WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Naame Witon
Date 12-2-13
Edline was updated this week: Yes
Website was updated this week: Yes
Length of Lesson 7days
Content Area Algebra 2
STAGE I – DESIRED RESULTS
LESSON TOPIC:
stem leaf box whisker
review Keyatone
Probability and Statistics
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Solve problems involving independent and dependent
events using the counting principle.
Solve problems involving linear permutations and
combinations.
Find the probability and odds of events
Find the probability of mutually exclusive and
inclusive events
Use measures of central tendency (Mean, median,
mode) to represent a set of data and describe how
outliers affect measures of central tendency.
Find measures of variation (range & interquartile
range) for a set of data.
Answer questions based on data displays (box-andwhisker, stem-and-leaf, scatter plots with lines of best
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
data can be modeled with mathematical functions that
approximate the data well and help us make predictions
based on the data.
M11.E.1.1.1 Create and/or use appropriate graphical
representations of data, including box-and-whisker plots,
stem-and-leaf plots, scatter plots, line/double line,
bar/double bar and circle graphs.
M11.E.1.1.2 Answer questions based on displayed data
(box-and-whisker plots, stem-and-leaf plots, scatter plots,
line and double line graphs, bar and double bar graphs and
circle graphs).
M11.E.2.1.1 Find/select/use the appropriate measure of
central tendency (mean, mode or median) of a set of data
given or represented on a table, line plot, or stem-and-leaf
plot.
M11.E.2.1.2 Calculate and/or interpret the range,
quartiles and interquartile range of sets of data.
M11.E.2.1.3 Describe how outliers affect measures of
central tendency.
M11.E.3.1.1 Determine probabilities for independent,
dependent or compound events and represent probability
in multiple forms (i.e., fraction, decimal, percent).
M11.E.3.1.2 Determine, convert and/or compare the
probability and/or odds of a simple event.
M11.E.3.2.1 Determine the number of permutations and/or
combinations.
M11.E.4.1.1 Estimate or calculate to make predictions
based on a circle, line or bar graphs.
M11.E.4.1.2 Use probability to predict outcomes.
M11.E.4.2.1 Draw and/or write an equation for a line of best
fit for a scatter plot.
M11.E.4.2.2 Make predictions using the equations of bestfit lines of scatter plots.
ESSENTIAL QUESTIONS:
How do permutations and combinations apply to softball?
How can you count th maximum number of license plate a state
can issue?
fit, and bar graphs).
VOCABULARY:
Outcome, Sample Space, Event, Independent Events, Dependent
Events, Fundamental Counting Principle, Permutations,
Combinations, Probability, Odds, Compound Event, Mutually
Exclusive, Inclusive, Measures of Central Tendency, Mean,
Median, Mode, Range, Interquartile Range, Box-and-Whiskers,
Stem-and-Leaf
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
solve problemss involving independent events, dependent events,
permutations and combinations.
Analyze data.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate an adequate understanding via a
chapter test. 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
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)

Textbook
Notebook
Promethean Board/Projector 
Keystone resoursces
Active Engagement
Note Taking, Modeling, Whole
Class Response, Partnering,
Higher Level Thinking Skills
Scaffolding
Guided Notes, Chunking,
Build on prior Knowledge,
Teacher Prompting, Visual
Support
Daily: Warm up will include a
spiraling review of prior
knowledge to include the
upcoming lesson
Daily: 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:
*The counting principle
*Permutations and
combinations
*Probability and odds
*Mutually exclusive and
inclusive events
*Measures of central
tendency
*Range and Interquartile
Range
*Box-and-whisker, stem-andleaf, bar graphs
INTERVENTIONS:

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
with a math teacher
during ASE or lunch.
ASSIGNMENTS:
p. 635-636
p. 641-642
p. 649-650
p. 655-656
p. 661-662
p. 667-669
Various Worksheets