OTL502 3-5 Day Lesson Plan Format

Name:Lia Buchanan Subject/Course: Algebra 1

Grade(s): 9th grade Lesson Plan/Unit Title: Operations with Polynomials

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A. INTRODUCTION: The unit on polynomials Is meant to teach students how to perform

operations with polynomials. These operations include addition, subtraction, and

multiplication. This specific unit was chosen because it is vital for students to master

these concepts if they are to be successful in future mathematics courses. The lessons

included in the unit directly apply to coursework in more advanced math classes that

students will inevitably see again. The lesson covering multiplying polynomials with the

FOIL and Box methods is especially important going forward as this skill builds upon

itself and students will be using these two techniques for the rest of their mathematics

career. This unit is important for student goals because it contains skills that will by

applied in future classes and standardized testing. A student wishing to obtain a college

degree will be tested on these concepts and could also use them in a future career in

engineering, architecture, or mathematics. The concept addressing “like terms” is of

upmost importance for students to understand as they can apply it to other parts of

their life. Organizing mathematical terms is a skill that can help students find patterns

when they are presented with a problem that seems impossible to solve. Because

student skill levels may vary when entering this unit, it is important to address how

specific needs will be met. Some students will be able to identify like terms quickly and
simplify problems with ease, while others may struggle to find what looks alike. Other

students may be stronger in their addition, subtraction, and multiplication skills with

numbers and variables. To accommodate students who may be behind in their

computation skills, a variety of problems will be presented, from basic to advanced.

Presenting different levels of problems will build a foundation for struggling students

who will first master the basic skill and then be able to move on to the more advanced

problem. Questioning techniques will also be used to help students develop proficiency

with using structure and solving problems in the unit.

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B. PRE-LESSON:

Step 1. District/State Standard:

Standard 2: Perform arithmetic operations on polynomials. (CCSS: A-APR)

Standard 2: Explain 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. (CCSS: A-APR.1)

Step 2. Necessary Materials: Resources, Equipment, Expendables, Handouts, Manipulatives,

Demonstration Objects, A/V Aids, Technology Applications, Etc.

Textbook

envision Algebra 1 Textbook: This book is provided by the school for the purpose of giving notes,

homework, quizzes, and tests.

Online Learning System

envision Algebra 1 Pearson Realize: A program provided with the textbook for students to use to

complete online homework assignments

7-1 Math XL for school: Practice and Problem Solving Online Assignment

Handouts:

7-1 Guided Notes: Adding and Subtracting Polynomials-Teacher made using textbook

Daffynition Decoder Worksheet (Subtracting Polynomials)- obtained from Algebra with Pizzazz

7-2 Guided Notes: Multiplying Polynomials- Teacher made using textbook

FOIL and BOX methods Handout- Teacher made using textbook problems

Polynomial Farm Worksheet- Emily O’Rourke Performance Task

7-1 & 7-2 Review- Teacher made using textbook problems

Step 3. Necessary Prior Knowledge: New Vocabulary? Key Names/Dates/Events? Pertinent

Procedures/Rules, Necessary Formulas? Etc.

Before beginning the lesson students should know the following vocabulary words:

simplify, like terms, and degree. Simplify means “to make simpler”. When simplifying students

must notice when terms can be combined to make the problem less complex. Like terms means

terms that are alike while degree means the highest exponent in the problem. Students should

understand that simplifying is not the same as solving. When performing operations with

polynomials the answer may still contain numbers and variables, however they must be in

simplest form. Students should be able to identify like terms. For example, a student should
 recognize that x and 2x are like terms and therefore can be combined together to form 3x. They

should also recognize that x and xy are not like terms and therefore cannot be combined with

addition or subtraction. Lastly, students should understand what the word degree means in the

context of mathematics.

Step 4. Behavioral Objective(s): "The Student Will Be Able To …" (SWBAT) … Do What? At the end of
the instruction, what task(s) or information will the student be able to do or exhibit?

The student will be able to add and subtract polynomials by combining like terms and applying the skill

on their performance task activity, “Polynomial Farm”

The student will be able to multiply polynomials by applying the FOIL and BOX methods while

completing the performance task activity, “Polynomial Farm”

References

Colorado Academic Standards in Mathematics and Common Core State Standards for

Mathematics. (2010). CDE:High School Mathematics. 29-43.

Kennedy, D., Milou, E., Thomas, C. D., Zbiek, R. M., & Cuoco, A. (2018). EnVision Algebra 1.

