WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 1-26-15 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:
Logarithms Properites
MM11.D.1.1.1 Analyze a set of data for the existence of a
pattern and represent the pattern algebraically and/or graphically.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
the term logarithm to solve for a variable that appears as an
exponent.They will explore the relationship between
exponents and logarithms, and they they will use logarithms
with two special bases, base 10 or common and base e or
natural. Students will be able to apply the Change of Base
Formula to rewrite a logarithm using a different base, and
they apply appropriate formulas to solve problems involving
exponential growth and deca
VOCABULARY:
change of base formula, common logarithm, exponential decay,
exponential equation, exponential growth, logarithm, natural
base, e, Properties of Logarithm
PERFORMANCE TASK:
Students will participate in class discussions, guided practice,
computer work, and activities
M11.D.3.1.1
Identify, describe and/or use constant or
varying rates of change.
ESSENTIAL QUESTIONS:
What are logarithms?
What are the properties of logarithms?
How are exponential functions and logarithms related
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
.
1)
Graph exponential and logarithmic functions.
2)
Identify domain and range of exponential and
logarithmic functions.
3)
Simplify logarithmic expressions using the common
logarithm (Change-of-Base formula).
4)
Simplify and evaluate logarithmic expressions using
properties of logarithms.
5)
Solve exponential and logarithmic equations.
6)
Evaluate expressions involving the natural base and
natural logarithms.
7) Use logarithms to solve problems involving exponential
growth and de
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
STAGE III: LEARNING PLAN
INSTRUCTIONAL
Do NOW will include a
spiraling review of prior
knowledge as well as the
upcoming lesson. We will use
Collins writing 1 and 2 daily
Support
Daily: Warm up will include a
MATERIALS AND
RESOURCES:
reference PSSA Coach
Glencoe Algebra 2 Text
Calculators
Computers
Supplemental Materials
Warm ups & Exit polls
Study Island
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
ASSIGNMENTS:
Open ended question
Multiple choice practice
worksheets
enrichment
Quiz sections 10-1 and 10-2.
Section 10-3 Text problems
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 LESSONS
Mini lessons will vary daily
based upon student needs and
informal assessments. We will
use Active Engagement and
Scaffolding within each lesson.
Examples:
Exponent rules
Properties of logs
Convert exponents
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.
Guided practice and
Enrichment
remidal work
Additional materials as needed
Reading vocabulary and
terminology
with a math teacher.
Skills practice and practice
sheet
enrichment
(Model, spiral scaffolding,
instruct/teach as needed)