examine students’ mid-chapter quizzes to see if they can use greatest common factors to factor polynomials and record mastery in a gradebook.
LESSON PLAN
Teacher: Chris Baughman / Date(s) of Lesson Plan: Tuesday, March 23, 2004
Grade Level: 9-11 / Subject: Algebra I / Unit: Factoring / Period: 3rd
SET: The teacher will have a warm-up on the board on which the students will have to multiply binomials. What methods do we know how to use when multiplying binomials (I)? Today, we will learn an acronym for multiplying binomials and use that to begin factoring trinomials (S). You will be able to use factoring with problems such as shipping and geometry (R). (5 minutes)
Objectives / Procedures / Materials / Evaluation
  1. The students will define the FOIL method of multiplying binomials.
Analysis
Mathematics, Algebra I, 4.b
5 minutes / 1.The teacher will:
  1. Allow students to present warm-up on multiplying binomials at the Smartboard.
  2. Allow the students to discover what FOIL stands for using the distributive property of multiplying binomials.
The students will:
  1. Present warm-up problems on the Smartboard.
  2. Discuss the distributive property of multiplying binomials and how the FOIL method is synonymous.
/ 1. Smartboard, computer, projector, pencils, notebooks, calculators / 1. The teacher will listen to students define the FOIL method and record mastery of the objective on a checklist.
  1. The students will relate multiplying binomials to factoring trinomials.
Knowledge
Mathematics, Algebra I, 4.c
25 minutes / 2.The teacher will:
  1. Discuss the method of working backwards when factoring a trinomial.
  2. Allow the students to discover how factors of the last term in a trinomial written in decreasing degree relate to the second term.
  3. Ask students to factor given trinomials.
  4. Hand out worksheet for homework that require students to factor trinomials using their knowledge of multiplying binomials (one problem deals with the Ford Theatre in Washington, DC). (Indicator 7)
  5. Discuss the significance of the Ford Theatre.
The students will: