## Reflection: Continuous Assessment Leftovers? - Section 3: Wrap it Up

My main reflection about this lesson is that I needed to extend it an extra day because my students needed more time to really understand the processes of simplifying rational expressions.  I thought this was a fairly straightforward lesson to follow polynomial long-division and synthetic division, but as I walked around listening to my students I realized that they were struggling.  For example, one team of students argued about whether to write the "remainder" for the first problem over (x-2) or (x^2 +7x-5).  It wasn't just the dispute that concerned me, it was listening to my students' reasoning.  The boy arguing for using (x-2) said he knew you always take the part with no exponents and the other student argued that you should take the biggest number.  I heard other equally confused discussions around the room, so although a few students did seem to understand  both the how and the why, I chose to bring the whole class back to direct instruction and spent most of the first day discussing and practicing what the results of polynomial division represent.

Formative assessment to guide instruction
Continuous Assessment: Formative assessment to guide instruction

# Leftovers?

Unit 2: Algebraic Arithmetic
Lesson 3 of 11

## Big Idea: Remainders, like leftovers, tell us a lot about the original "meal". Use the Remainder Theorem to identify factors of a polynomial function.

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1 teacher likes this lesson
Standards:
Subject(s):
Math, algebraic expression, Algebra, Expressions (Algebra), Algebra II, master teacher project, 11th Grade, Remainder Theorem
55 minutes

### Merrie Rampy

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