# WOODLAND HILLS HIGH SCHOOL LESSON PLAN ```WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon Date 3-2--15
Website Update Yes
Edline Updated Yes
Length of Lesson 17 days
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Polynomials (Chapter 8)
FOIL polynomials
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
 Why do exponents change when you multiply and divide
polynomials?
 How do you tell the degree of a polynomials and whyis it
important?
 Who needs scientific notation?
 How do you find it on a calculator and how do you get out
of the scientific mode?
 How are polynomials useful in modeling data?
predict with models?
 Why can't unlike terms be combined?
 How does multiplying polynomials relate to finding area?
 Is FOIL special or just the distributive property disguised?
M11.A.1.1 Represent and/or use numbers in equivalent forms (e.g.,
integers, fractions, decimals, percents, square roots, exponents and
scientific notation).
M11.A.2.2 Use exponents, roots and/or absolute value to solve
problems.
M11.D.2.2 Simplify expressions involving polynomials.
Operations with monomials and polynomials
The connection between multiplinsg and dividing polynomials
The the subsequent effect on the exponents in the expression
Conversion of scientific notation to standard notation and vice
verse
How to find the product of special polynomials
VOCABULARY:
polynomials
exponents
degree
terms
FOIL
zero exponents
scientific notation
constant
perfect square trinomial
difference of two squares
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1. Multiply monomials.
2. Simplify expressions involving powers and quotients of
monomials.
3. Simplify expressions containing negative exponents.
4. Conversions and operations numbers written in scientific notation.
5. Find the degree of a polynomial and arrange terms in ascending
and descending order.
7. Multiply a polynomial by a monomial.
8. Multiply binomials using the FOIL method and the distributive
property.
9. Find squares of sums and differences.
10. Find the product of a sum or difference.
STAGE II – ASSESSMENT EVIDENCE
Students will participate in class discussions, guided practice,
computer work, and whiteboard activities
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.
STAGE III: LEARNING PLAN
INSTRUCTIONAL 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
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:
Exponent rules
Like terms
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
MATERIALS AND
RESOURCES:
Unit 3 Chapter 8 : ( Glencoe
Text )
Unit 8( Algebra Rescue Text)
Warm ups &amp; Exit polls(daily)
Homework (daily)
Guided practice and
Enrichment from Glencoe
Grab &amp; Go workbooks
Curriculum Binder: Algebra 1
before books This has very
students in these areas
Positive/ negative counters
Number lines, etc .
Algebra tiles
INTERVENTIONS:
A+ Math
Math Lab
Keystone Diagnostic Tool
National Library of Virtual
On Glencoe.com, using the
2008 version of the book,
there is a section of word
problems that correlates to
this unit very well,
ASSIGNMENTS:
Note: all assignment are from
the same page, but different
questions are assigned based
on grouping by teacher.
8-1 Multiplying Monomials
8-2 Dividing Monomials
8-3 Scientific Notation
8-4 Polynomials
Polynomials
8-6 Multiplying a Polynomial
by a Monomial
8-7 Multiplying Polynomials
8-8 Special Products
Chapter 8 Review
Enrichment
remediaatiatn
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)
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