WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Steve Flanders__________
Date 8-30-13
Length of Lesson __6 days_____ Content Area Trigonometry_______
Edline was updated this week: x
My class website was updated this week: x
STAGE I – DESIRED RESULTS
LESSON TOPIC: Prerequisites
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Patterns exhibit relationships that can be extended, described, and
generalized:
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M11.A.1.1 Represent and/or use numbers in equivalent forms
(e.g., integers, fractions, decimals, percents, square roots,
exponents and scientific notation).
M11.A.1.2 Apply number theory concepts to show
relationships between real numbers in problem solving
settings
M11.A.2.2 Use exponents, roots and/or absolute value to
solve problems.
M11.D.2.2 Simplify expressions involving polynomials.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
How can you extend algebraic properties and processes to quadratic,
exponential and polynomial expressions and equations and then
apply them to solve real world problems?
Algebraic properties, processes and representations and
quadratic and polynomial functions and equations:
 Laws of Exponents
 Factoring
 Common Denominators
 Solving Equations
VOCABULARY:
 Index/Radicand
 Exponential Form
 Rational Exponents
 Domain
 Compound/Complex Fractions
 Extraneous Solutions
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Extend algebraic properties and processes to quadratic, exponential,
and polynomial expressions and equations and to matrices, and
apply them to solve real world problems.
Represent a quadratic and polynomial function in multiple ways,
including tab les , graphs, equations, and contextual situations, and
make connections among representations; relate the solution of the
associated quadratic equation to each representation.
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Convert Between Standard and Exponential Forms
Factor
Find Common Denominators/Simplify Complex Fractions
Solve Equations
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate adequate understanding via a
chapter test.
FORMATIVE ASSESSMENT:
#1 Pre-Assessment
#2 Open-Ended Questions
#3 Think-Pair-Share
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagement use:
#1 Note-Taking
#2 Cooperative Education
Textbook
Notebook
Projector/Promethean Board
Scaffolding used:
#1 Guided Notes
INTERVENTIONS:
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Limited small group/
flexible grouping will
occur.
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Students will be
encouraged to stay for
math lab, or find help
ASSIGNMENTS:
p. 23-26
p. 36-40
p. 48-51
p. 61-64
#2 Build on prior knowledge
MINI LESSON:
 Laws of Exponents
 Factoring
 Common Denominators
 Solving Equations
with a math teacher
during ASE or lunch.

As this unit is essentially a
review, students who are
truly struggling will be
encouraged to transfer to
Algebra III.