WOODLAND HILLS HIGH SCHOOL LESSON PLAN STAGE I – DESIRED RESULTS

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```WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 3-2-15
Length of Lesson 15 days
Content Area Algebra 3
Edline was updated this week: Yes
My class website was updated this week: Yes
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Functions remainder theorem compound function
Factor theorem
M11.D.4.1
Interpret and/or use linear, quadratic and/or
exponential functions and their equations, graphs or tables
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Students will be able to: Represent
exponential, quadratic, and
polynomial functions in multiple ways, including tab les ,
graphs, equations, and contextual situations, and make
connections among representations; relate the growth/decay
rate of the associated exponential equation to each
representation.
ESSENTIAL QUESTIONS:
Why is it important to combine functions in business?
Wher are polynomial functions found in nature?
VOCABULARY:
Symmetry, symmetry with respect to the x-axis, symmetry with
respect to the origin
Function,
independent &amp; dependent variables, function notation, piecewise
function,
Inverse,intercptes
Synthetic division
Remainder theorem
Factor theorem
Descartes
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
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, 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
.
)Determine the numer and type of roots
Factor using synthetic division:
find zeros
Use the definition of a function to determine whether a
relation is a function.
4. Using correct notation, write a function, find its domain
and range, and evaluate function values.
5. Analyze a function or its graph to determine behavior
and nature.
6. Transform a function using shifting, reflection, and
stretching.
7. Apply operations to functions:
8. Sum, difference, product, quotient
9. Composition
10. Find, verify, and graph the inverse of a function.
11. Apply mathematical models through direct, joint and
inverse variations.on
1.
2.
3.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
DO NOW will include a
spiraling review of prior
MATERIALS AND
RESOURCES:
reference Keystone questions
Glencoe Algebra 2 Text
ASSIGNMENTS:
A+ Math
Math Lab
Truly struggling students will
be referred to guidance/SAP
Open ended question
Multiple choice practice
worksheets
knowledge as well as the
upcoming lesson. We will use
Collins writing 1 and 2 daily
Mini Lesson:
Mini lessons will vary daily
based upon student needs and
informal assessments. We will
use Active Engagement and
Scaffolding within each lesson.
MINI LESSON:
Factor FOIL
Evaluate
Guided Practice:
Note Taking, Modeling, Whole
Class Response, Partnering,
Higher Level Thinking Skills
Guided Notes, Chunking,
Build on prior Knowledge,
Teacher Prompting, Visual
Support
Independence Practice:
Check for understanding using
practice pages and text as well
as school/SAS developed
activities.
Summative/Formative
Assessments:
Quizzes as needed for
understanding. Unit test is
summative as well as
cumulative for constant
knowledge retention. Students
will actively participate in class
examples, discussion, class
work, whiteboards, open ended
assessments, graphic
organizers, exit tickets, daily
warm ups, homework, Study
Island and, unit tests, quizzes,
and other formative
assessments.
Reflections:
Check for understanding using
do now, homework, or
formative assessment
questioning to determine
whether to continue as needed
or do interventions as needed.
(Model, spiral scaffolding,
instruct/reteach as needed)
Teacher reflection
Calculators
Computers
Supplemental Materials
Warm ups &amp; Exit polls
Guided practice and
Enrichment
remidal work
Additional materials as needed
Reading vocabulary and
terminology
(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.
enrichment
Ch 7 Text problems
Skills practice and practice
sheet
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