WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 11-17-14
Length of Lesson 1 week
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:
Quadratic formula
Project
M11.D.2.1.5 Solve quadratic equations using
factoring (integers only – not including completing the
square or the Quadratic Formula).
M11.D.4.1.3 Determine the maximum or minimum
of a quadratic function
UNDERSTANDING GOALS (CONCEPTS):
.
ESSENTIAL QUESTIONS:
Students will understand:
.
Identifying the nature of a quadratic function. Being
able to sketch a graph of a quadratic function and
identify its vertex, axis of symmetry, and find it
maximum or minimum.
Relate quadratic functions to real world problems and
situations such as fireworks trajectory or bridge
construction.

How can income from a rock concert be mazimized?

How does a quadratic function model a free-fall
ride?

How can you tell maximums vs minimums?

How can you find the time it takes an
accelerating race car to reach the finish line?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Quadratic equation
Quadratic function
Turning points
Zeroes
X intercepts
Maximum, minimum points
.
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, 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
1. Graph quadratic functions
2. Solve quadratic equations by graphing
3. Solve quadratic equations by completing the
square
4. Solve quadratic equations by quadratic formula.
5. Graph and identify exponential functions.
6. Growth and Decay problems (optional)
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
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
MATERIALS AND
RESOURCES:
Keystone
Glencoe Algebra 2 Text
Calculators
Computers
Supplemental Materials
Warm ups & Exit polls
Guided practice and
Enrichment
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
book chapter 6
enrichment
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,
and other formative
assessments.
Reflections:
Check for understanding using
do now, homework, or
formative assessment
questioning to determine
remidal work
Additional materials as needed
whether to continue as needed
or do interventions as needed.
(Model, spiral scaffolding,
instruct/reteach as needed)
Teacher reflection