Boston, MA: Pearson.

Pilcher, J. (2012). Who’s engaged?: climb the learning ladder to see. Pensacola: Studer

Education.

C. PRE-ASSESSMENT AND GRADING RUBRIC:

Step 5: The Pre-Test –

Algebra 1: Unit 7 Pretest (40 Points) Name:_____________

Directions: Answer each question to the best of your ability. Circle your answer!

1) (3 Points) Which pairs of monomials are “like terms”? Select all that apply.
a. x∧ y
b. 3 x∧x 3
c. 2 y∧3 y
d. x 2∧x 3
e. x 2∧3 x 2
f. x∧3 x

For problems 2-4, Simplify the expression. (2 Points each)

2) ¿ 3) (3 w 3)¿ 4) x 2 ⋅ x 3 ⋅ xy

5) (1 point) Simplify the expression: x ⋅ x ⋅ x 6. (1 Point) Simplify the expression: x + x+ x

a. 3 x a. 3 x
2
b. 3 x b. 3 x 2
c. x 3 c. x 3
d. x 4 d. 3 x 3

7) (2 Points) Simplify 3 d +4−d+ 8 8) (2 Points) Simplify 2 x2 −5−5 x 2+ 4

9) (1 Point) Find the area of the rectangle below. 10) (1 Point) What is the degree of the
monomial 2 x2 y 2?
11) (3 Points) Find the total area of the shape.

12) (2 Points) What is the degree of the polynomial 3 x y 2 + 4 xy+ 2?

13) (4 Points) Simplify ( x +4 )( x−2) 14) (6 Points) Simplify (2 x+3)( x 2 +3 x+ 4)

15) (8 Points) Find the area of the shaded region.

Step 5 References:

Add, Subtract, and Multiply Polynomials Worksheet. Math 2. Retrieved from

https://www.cravenk12.org/cms/lib/NC02214561/Centricity/Domain/1711/M2%20U1_2%20Ad

d%20Subtract%20Multiply%20Polynomials%20Review%20WS.pdf

Kennedy, D., Milou, E., Thomas, C. D., Zbiek, R. M., & Cuoco, A. (2018). EnVision Algebra 1.

Boston, MA: Pearson.

Step 6: The Grading Rubric –
Points 4- Advanced 3-Proficient 2- Partially 1-0- Needs
Proficient Improvement
Previous Demonstrates Understands how Some utilization Limited or no usage of
prior knowledge to use prior of prior prior knowledge.
Knowledge and applies skills knowledge to knowledge but Commits several
to solve problems solve problems commits two computation errors or
with polynomials with polynomials computation doesn’t attempt problem
but commits one errors.
computation
error.
Content: Demonstrates Commits one Two computation Limited or no
ability to add and computation errors in demonstration of ability
Adding and subtract error when demonstration of to add or subtract
Subtracting polynomials demonstrating ability to add or polynomials.
Polynomials -No computation ability to add or subtract -Several computation
errors subtract polynomials. errors or doesn’t
-Answer written polynomials. Some attempt problem.
in standard form Demonstrates understanding of
understanding of the process.
the process.
Content: Demonstrates Commits one Two computation Limited or no
ability to multiply computation errors in demonstration of ability
Multiplying polynomials with error when demonstration of to multiply polynomials.
Polynomials no computation demonstrating ability to multiply -Several computation
errors ability to multiply polynomials. errors or doesn’t
-Uses FOIL polynomials. Some attempt problem.
-Uses Box Demonstrates understanding of
Method understanding of the process.
the process.
Content: Applies ability to Commits one Two computation Several computation
simplify computation errors when errors when applying
Application to polynomials by error when applying polynomial skills in
Geometry solving area and applying polynomial skills geometry problems.
perimeter polynomial skills in geometry Limited or no
problems in in geometry problems. understanding of how to
geometry with no problems. Some apply skills to geometry
computation Understands how understanding of problems
errors. to apply how to apply -No attempt of problem
understanding to skills to geometry
geometry problems
problems.

Step 6 References:

Goodwin, B. & Hubbell, E. (2013). The 12 Touchstones of Good Teaching: A

checklist for staying focused

 every day. Denver, CO:  Mid-continent Research for Education and Learning.

Librera, W., Ten Eyek, R., Robinson, B., & Giordano, T. (2004). Mathematics: A Rubric Scoring

Handbook.

