SWBAT multiply a polynomial expression by a monomial expression. SWBAT divide a polynomial expression by a monomial expression.

A jigsaw activity helps students to learn about multiplying and dividing polynomials through cooperation and sharing.

10 minutes

I plan to ask students to work with their partner on this warm-up. While students are working, I circulate around the room to assess student understanding of the concepts and procedures. When students have completed the warm-up, I will call on different students to show their answers either on the board or using the document camera. As usual, I encourage students to thoroughly explain their answers to the class (MP3).

25 minutes

I will begin this activity by explaining the Jigsaw Lesson Concept to the class. The plan is that the students will use the remainder of today's class period to become experts in a particular skill/procedure. Then, during tomorrow's class, each student will teach that skill to a small group of their peers. In order to promote a strong performance from all students, the students' presentation will be be assessed by their group members using this Jigsaw Feedback Rubric. I display the rubric for students to see and explain its levels to them.

Once the plan is explained, I divide the class up into four groups:

- Multiplying Monomials
- Multiplying Monomials and Polynomials
- Dividing Monomials
- Dividing Polynomials by Monomials

I will concentrate students who typically excel in Groups 2 and 4. I also try to keep in mind the groups that they will end up forming the following day. Since there will be one student from each of the expert groups, I try to balance the groups appropriately. If the number of students in class is not a multiple of 4, I put any extra students into groups 2 and 4. Concepts from Groups 1 and 3 are often reiterated by Groups 2 and 4.

**Technology Note**: For the next portion of the lesson it would be ideal to have 1-1 computing available (either tablets or laptops). If students need to share technology that will work, but it is not ideal. Students can use their technology to access instructional resources on the internet such as these Khan Academy Tutorials:

During the remainder of today's class students work in their expert groups to gain a deep understanding of one of their assigned topic. After their research, students can work with a partner in their expert group to complete some Practice Exercises. Typically, I only give one page to each group so they focus on their assigned topic.

5 minutes

During the last few minutes of class, I ask students to write down at least three ideas that they want to make sure they share with their group during the next lesson. It is important to give students adequate time and to encourage students to be clear. In my experience, the qualit0.y of the lessons learned improves if I ask for examples of things that need to be explained (MP3

This Ticket out the Door will help me with quality control before the next day's lesson. Some students may show a lack of understanding of the concepts that they will be teaching to the other members of their group. If this is the case you can work with them at the beginning of the class to help them gain a deeper understanding or offer to give them some support when they make their mini-presentation to their group. Give each student clear and concise feedback in writing based on their ticket out. This will be used at the beginning of the next class to help them be prepared as possible to work in their cooperative groups.