WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Witon___________ Date 9-8-14_ Length of Lesson _25 days_____ Content Area _Algebra 3_________
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STAGE I – DESIRED RESULTS
LESSON TOPIC: Polynomials (Ch 5)
Factor
BIG IDEAS:
There are some mathematical relationships that are always true
and these relationships are used as the rules of arithmetic and
algebra and are useful for writing equivalent forms of expressions
and solving equations and inequalities.
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
UNDERSTANDING GOALS (CONCEPTS):
M11.D.2.2.1 Add, subtract and/or multiply polynomial
expressions (express answers in simplest form – nothing larger
than a binomial X a trinomial).
M11.D.2.2.1 Express numbers and/or simplify expressions using
scientific notation (including numbers less than 1).
M.11.A.1.2.1 Factor algebraic expressions, including difference
of squares and trinomials (trinomials limited to the form
ax2+bx+c where a is not equal to 0).
M.111.A.1.2.2 Find the Greatest Common Factor (GCF) for sets
of monomials and/or factor polynomial expressions using the
greatest common monomial factor.
M.11.A.1.2.3 Simplify algebraic fractions
M11.A.2.2.2 Simplify expressions involving multiplying with
exponents, powers of powers, and powers of products (postive
exponents only).
ESSENTIAL QUESTIONS:
Students will understand:
Represent functions (linear and non-linear) in multiple ways,
including tables, algebraic rules, graphs, and contextual situations
and make connections among these representations. Choose the
appropriate functional representation to model a real world
situation and solve problems relating to that situation.
How is scientific notation useful in economics?
How do square roots apply to eceanogrphy?
How does factoring apply to geometry?
how do polynomials apply to financial situations?
VOCABULARY:
Monomial, constant, coefficient, degree, power, standard
notation, scientific notation
Polynomial, terms, like terms, trinomial, binomial
Factor, greatest common factor
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Use algebraic properties and processes in mathematical
situations and apply them to solve real world problems.
Functions and multiple representations
Algebraic properties and processes
1. Express numbers in scientific notation
2. Apply the laws of exponents to simplify expressions
3. Add, subtract, multiply, and divide polynomials
4. Factor polynomials using various factoring techniques,
including
a. Finding Greatest Common Factor
b. Difference of Two Squares
c. Sum and Difference of Two Cubes
d. Perfect Square Trinomials
e. General Trinomials
i. c > 0
ii. c < 0
iii. a  1
f. Factoring by grouping
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate an adequate understanding via a
chapter test. participate in class discussions, guided practice,
computer work,
FORMATIVE ASSESSMENT:
think pair share thumbs up profolio
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.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
DO NOW:
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
Textbook
Notebook
Projector
Warm ups & Exit polls
Homework
Guided practice and
Enrichment from Glencoe
Grab & Go workbooks
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:
*Scientific Notation
*Multiplying Monomials
*Dividing Monomials
*Powers of Powers
*Adding Polynomials
*Subtracting Polynomials
*FOILing Binomials
*Multiplying Polynomails
*Dividing a Polynomial by a
Monomial
*Dividing Polynomials
*Factoring Out a GCF
*Factoring by Grouping
*Factoring a Trinomial a =1
*Factoring a General
Trinomial
INTERVENTIONS:


Struggling students will be
referred to guidance/SAP
(RTI)
Small group/ flexible
grouping will occur when
necessary.
Study Island
A+ Math
 Math Lab.
 Think Through Program
ASSIGNMENTS:
p. 226-227
p. 231-232
p. 236-237
p. 242-243
Various Worksheets
enrichment
*Difference of 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
whether to continue as needed
or do interventions as needed.
(Model, spiral scaffolding,
instruct/reteach as needed)
Teacher reflection: