WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon Date 1-19-15
Website Update Yes
Edline Updated Yes
Length of Lesson 18 days
Content Area
Honors Algebra 1
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Write equation of line
y-mx+b form
M11.D.1.1 Analyze and/or use patterns or relations.
M11.D.2.1 Solve and/or graph linear equations and
UNDERSTANDING GOALS (CONCEPTS):
This unit connects algebraic equations to geometric models.
Students identify coordinates on the axes along with relations,
functions, domain, range, and inverses. Students explore the
intercepts on the axes and also from tables. They look for patterns
and write equations for arithmetic sequences.
VOCABULARY: graph, axis, origin, coordinate, quadrant,
relation, function, linear equation, arithmetic sequence, function
notation, standard form, x and y intercepts.
ESSENTIAL QUESTIONS:
What is a coordinate system important for locating points?
How do archeologists, surveyor, and GPS systems use
coordinates? How are statistics represented with relations? What
can you tell about a relation or function by its graph? What are
ways that scientists use linear equations ? Express how functions
and mapping can be used by weathermen. What is an arithmetic
sequence ? Are there other types of sequences ? Why is is
important to be able to write an equation from a pattern?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1. Locate and graph points on the coordinate
plane. (section 4-1)
2. Represent relations as ordered pairs, tables,
mappings, and graphs. (section 4-3)
3. Determine the domain and range of a relation.
4. Graph a solution to an equation given its
domain.
5. Determine whether or not an equation is linear
and/or a function, and graph those that are.
6. Recognize arithmetic sequences and write
formulae for them (section 4-7).
7. Find the next term/object in any pattern
(section 4-8).
(2 days review, 1 enrichment, 1 assessment )
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
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
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:
Coordinate plane
Plot points
Lines
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
MATERIALS AND
RESOURCES:
Unit 7
( Glencoe Text )
Unit 4 ( Algebra Rescue Text)
Warm ups & Exit polls(daily)
Homework (daily)
Guided practice and
Enrichment from Glencoe
Grab & Go workbooks
INTERVENTIONS:
Study Island
A+ Math
Math Lab
Keystone Diagnostic Tool
ASSIGNMENTS:
Note: all assignment are from
the same page, but different
questions are assigned based
on grouping by teacher.
Skills Tutor
Work on slope
Graph y=mx + b
Write the equation of line
Ch 5 work sheet
Enrichment
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