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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 Content Area Algebra 1 Adv 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? How can adding and subtracting polynomials help you 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 leading coefficient 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. 6. Add and subtract polynomials. 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 PERFORMANCE TASK: 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 Add subtract negative 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 & Exit polls(daily) Homework (daily) Guided practice and Enrichment from Glencoe Grab & Go workbooks Curriculum Binder: Algebra 1 before books This has very good additional practice for students in these areas Additional materials as needed 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 8-5 Adding and Subtracting 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)