Name: Andrew Pollick
Date:2/2/15
Content Area: Keystone Prep
WOODLAND HILLS SECONDARY
LESSON PLANS
Length of Lesson: 5 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Linear Functions
Big Ideas:
M11.D.2.1
Solve and/or graph linear equations
and inequalities using various methods.
M11.D.3.1
Describe and/or determine change.
M11D.3.2
Compute and/or use the slope of a
line.
M11.D.4.1
Interpret and/or use linear,
quadratic and/or exponential functions and their
equations, graphs or tables.
Understanding Goals (Concepts):
Student Objectives (Competencies/Outcomes):
Essential Questions:
Vocabulary:
Students will be able to:
Why is it important to know the equation of a
relationship?
Why would slope be important in careers such as
architecture?
Where do we see evidence of slope on the interstates?
What does rise over run really mean? Relate it to real
life.
Relate slope to plumbing and your shower… your
height… the length of the shower.
How is slope correlated to direct variation?
How is slope and y-intercept related to a “start up” fee?
How can slope-intercept be used to form predictions?
How can you use slope-intercept form to write the
equation of a line?
What about two slopes makes the lines parallel?
Perpendicular?
How can scatter plots help to predict trends?
1. Find the slope of a line.
2. Use the rate of change to solve problems.
3. Solve problems involving direct variation,
write and graph.
4. Write and graph linear equations in slopeintercept form.
5. Write the equation of a line given the slope
and one point.
6. Write the equation of a line given two
points.
7. Write linear equations in multiple forms
(slope-intercept, standard, and point-slope).
8. Write the equation of a line
parallel/perpendicular to a given line,
through a given point.
9. Interpret points on a scatter plot and write
an equation for a line of best fit.
(2 days review, 1 enrichment, 1 assessment)
Students will study the nature of linear functions in this
unit. They will use their algebraic skills to identify and
graph a linear knowing only two points, or a point and
the slope. They will relate these skills to everyday realworld data.
Line of best fit, Positive correlation, negative
correlation, Constant of variation (
proportionality), Rate of change, Direct
variation, Slope, Interpolate, extrapolate,
Slope-intercept form, Point-slope form,
Parallel, perpendicular lines
Performance Task:
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 & Exit polls (daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab & Go workbooks
Additional materials as needed
Positive/ negative counters
Number lines, etc.
Procedures
Instructional Procedures*:
Monday
2/2
Day A
 Review Friday’s Test
 Do Now – into
slope/rate/change
 Lesson – Solving slope &
rate of change
Tuesday
2/3
Day B
 DO NOW- check
homework assignments
 Mini lesson – 10 minute
review slope/ rate
change.
 Practice with partner –
Problem Set
Wednesday
2/4
Day A
 DO NOW- check
homework assignments
 Mini lesson – 10 minute
review slope Rate
change.
 Practice with partner –
Problem Set
Thursday
2/5
Day B
 Review for Friday’s
assessment
Friday
1/30
Day B
 DO NOW – mini review
– Ch 5
 Formative assessments –
25 question test
Assignments
 Intro to Multistep eqn
problems – no more
than 5
 Problems not completed
in class
 Problems not completed
in class
 Review for Friday Test
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
 Any assignments missed
from the week