Name: Andrew Pollick
Content Area: Algebraic Concepts
WOODLAND HILLS SECONDARY
LESSON PLANS
Date: 4/20/15
Length of Lesson: 5 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Big Ideas:
Understanding Goals (Concepts):
Data Analysis and Probability (Unit 14 - Chapters 13 & 14)
M11.E.1.1 Appropriately display and/or use data in
problem-solving settings.
M11.E.2.1 Use measures of central tendency to describe
a set of data.
M11.E.3.1 Apply probability and/or odds to practical
situations.
Students will simplify and perform operations with
radical expressions. They will apply these skills to
solving radical equation. The Pythagorean theorem is
used to solve problems with right triangles. The
distance formula is introduced as an application of the
Pythagorean theorem. Similar triangles and trig ratios
are used to find missing measures in triangles..
M11.E.3.2 Apply counting techniques in problem-solving
settings.
M11.E.4.1 Make predictions using data displays and
probability.
Student Objectives (Competencies/Outcomes):
Students will learn how to display data in histograms and
box whisker plots.
They will calculate range, quartiles, and inner-quartile
ranges.
They will use these plots to interpret data.
Students will learn, apply, and calculate values dealing
with the fundamental counting principle, permutations,
and combinations.
They will deal with independent and dependent events.
Essential Questions:
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Am I showing the data the best way?
What is the story that the graph shows? What is it
telling me?
What is an outlier? How does it affect the data?
What do box whisker plots tell us? How are they
used to compare several data sets?
What concepts imply order?
Why are permutation values so much larger than
combination?
How are probability and odds the same/ different?
How do you move from one to the other?
What makes events dependent? How does this
relate to the denominator and numerator in my
fractions?
STAGE II – ASSESSMENT EVIDENCE
Vocabulary:
Box and whisker plot
Quartile
Inner quartile range
Outlier
Histogram
Stem leaf plot
Factorial
Permutation
Combination
Independent and dependent events
Sample space
Probability
Odds
Theoretical probability
Performance Task:
Formative Assessments:
Students will participate in class discussions, guided practice, computer work, and
whiteboard activities
Students will actively participate in class examples, discussion, class work,
whiteboards, open ended assessments, graphic organizers, exit tickets, daily warm
ups, homework, Study Island (or what is currently available) and unit tests, quizzes,
and other formative assessments.
STAGE III – LEARNING PLAN
Materials and Resources:
Interventions:
Chapter 3: Glencoe Text)
Unit 1 (Algebra Rescue Text)
Think Through Math, Study Island, A+ Math (if available), Math Lab, Online Self Check
Quizzes and Tests
Warm ups & Exit polls (daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab & Go workbooks
Additional materials as needed
Positive/ negative counters
Number lines, etc.
Assignments
Procedures
Instructional Procedures*:
Monday
5/4
Day A
Tuesday
5/5
Day B
Bell Ringer
Work Day – work on data
Problems.
Intro to factoring
 Review Friday’s Test
 Do Now – intro stats – GCF
None
Go over Keystone
missed questions
 Intro to budgeting,
additional keystone
problems.
Wednesday
5/6
Day A
 DO NOW- check
homework assignments
 Mini lesson – 10 minute
review stats with partner
– Problem Set
 Problems not completed
in class
Thursday
Friday
5/7
Day B
 Practice Exam. Students
practice stats on the
board
5/8
Day A
 Formative Assessment
 Exit slip for factoring test
 Test corrections
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections