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# Subtracting Polynomials

## How it works:

❶Area Volume Arc Length.

## Need Help With Your Homework?

I typically give students a 2 minute warning so they know we will be talking as a group soon. About 5 minutes into class, I ask students to talk and turn to a partner about the Entry Ticket, specifically to converse about how they solved the problem and to identify the rules used to solve each problem.

I then turn my attention to the agenda board which has the lesson and language objectives, agenda and homework written on it. I typically have students write down the homework assignment during this time and hand out copies of the homework, but have students file the homework in their binders I have also had classes where having the homework was too much of a distraction — in these cases I handed the homework out at the end of class.

The lesson objective is referred to with verbal and non-verbal cues throughout the lesson to contextualize the lesson for students. The reason for this is to scaffold and model metacognitive strategies in the hopes of students learning these skills and using them with increasing independence.

In the middle of this 90 minute lesson, we complete three main activities: To begin this section of class, I cue students to make sure they all have their binders and something to write with. I recommend to students that they take notes in two-column format, with the term or example on the left column and notes, definitions work on the right column.

In addition the top of the notes should always have a clear topic, which I try to provide each class and the date. I then let students know we will be watching a video on the topic and that they should be taking notes and that I will be asking questions throughout the video.

I show the introductory video on polynomials from Brain Pop. While we are reviewing the answers and examples to the questions from Brain Popa, I am giving students explicit cues to write down the examples and notes including how to solve each example as well as any questions they have. Once we are done reviewing the video and examples, we complete more guided practice with the guidance and structure of two Khan Academy videos.

I show the following three Khan Academy videos. I complete the following protocol after EACH of the three short videos. The reason for I pause and have students talk, discuss and update notes after each video is to support students with difficulties with working memory. After showing the video, I ask students to complete the following protocol: The intent of this protocol is to engage students in academic conversations with each other, but perhaps more importantly is to provide students with an immediate and different perspective on the important aspects of the video and the mathematics behind it.

I ask students if they have any additional questions, including if they would like to review one of the examples from the video or review an additional practice problem similar to the ones on the video on the SmartBoard as a class. The students work in pairs to solve a set of problems that get at the skill of adding and subtracting polynomials.

As time allows, I have a different pair of students re-teach the problem on the SmartBoard to the class, along with an explanation of how they solved the problem. This time allows for differentiation, as I can ask questions that get at the steps of the problem for students who may be struggling with the core idea behind the lesson.

In this activity students are asked to engage in the all important task of paraphrasing and summarizing information. To accomplish this task, students are asked to complete the Exit Ticket: Adding and Subtracting Polynomials for the class is to generate at least three addition and three subtraction of polynomial problems.

In addition, the students have to write out a clear explanation of how to solve 1 of the addition problems and 1 of the subtraction problems that they make. By creating and simplifying different polynomial expressions, it is my hope that students continue to see stucture in repeated reasoning MP. Sign Up Log In. Algebra I Jason Colombino. Unit 6 Unit 1: This lesson looks at the remarkable Chebyshev polynomials and defines them using properties of recursion and orthogonality.

Chebyshev polynomials have applications in science and engineering. Did you know… We have over college courses that prepare you to earn credit by exam that is accepted by over 1, colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.

To learn more, visit our Earning Credit Page. Not sure what college you want to attend yet? The videos on Study. Students in online learning conditions performed better than those receiving face-to-face instruction. By creating an account, you agree to Study. Explore over 4, video courses.

Find a degree that fits your goals. Start Your Free Trial Today. This homework help resource uses simple and fun videos that are about five minutes long. Algebra II - Polynomials: Test your knowledge with a question chapter practice test.

View all practice tests in this course. How to Evaluate a Polynomial in Function Notation This lesson will review how to evaluate polynomials in function notation.

Understanding Basic Polynomial Graphs This lesson will cover understanding basic polynomial graphs. Basic Transformations of Polynomial Graphs The basic transformations for a graph are movement up and down, left and right, pinched or stretched graphs, and flipped graphs.

How to Add, Subtract and Multiply Polynomials Adding, subtracting and multiplying polynomials are, basically, the same as adding, subtracting and multiplying numbers. Defining Expressions In this lesson, students will learn the binomial theorem and get practice using the theorem to expand binomial expressions. How to Divide Polynomials with Long Division Arithmetic long division and polynomial long division are very similar.

Dividing Polynomials with Long and Synthetic Division: Operations with Polynomials in Several Variables In this video lesson, you will learn how to handle and work with polynomials that have more than one variable. Test your knowledge of this chapter with a 30 question practice chapter exam.

Other Practice Exams in this course. Test your knowledge of the entire course with a 50 question practice final exam. Earning College Credit Did you know… We have over college courses that prepare you to earn credit by exam that is accepted by over 1, colleges and universities.

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## Main Topics

Subtracting Polynomials is very similar to adding polynomials. In fact, we will be changing the subtraction problem to an addition problem. In the Pre-Algebra section of the website, we started out by reviewing integers.

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Subtracting Polynomials Subtracting is the inverse of addition, so the difference between adding and subtracting polynomials is that each term subtracted has the opposite sign. For example, -(2x 3 + 4x 2 +12x +42) is -2x 3 -4x 2 x and –(2x 2 x – 36) is .