WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Naame Witon
Date 12-15-14
Edline was updated this week: Yes
Website was updated this week: Yes
Length of Lesson 15 days
Content Area Algebra 2
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Probability and Statistics
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Bivariate data can be modeled with mathematical functions
that approximate the data well and help us make predictions
based on the data.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Analysis of one and two variable (univariate and bivariate)
data
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.
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 you decide which functional representation to choose
when modeling a real world situation, and how would you
explain your solution to the problem?
How can we use univariate and bivariate data to analyze
relationships and make predictions?
Answer questions based on data displays (box-andwhisker, stem-and-leaf, scatter plots with lines of best
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:
Display, analyze, and make predictions using univariate and
bivariate data.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate an adequate understanding via a
chapter test.
OTHER EVIDENCE:
Daily and long-term observations, projects
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
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
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:
*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 graphsNote Taking,
Modeling, Whole Class
Response, Partnering, Higher
Level Thinking Skills
Guided Notes, Chunking,
MATERIALS AND
RESOURCES:
INTERVENTIONS:

Textbook
Notebook
Promethean Board/Projector 
Keystone resoursces

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 .
ASSIGNMENTS:
p. 635-636
p. 641-642
p. 649-650
p. 655-656
p. 661-662
p. 667-669
Various Worksheets
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