GRANT UNION HIGH SCHOOL

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1 GRANT UNION HIGH SCHOOL
：格兰特联合高中 Title I school 校名 2,000 – 2,200 student population 在校2000多学生 90% of students have free lunch (low social economic status) 因 为是低收入家庭90%的学生有免费午餐 40% of student population are English Language Learners (Hispanic; Hmong and Lao refugees) are Special Education 40%会英语，西班牙人，洪族人，是特殊教育 At least 30% of students don’t live with parents (foster home, relatives)30%不在父母身边，寄养家庭或亲戚家 Math skills of almost 50% of student population is 1 to 2 grade levels behind其中50%的学生的数学要比同年龄的低一两个级别 P. Hinlo, 2010

2 COLLABORATION GOALS 合作目标 70% of students in each class achieve in math70%能学好数学 Weekly collaboration to discuss lesson delivery, teaching strategies, assessment results, and make revisions to plans as needed 每周合作讨论讲课方式，方法，考查成绩，必要的修改计划 Standards-driven reform is the primary approach标准驱动的改革是首要办法 Activate student conceptual knowledge when presented with a real-life problem solving situation使学生在日常生活中能够运用概念知识解决问题 Improve student motivation, participation, and generalization skills 增加积极性，参与性和举一反三的能力 P. Hinlo, 2010

3 TEACHER COLLABORATION
Involves teachers of same subject matter 同一门课的授课教师 Weekly collaboration to discuss lesson delivery, teaching strategies, assessment results, and make revisions to plans as needed 每周合作讨论讲课方式，方法，考查成绩，必要的修改计划 Standards-driven reform is the primary approach标准驱动的改革是首要办法 Planning for curriculum, pacing, common formative assessments, sharing of best practices during summer break.计划课程，进度，测试，暑假期间分享最佳案例 P. Hinlo, 2010

4 An organized approach to factoring 2nd degree trinomials 分解二次三项式
Factoring Trinomials 分解三项式 An organized approach to factoring 2nd degree trinomials 分解二次三项式 P. Hinlo, 2010

5 Factoring Trinomials 三项式分解 Use this algorithm (procedure) to take a lot of the guesswork out of factoring trinomials.使用算术减少分解 因式时的猜测 To get the most out of this presentation, use pencil and paper and work through the instructions slowly and carefully.为保证大家的效率，请大家拿出纸笔跟随老师的步 奏 Keep in mind that this will not do the factoring for you. But it does give you a standard routine to use so that you can focus on the numbers.谨记这不是为你 分解，而是提供标准模式，使你关注数字 P. Hinlo, 2010

6 Multiply the leading coefficient and the constant term
Step 1 第1步： Multiply the leading coefficient and the constant term 将系数与常数项相乘 P. Hinlo, 2010

7 Step 2 第2步： Find the two factors of 24 that add to the coefficient of the linear term 找到两个数，它们的和是单项式的系数，它们的积是24 P. Hinlo, 2010

8 Re-write the original trinomial and replace 10x with 6x + 4x.
Step 3 第3步： Re-write the original trinomial and replace 10x with 6x + 4x. 改写三项式，用6x+4x代替10x P. Hinlo, 2010

9 Group the first and last pairs of terms
Step 4 第4步： Group the first and last pairs of terms 两两搭配 P. Hinlo, 2010

10 Factor out the GCF of each pair of terms
Step 5 第5步： Factor out the GCF of each pair of terms 分解出每一对的最大公因数 P. Hinlo, 2010

11 Factor out the common binomial
Step 6 Factor out the common binomial 分解出公因项 P. Hinlo, 2010

12 Step 7 Therefore 得出 P. Hinlo, 2010

13 Try it. You’ll like it! 试一试就会喜欢 That’s all folks! P. Hinlo, 2010