New Jersey Department of Education. Retrieved from

https://www.state.nj.us/education/assessment/hs/sra/math.pdf
D. LESSON: A 4-day mini-unit on operations with polynomials. Each class period
is 50 minutes long

Day 1: Adding & Subtracting Polynomials

Step 7. Launch (10 Minutes):

Bellwork Day 1: Combining Like Terms (10 Minutes)

Directions: Identify like terms in the boxes below. Color the boxes that have like terms in with
the same color. Repeat for every set of like terms you find. When you are finished, compare your
paper with your table partner. Provide constructive and helpful feedback to your partner.

Step 8. Teacher-Centered Instruction/Modeling (25 Minutes)

Day 1 Guided Notes (25 Minutes)

7-1: Adding and Subtracting Polynomials
Monomial-

Degree of a Monomial-

Polynomial-

Degree of a Polynomial-

Example 1: Naming Polynomials

Concept: Polynomials are named using their degree and number of terms.

Try It! Name each polynomial based on its degree and number of terms
A.−2 x y 2 B. 6 xy−3 x + y C. 5 x 3−4 D. 9 E.
5 2
4 x y −3 x y −2 x −4

Example 2: Writing Polynomials in Standard Form

The standard form of a polynomial is the form of a polynomial in which the terms are written
in descending order according to their degree.

Ex: Write the following polynomial in standard form.

Try It! Write each polynomial in standard form

A. B.

Example 3: Simplify Polynomials

Concept: Polynomials can be simplified by adding or subtracting like terms. First, Identify if
there are any like terms and combine them. Then, write the polynomial in standard form.

Ex: Simplify 4 x+3 x 2 +2 x + x 2 +5

Ex: Simplify 4 x2 −3 x −x2 +3 x

Try It! Simplify 7 y 3−3 y +5 y 3−2 y +7

Example 4: Adding Polynomials

Steps:
1. Remove parentheses and rewrite each term.
2. Combine ___________ terms!
**Note: Final answers should be in _____________________ form of polynomials!

Try It! Add and Write in Standard Form

A.
B.

Example 5: Subtracting Polynomials

Steps:
Subtraction is the same thing as adding the _________________________.
1. Remove the parentheses from the first expression and rewrite each term
2. Before removing the parentheses from the second expression, __________ the
negative to each term in the second expression.

3.Remove the parentheses and _________like terms.

Try It! Subtract and write in Standard Form.

A.

B.

Step 9. Student-Centered Guided Practice (15 Minutes )

Day 1 Classwork/Homework “Daffynition Decoder” (15 minutes in class, complete for
homework)
Step 10. Independent Practice

Student will finish “Daffynition Decoder” as homework if it was not completed during class

Step 11. Closure (2 Minutes)

Exit Ticket Day 1:

Write your own adding/subtracting polynomials problem. After writing the problem, solve it and
hand it in.

Day 2: Multiplying Polynomials

Step 7. Launch (5 Minutes):

Bellwork Day 2: Naming Polynomials/Operations with Polynomials (5 Minutes)
Directions: Answer each question to the best of your ability. When you are finished, exchange
your paper with a partner for grading.

Match each polynomial to the name corresponding to its degree and number of terms.

1. 3 x+ 4 A. Cubic Polynomial
2. 4 B. 4th degree Binomial
3. 2 x2 y 2 C. 5th degree Trinomial
4. x 3+ 2 x 2−x +7 D. Quadratic Trinomial
5. −4 x 2 y−2 x 2− y E. Linear Binomial
6. 12 x5 −3 x 2−5 F. Quadratic Binomial
7. x 2+ x−4 G. Constant
8. 3 x 2− y 2 H. Cubic Trinomial

9. Add (2 x 2+5 x−2)+(3 x 2−8 x−1) 10. Subtract ( x 3−3 x 2−x ¿−(−2 x 3 +4 x−8)

Step 8. Teacher-Centered Instruction/Modeling (20 Minutes):

Day 2 Guided Notes (20 Minutes)
Step 9. Student-Centered Guided Practice (10 Minutes ):
“Try It” problems within guided notes for student guided practice (10 minutes)

Day 2 Guided Notes (20 Minutes) with “Try It” problems within for student guided
practice (10 minutes)

7-2: Multiplying Polynomials

Example 1: Multiplying two monomials

● Multiply coefficients
● Add Exponents

Multiply: (−4 x 2 y 2 ¿ (2 x 2 y)

Example 2: Multiplying with the Distributive Property

The Distributive Property Method

- Use this method when multiplying a __________ with a __________.

