Reflection: Intrinsic Motivation More with Factoring Completely - Section 3: Closure


Exit tickets like this one seem to work well because they do allow students to take more ownership over the material.  Students like to make up their own questions or problems because it is more interesting.  This, coupled with the fact that the cognitive demand is higher will tie up the end of the lesson nicely.  

When my students worked on this, I could tell immediately who had a grasp on the three structures and who did not.  The majority of the students were able to come up with three expression that fit into each category.  The biggest challenge for the students were the trinomials.  Most students where able to come up with a trinomial expression, but only about half designed one that was factorable over the integers.  I received several answers like x^2 + 2x + 5 or x^2 - 3x + 8.  When I do this task again in the future, I am going to add that the expressions must be factorable in writing.  I verbally said this to the class but I felt that if it was in writing, more students would have payed attention to their expressions to make them factorable.

  Intrinsic Motivation: Design Your Own Expression
Loading resource...

More with Factoring Completely

Unit 4: Polynomial Expressions
Lesson 18 of 18

Objective: SWBAT identify the structure of various polynomial expressions in order to determine how to factor them completely.

Big Idea: Which of these things are not like the other? Students compare the structure of polynomial expressions.

  Print Lesson
8 teachers like this lesson
more factor completely image resized
Similar Lessons
Simplifying Rational Expressions, Day 2
Algebra II » Rational Functions
Big Idea: Simplifying rational expressions isn't complicated until zero gets involved!
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
Combining Like Terms
Algebra I » Linear Equations
Big Idea: Students will identify the parts of an expression using math terminology. Students will understand the concept of like terms with the use parallel examples.
Washington, DC
Environment: Urban
Noelani Davis
Vertex Form to Standard Form
Algebra I » Quadratics!
Big Idea: Students apply the multiplication models they have recently learned to the task of rewriting quadratic functions from vertex form into standard form.
Boston, MA
Environment: Urban
Amanda Hathaway
Something went wrong. See details for more info
Nothing to upload