WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 11-24-14
Length of Lesson 1 weeks
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:
Review Keystones
Inequalities
Square roots
systems
M11.D.2.1
M11.D.3.1
M11D.3.2
M11.D.4.1
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
.
Students will study the nature of linear functions in this unit.
They will use their algebraic skills to identify and graph a linear
knowing only two points, or a point and the slope. They will
relate these skills to everyday real-world data
VOCABULARY:
Solve and/or graph linear equations and
inequalities using various methods.
Describe and/or determine change.
Compute and/or use the slope of a line.
Interpret and/or use linear, quadratic
and/or exponential functions and their
equations, graphs or tables.
ESSENTIAL QUESTIONS:
Why is it important to know the equation of a relationship?
Why is it important to know the equation of a relationship?
Why would slope be important in careers such as architecture?
Where do we see evidence of slope on the interstates?
What does rise over run really mean? Relate it to real life.
Relate slope to plumbing and your shower… your height… the
length of the shower.
How is slope correlated to direct variation?
How is slope and y-intercept related to a “start up” fee?
How can slope-intercept be used to form predictions?
How can you use slope-intercept form to write the equation of a
line?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
.
Quadrant, ordered pair slope intercept
Coordinates, ordered pair, quadrants, slope line intercepts
Standard form y intercept varies directly
linear functions in this unit.
identify and graph a linear knowing
use only two points, or a point and the slope.
relate these skills to everyday real-world data
PERFORMANCE TASK:
Students will participate in class discussions, guided practice,
computer work, and activities
Why would slope be important in careers such as architecture?
Where do we see evidence of slope on the interstates?
What does rise over run really mean? Relate it to real life.
Relate slope to plumbing and your shower… your height… the
length of the shower.
How is slope correlated to direct variation?
How is slope and y-intercept related to a “start up” fee?
How can slope-intercept be used to form predictions?
How can you use slope-intercept form to write the equation of a
line?
What about two slopes makes the lines parallel? Perpendicular?
How can scatterplots help to predict trends?
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:
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
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:
X intercepts
Factoring
Plot points
Coordinate plane
Perfect squares
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,
MATERIALS AND
RESOURCES:
reference PSSA Coach
Glencoe Algebra 2 Text
Calculators
Computers
Supplemental Materials
Warm ups & Exit polls
Guided practice and
Enrichment
remidal work
Additional materials as needed
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
with a math teacher.
ASSIGNMENTS:
Open ended question
Multiple choice practice
worksheets
enrichment
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
radius