Multiply −4 x3 ( x 2 +3 x−4)

Try It! Multiply

Example 3: Multiplying with the FOIL method.

- Use this method when multiplying two ____________.

F O I L
 (2 x+ 4)(3 x−2)

FOIL Method Practice

Example 4: The Box Method

- Use this method when multiplying a ___________ and a _____________
- Or when multiplying two _______________.
( x ¿¿ 2+2 x−1)(3 x +4)¿

Try It!

A. Multiply (2 x−5)(−3 x2 + 4 x−7) B. Multiply (−3 x 2+ 1)(2 x 2+3 x−4)

 C. Multiply ( x 2+ 2 x−4)(2 x 2+2 x +2)

Example 5: Applying Multiplication of Polynomials

Area Problems

A. Find the area of the rectangle (recall: A=l⋅ w)

1
B. Find the area of the triangle (recall: A= b ⋅ h)
2

C. Find the area of the SHADED region

(Area big shape - Area little shape= Area of shaded region)

Step 10. Independent Practice (w/estimated time if applicable):

7-2 Online Assignment for homework

Step 11. Closure (1 Minute)

Exit Ticket Day 2:
What are the two techniques we learned today to use when multiplying polynomials?

Day 3: Special Cases

Step 7. Launch (10 Minutes)

Bellwork Day 3: Multiplying Polynomials (10 Minutes)

Directions: Answer each question to the best of your ability. When you are finished, raise your
hand for a quick check.

1. Multiply 4 x2 (−3 x 3−5 x 2−2) 2. Multiply ( x−4)(x +5)

3. Multiply (2 x−3)(4 x +1) 4. Multiply (2 x−4 )(x2 −x+ 4)

5. Error Analysis: Explain the error that the student made while multiplying binomials. Correct
the mistake and circle your completed, correct answer.

Step 8. Teacher-Centered Instruction/Modeling (20 Minutes):

Day 3 Guided Notes (20 Minutes)

7-3 Multiplying Special Cases

Concept:
The square of a ________follows a pattern. Use the pattern to find the product faster.
- The product is a ________ where the ___ and ____ terms are both perfect _________.

Example 1: Square of a Binomial

Consider ¿. This can be written as (a+ b)(a+b)
Consider¿. This can be written as (a−b)(a−b)
 Any Binomial ¿

Any Binomial ¿=

A. Find ¿ B. Find ¿ C. Find ¿

Example 2: Product of a Sum and Difference

Two Binomials (a+ b)(a−b)=¿

This type of problem results in a _________ of __________.

A. What is the product of (5 x+ 7)(5 x −7)?

B. What is the product of (2 x+ 4)(2 x−4 )?

C. What is the product of (3 a−4 b)(3 a+4 b)?

Example 3: Geometry Application

A. A square plot of farmland has a farmhouse built on the shaded region. What is the area of
the remaining land?

B. A circle has a radius of 2 x−3. Find the area of the circle. (Use the πsymbol on your
calculator)
A=π r 2

2x-3

Try It! Find the area taken up by the 4 white triangles.

Step 9. Student-Centered Guided Practice (20 Minutes)

Day 3 Whiteboard problems (20 Minutes): I will use these problems for students to answer
on individual whiteboards. I will assess their knowledge as they hold up their answers.
Step 10. Independent Practice

7-3 Online Assignment

Step 11. Closure (2 Minutes)

Exit Ticket Day 3:

What is the formula for the area of a square? How does it compare with the square of a binomial
formula?

Day 4: Review of Material

Step 7. Launch (10 Minutes):

Bellwork Day 4: Multiplying Special Cases (5 Minutes)

Directions: Answer each question to the best of your ability. When you are finished, raise your
hand for a quick check.

1. Without looking in your notes, write down the three formulas we used yesterday for
multiplying special cases.

¿________________
¿________________
(a+ b)(a−b)=¿________________

2. Multiply ¿ 3. Multiply (3 x−4 y ¿ 2 4. Multiply ( x +5)(x−5)

Step 8. Teacher-Centered Instruction/Modeling

None

Step 9. Student-Centered Guided Practice (40 Minutes ):

Day 4: Review Worksheet: Students will receive all class time to work on this review
worksheet. If they do not finish in class, they must complete it at home. During the class I
will act as a facilitator and make my way around the room to answer questions and
redirect student attention as necessary. (50 Minutes)

7-1 through 7-3 Review Name:_______________

7-1

Name the polynomial based on its degree and number of terms.

