WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 3-31-14
Length of Lesson 2 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:
M11.D.2.1.5 Solve quadratic equations using
factoring (integers only – not including completing the
square or the Quadratic Formula).
Quadratic Functions
M11.D.4.1.3 Determine the maximum or minimum
of a quadratic function
UNDERSTANDING GOALS (CONCEPTS):
.
ESSENTIAL QUESTIONS:
Students will understand:
.
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 instead of going
straight like a linear function?

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):
Quadratic equation
Quadratic function
Turning points
Zeroes
X intercepts
Yintercepts
discriminant
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. Graph quadratic functions
2. Solve quadratic equations by graphing
3. Solve quadratic equations by completing the
square
4. Solve quadratic equations by quadratic formula.
5. Graph and identify exponential functions.
6. Growth and Decay problems
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
Activite Engagement
Higher level thinking skills
Compare comtrast
Whole class response
Useage note takeing modeling
Glencoe Algebra 2 Text
Calculators
Computers
Supplemental Materials
Warm ups & Exit polls
ASSIGNMENTS:
A+ Math
Math Lab
Truly struggling students will
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
Open ended question
Multiple choice practice
worksheets Chapter 6
enrichment
Scaffolding
Guided notes
Teacher prompting
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”
sed on daily assessments
(formative and summative),
additional modeling,
homework, review,
interventions, group work,
computer or teacher guided
practice will be done.
Factoring
Finding intercpts
with a math teacher.