Day 15 - Adding/Subtracting/Multiplying Polynomials - 01.28.15

  • Questions about the Video!
  • Unit 2 Test on Friday, 2/6!
  • Exit Ticket Quiz
    • Average = 81%
    • Go over
  • Degree Demonstration

Bell Ringer

  1. Add the following polynomials:

    1. none of the above

  2. Subtract the following polynomials:

    1. none of the above

  3. Multiply the following polynomial and monomial:

    1. none of the above

  4. Multiply the following polynomials:

    1. none of the above

  • Prerequisites
    • Exponents
      • Relationship to multiplication
    • Factors
    • Reciprocal
  • Monomials (video)
    • Multiplying Monomials (video)
      • Product of Power
      • Power of a Power
      • Power of a Product
    • Dividing Monomials (video)
      • Quotient of Powers
      • Power of a Quotient
      • Zero Exponent
      • Negative Exponent
  • Polynomials (video)
      • Binomial
      • Trinomial
      • Degree

    • Operations with Polynomials (video)
      • Adding/Subtracting Polynomials
      • Multiplying a Polynomial by a Monomial and a Polynomial

            Exit Ticket
            • Posted on board at the end of the block
            Lesson Objective(s)
            • How are operations with polynomials completed?

            In-Class Help Requests

            • CC.9-12.A.APR.1 Perform arithmetic operations on polynomials. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
            • CC.6.EE.1 Apply and extend previous understandings of arithmetic to algebraic expressions.  Write and evaluate numerical expressions involving whole-number exponents.
            • CC.9-12.N.RN.1 Extend the properties of exponents to rational exponents. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.

            Mathematical Practice(s)
            • #1 - Make sense of problems and persevere in solving them
            • #2 - Reason abstractly and quantitatively
            • #7 - Look for and make use of structure

            Past Checkpoints