1) x +2 2) 7 x 2+ x −4 3) 6 x 4 −x3 −3 x 2 +7 x−5 4) 4 x2 y

Simplify and write in standard form.

5) 4 x+3 x 2 +2 x + x 2 +5 6) 7 y 3−3 y +5 y 3−2 y +7

Add or Subtract. Write in standard form.

7) (3 x 3+ 2 x 2−5 x)+(4 x 2−7 x +5) 8)(8 x 3 +3 x2−8 x +10)−(7+5 x 2+ 5 x 3 )

9) (5 x 4−4 x 3−3 x−4)−(2 x−6 x 3−2 x 4 ) 10) Find the perimeter of the triangle.

11) (−2 x 2+3 x−4)−(3 x 2−4 x +6)

7-2
Find each product.

12) 2 y 2 ( y 2−6 y +5) 13) −x (2 x3 −x2 +6 x−8)

14) ( x−3)(3 x−6) 15) (2 x+3)(3 x−2)

16) ( x−4)( x 2+ 7 x −8) 17) (−2 x 2+5)(x 3−8 x−6)

7-3

Find each product.

18) ¿ 19) ¿ 20) ( p−15)( p+15)

Geometry Problems

21) Find the area of the shaded region.

22)

Find the perimeter and area of the rectangle.

23) EXTRA CREDIT

If the perimeter of the triangle is If the perimeter of the rectangle is
5 x 2+7 x +12 , what is the missing side? 14 x 2 +4 x−8 , what is the missing side?

Step 10. Independent Practice

Complete review if it wasn’t finished in class

Step 11. Closure (1 minute)

Exit Ticket Day 4:

What do you need to review this evening in order to be prepared for the post-assessment for this
unit?
References

Algebra with Pizzazz. (n.d.). Daffynition Decoder. Creative Learning Publications. Retrieved

from http://bmsshirley.weebly.com/uploads/1/3/5/9/1359599/2015-09-09_14-49.pdf

Davis, N. (2020). Independent Practice-Art Activity. BetterLesson. Retrieved

From https://betterlesson.com/lesson/520994/combining-like-terms

Goodwin, B. & Hubbell, E. (2013). The 12 Touchstones of Good Teaching: A

checklist for staying

focused every day. Denver, CO:  Mid-continent Research for Education

and Learning.

Kennedy, D., Milou, E., Thomas, C. D., Zbiek, R. M., & Cuoco, A. (2018). EnVision Algebra 1.

Boston, MA: Pearson.

E.Post-Assessment

Algebra 1: Unit 7 Post-Assessment Name:_____________

Directions: Answer each question to the best of your ability. Circle your answer!

1. (3 Points) Which pairs of monomials are “like terms”? Select all that apply.
a. x∧ y
b. 3 x∧x 3
c. 2 y∧3 y
d. x 2∧x 3
e. x 2∧3 x 2
f. x∧3 x

For problems 2-4, Simplify the expression.(2 points each)

2. ¿ 3. (3 w 3)¿ 4. x 2 ⋅ x 3 ⋅ xy
5. (1 point) Simplify the expression: x ⋅ x ⋅ x 6. (1 point) Simplify the expression:
x + x+ x
a. 3 x a. 3 x
b. 3 x 2 b. 3 x 2
c. x 3 c. x 3
d. x 4 d. 3 x 3

7. (2 points) Simplify 3 d +4−d+ 8 8. (2 points) Simplify 2 x2 −5−5 x 2+ 4

9. (1 point) Find the area of the rectangle below. 10. (1 point) What is the degree of the
monomial 2 x2 y 2?

11. (3 Points) Find the total area of the shape.

12. (2 Points) Name the polynomial based on degree and number of terms. 3 x y 2 + 4 xy+ 2?

13.(2 Points)
14. (4 points) Multiply ( x +4 )( x−2) 15. (6 Points) Multiply (2 x+3)( x 2 +3 x+ 4)

16. (3 Points) Multiply ¿ 17) (4 points) Multiply (5 x+ 4 y )(5 x−4 y)

18. (8 Points) Find the area of the shaded region.

Questions 19-24 are based on the following scenario.

