WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 4-21-14 Length of Lesson 3 weeks Content Area Algebra 2
Edline was updated this week: Yes
My class website was updated this week: Yes
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Different types of functions
M11.D.4 Determine the maximum or minimum of a
quadratic function and different functions
UNDERSTANDING GOALS (CONCEPTS):
.
ESSENTIAL QUESTIONS:
Students will understand:
. Identify different types of functions
Graph different types of functions
Identifying the nature of a quadratic function. Being
able to sketch a graph of a quadratic function and
identify its vertex, axis of symmetry, and find it
maximum or minimum.
Relate quadratic functions to real world problems and
situations such as fireworks trajectory or bridge
construction.

What make a parabola bend ins tead of going
straight like a linear function?

Howcan a graph depict the height of the rocket
during its flight?s

What do you know from the repetition in a
quadratic?

How can you tell maximums vs minimums?
What data can you read from ax2 +bx + c form?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
direct variation funtion
identity function
greatest integer funtion
absolute value function
quadratic funtion
square root function rational function
inverse function
Quadratic function
Turning points
Zeroes
X intercepts
Maximum, minimum points
.
PERFORMANCE TASK:
Students will participate in class discussions, guided practice,
computer work, and activities
OTHER EVIDENCE:
Students will actively participate in class examples, discussion,
classwork, whiteboards, open ended assessments, graphic
organizers, exit tickets, daily warm ups, homework, Study Island
and, unit tests, quizzes, and other formative assessments. Think
pair share Thumbs up Portfolio
1.
2.
3.
4.
5.
Graph quadratic functions
Solve quadratic equations by graphing
Classify functions
Solve quadratic equations by quadratic formula.
Graph and identify exponential functions.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
MATERIALS AND
RESOURCES:
reference PSSA Coach
ASSIGNMENTS:
A+ Math
Math Lab
Truly struggling students will
Open ended question
Multiple choice practice
Activite Engagement
Higher level thinking skills
Compare comtrast
Whole class response
Useage note takeing modeling
Scaffolding
Guided notes
Teacher prompting
Glencoe Algebra 2 Text
Calculators
Computers
Supplemental Materials
Warm ups & Exit polls
Guided practice and
Enrichment
remidal work
Additional materials as needed
Warm up will include a
spiraling review of prior
knowledge to include the
upcoming lesson
Usage
Check for understanding using
warmup, homework, or
formative assessment
questioning to determine
whether to continue as needed
or do interventions as needed.
model, spiral scaffolding,
instruct/reteach, as needed
MINI lesson”
Test taking Strategies
open ended Strategies
proportions
word backwords
change diameer to radius
be referred to guidance/SAP
(RTI)Small group/ flexible
grouping will occur if
necessary.
Students will be encouraged to
stay for math lab, or find help
with a math teacher.
worksheets
enrichment
ch 9