# WOODLAND HILLS SECONDARY LESSON PLANS

```Name: Andrew Pollick
Date: 4/13/15
Content Area: Algebraic Concepts
WOODLAND HILLS SECONDARY
LESSON PLANS
Length of Lesson: 5 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Exponents/Exponential Functions
Polynomials
Big Ideas:
Understanding Goals (Concepts):
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.2.2 Use exponents, roots and/or absolute value to
solve problems.
M11.D.2.2 Simplify expressions involving polynomials.
Operations with monomials and polynomials
The connection between multiplying and dividing
polynomials The subsequent effect on the exponents in
the expression
Conversion of scientific notation to standard notation
and vice verse
How to find the product of special polynomials
Student Objectives (Competencies/Outcomes):
Essential Questions:
Vocabulary:
Students will be able to:
1. Multiply monomials.
2. Simplify expressions involving powers and quotients of
monomials.
3. Simplify expressions containing negative exponents.
4. Conversions and operations numbers written in
scientific notation.
5. Find the degree of a polynomial and arrange terms in
ascending and descending order.
7. Multiply a polynomial by a monomial.
8. Multiply binomials using the FOIL method and the
distributive property.
9. Find squares of sums and differences.
10. Find the product of a sum or difference.
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Why do exponents change when you multiply
and divide polynomials?
How do you tell the degree of a polynomials
and why is it important?
Who needs scientific notation?
How do you find it on a calculator and how do
you get out of the scientific mode?
How are polynomials useful in modeling data?
How can adding and subtracting polynomials
Why can't unlike terms be combined?
How does multiplying polynomials relate to
finding area?
Is FOIL special or just the distributive property
disguised?
polynomials
exponents
degree
terms
FOIL
zero exponents
scientific notation
constant
perfect square trinomial
difference of two squares
STAGE II – ASSESSMENT EVIDENCE
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 &amp; Exit polls (daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab &amp; Go workbooks
Positive/ negative counters
Number lines, etc.
Assignments
Procedures
Instructional Procedures*:
Monday
4/13
Day A
Tuesday
4/14
Day B
Bell Ringer
Work Day – work on
Exponent and Polynomial
Problems
 Review Friday’s Test
 Do Now – intro Exponents
– Systems of Equations
none
 Intro to Multistep eqn
problems – no more
than 5
Wednesday
4/15
Day A
 DO NOW- check
homework assignments
 Mini lesson – 10 minute
review Exponents
Practice with partner –
Problem Set
Thursday
4/16
Day B
 Review for Friday’s
assessment
Friday
4/17
Day A
 DO NOW – mini review
– systems
 Formative assessment –
25 question test
 Problems not completed
in class
 Review for Friday Test
 Any assignments missed
from the week
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
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