WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Witon Date _10-14-13 Length of Lesson _16 Days_____ Content Area _Algebra 2__________
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STAGE I – DESIRED RESULTS
LESSON TOPIC: Linear Relations and Functions
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Mathematical functions are relationships that assign each
member of one set (domain) to a unique member of another
set (range), and the relationship is recognizable across
representations:
M11.C.3.1.2
M11.D.1.1.1
M11.D.1.1.2
M11.D.2.1.2
M11.D.3.2.1
M11.D.3.2.2
M11.D.3.2.3
M11.D.4.1.1
M11.D.4.1.2
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Functions and multiple representations, Linear relationships: Equations and
inequalities in one and two variables, Algebraic properties and processes:
1.
2.
3.
4.
5.
6.
7.
8.
Analyze and graph relations
Write and graph linear equations given slope and/or
point(s) on a line
Find and use slope of a line
Write equations for and graph parallel and perpendicular
lines
Draw scatter plots and determine equations for lines of
best fit
Graph absolute value functions on a coordinate plane
Graph linear inequalities on a coordinate plane
Solve real-world problems modeled by linear functions
Relate slope to perpendicularity and/or
parallelism (limit to linear algebraic expressions;
slope formula provided on the reference sheet).
Analyze a set of data for the existence of a pattern
and represent the pattern algebraically and/or
graphically.
Determine if a relation is a function given a set of
points or a graph.
Identify or graph linear inequalities on a
coordinate plane.
Apply the formula for the slope of a line to solve
problems (formula given on reference sheet).
Given the graph of the line, 2 points on the line or
the slope and a point on a line, write or identify
the linear equation in point-slope, standard
and/or slope-intercept form.
Compute the slope of a linear equation or graph.
Match the graph of a given function to its table or
equation.
Graph linear functions in two variables.
ESSENTIAL QUESTIONS:
 How do you decide which functional representation to
choose when modeling a real world situation, and how would
you explain your solution to the problem?
 How do you write, solve, graph, and interpret linear
equations and inequalities to model relationships between
quantities?
 How do you write, solve, and interpret systems of two linear
equations and inequalities using graphing and algebraic
techniques?
VOCABULARY:
 Coordinate Plane, Quadrants, Domain, Range, Function,
Mapping, Vertical Line Test, Independent Variable,
Dependent Variable, Function Notation
 Standard Form, X- and y-intercept
 Slope, Slope-intercept form, Parallel, Perpendicular
 Scatter plot, Line of best fit
 Constant Function, Absolute value Function, Identity
Function, Piecewise Function
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Write, solve, graph, and interpret linear equations and
inequalities to model relationships between quantities.
Represent functions (linear and non-linear) in multiple ways,
including tables, algebraic rules, graphs, and contextual
situations and make connections among these representations.
Choose the appropriate functional representation to model a
real world situation and solve problems relating to that
situation.
 Analyze and graph relations
 Write and graph linear equations given slope and/or
point(s) on a line
 Find and use slope of a line
 Write equations for and graph parallel and
perpendicular lines
 Draw scatter plots and determine equations for lines of
best fit.
 Graph absolute value functions on a coordinate plane
 Graph linear inequalities on a coordinate plane
 Solve real-world problems modeled by linear functions
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Students will demonstrate an
adequate understanding via a chapter test.
OTHER EVIDENCE:
Daily and long-term observations, and a group project
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)

Textbook
Notebook
Promethean Board/Projector
Graph Paper

Rulers
MINI LESSON:
 Classifying real numbers
 Order of Operations
 Properties of Real
Numbers
 Solving Linear Equations
 Solving Absolute Value
Equations
 Solving Inequalities
 Graphing Inequalities
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. 60-62
p. 65-67
p. 71-74
p. 78-80
p. 83-86
p. 92-95
p. 98-99