19. (3 Points) Write an expression that represents the length of the SOUTH side of the field.
Simplify if necessary.
20. (2 Points) Write an expression representing the area of the pumpkin field.

21. (2 Points) Write an expression representing the area of the bean field.

22.(4 Points) If x=3 and y=7, what is the area of the bean field?

23.(4 points) What is the perimeter of the potato field?

24. (6 points) What is the area of the potato field?

25) Extra Credit (4 points): Farmer Bob would like his bean plants to grow to a height of (x +
3). Write a polynomial expression to find the volume of the bean plants if they reach a height of
(x + 3).
HINT: Volume=l ⋅w ⋅h

Spreadsheet of Student Scores on Unit 7 Assignments

Daffyniti
on
Decoder 7-2 7-3 Review Post
Pretest Bellwork Workshe Bellwork Online Bellwork Online Bellwork Workshe Assessme
Student (40 Day 1 (5 et (20 Day 2 (5 (10 Day 3 (5 (10 Day 4 (5 et (30 nt (70 Percent/G
Name Points) Points) Points) Points) Points) Points) Points) Points) Points) Points) Total rade
Alexande
r, A 40 5 20 5 10 5 10 5 29 62 191 95.5/A
Beijer, Z. 40 5 18 5 10 5 10 5 29 64 191 95.5/A
Bierznick
s, B. 40 5 20 5 10 5 10 5 28 55 183 91.5/A-
Bissonnet
te, A. 40 5 20 5 10 5 10 5 30 43 173 86.5/B
Campbell
, M. 40 5 15 5 5 5 8 5 14 61 163 81.5/B-
Dorsey,
L. 40 5 17 5 9 5 9 5 18 60 173 86.5/B
Dorsey,
N. 40 5 18 5 7 5 9 5 25 58 177 88.5/B+
Fish, L. 40 5 20 5 10 5 10 5 28 65 193 96.5/A
Fuller, K. 40 5 15 5 10 5 10 5 30 66 191 95.5/A
Griffin,
S. 40 5 14 5 10 5 8 5 23 59 174 87.0/B
Hillegas,
S. 40 5 10 5 10 5 10 5 8 41 139 69.5/D+
Horner,
B. 40 5 18 5 8 5 7 5 28 67 188 94.0/A
Johnson,
A. 40 5 14 5 10 5 10 5 17 58 169 84.5/B
Kornelso
n, S. 40 5 5 5 9 5 10 5 29 69 182 91.0/A-

Kortenho
even, M. 40 5 20 5 9 5 10 5 30 68 197 98.5/A
Maestas,
V. 40 5 13 5 10 5 10 5 32 70 195 97.5/A
Parfenoff
, I. 40 5 13 5 10 5 10 5 29 61 183 91.5/A-
Piper, T. 40 5 16 5 10 5 10 5 20 62 178 89.0/B+
Robb, A. 40 5 20 5 10 5 10 5 10 32 142 71.0/C-
Ruter, P. 40 5 20 5 9 5 9 5 27 66 191 95.5/A
Schmitt,
T. 40 5 14 5 9 5 8 5 29 66 186 93.0/A-
Shimp,
M. 40 5 17 5 10 5 10 5 30 54 181 90.5/A-
Smith,
W. 40 5 17 5 10 5 10 5 30 69 196 98.0/A

VanDen
Berg, O. 40 5 19 5 10 5 10 5 30 67 196 98.0/A
Waander
s, A. 40 5 15 5 7 5 8 5 29 67 186 93.0/A-

The spreadsheet provides a look into how students performed on each task assigned
during the unit. It is helpful to compare how students do on each assignment and how that relates
to their performance on the final post-assessment. There is often a correlation between how
students performed on daily homework tasks and that impact on their final grade.
 This chart is a stacked bar graph that helps to visualize how students performed on an
assignment and how it relates to their overall grade in the unit. By analyzing the length of each
colored segment on the bar, teachers can look at how certain tasks and assignments affected a
students’ grade. Another powerful use of this type of chart allows teachers to look at how each
assignment was weighted and contributed to the final grade. On this chart the green segment
represents the post-assessment which was worth the most points of any assignment in the unit.
The green segment is also the longest segment of the bar. It is easy to compare the lengths of
segments and see how one assignment correlate to another. For example, a student with a shorter
light-yellow bar usually has a shorter green bar. This means the student did not score well on
their review and in turn did not score as well on their final assessment.