WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 11-24-14
Website Update Yes
Edline Updated Yes
Length of Lesson 3 weeks
Content Area Algebra 1 Advanced
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Probability and Stats
UNDERSTANDING GOALS (CONCEPTS):
Solve problems involving independent and
dependent events using the counting principle.
Solve problems involving linear permutations and
combinations.
Find the probability and odds of events
Find the probability of mutually exclusive and
inclusive events
Use measures of central tendency (Mean, median,
mode) to represent a set of data and describe how
outliers affect measures of central tendency.
Find measures of variation (range & interquartile
range) for a set of data.
Answer questions based on data displays (box-andwhisker, stem-and-leaf, scatter plots with lines of
best fit, and bar graphs
BIG IDEAS:
M11.E.1.1.1 Create and/or use appropriate graphical
representations of data, including box-and-whisker plots,
stem-and-leaf plots, scatter plots, line/double line,
bar/double bar and circle graphs.
M11.E.1.1.2 Answer questions based on displayed data
(box-and-whisker plots, stem-and-leaf plots, scatter plots, line
and double line graphs, bar and double bar graphs and circle
graphs).
M11.E.2.1.1 Find/select/use the appropriate measure of
central tendency (mean, mode or median) of a set of data
given or represented on a table, line plot, or stem-and-leaf
plot.
M11.E.2.1.2 Calculate and/or interpret the range,
quartiles and interquartile range of sets of data.
M11.E.2.1.3 Describe how outliers affect measures of
central tendency.
M11.E.3.1.1 Determine probabilities for independent,
dependent or compound events and represent probability
in multiple forms (i.e., fraction, decimal, percent).
M11.E.4.1.1 Estimate or calculate to make predictions
based on a circle, line or bar graphs.
M11.E.4.1.2 Use probability to predict outcomes.
ESSENTIAL QUESTIONS:



What is the inter quartile range??
What is the difference between mean medium and
mode
What data is best for a bar graph?
VOCABULARY:
Outcome, Sample Space, Event, Independent Events,
Dependent Events, Fundamental Counting Principle,
Permutations, Combinations, Probability, Odds, Compound
Event, Mutually Exclusive, Inclusive, Measures of Central
Tendency, Mean, Median, Mode, Range, Interquartile Range,
Box-and-Whiskers, Stem-and-Leaf
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1.
2.
3.
4.
5.
6.
Graph box and whisker plots
Solve problems involving probability and odds
Calculate mean medium and mode
Solve quadratic equations by quadratic formula.
Graph stem and leaf
Draw bar graphs
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, whiteboards, 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:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
Do Now will included
Unit 5: ( Glencoe Text )
Unit 10( Algebra Rescue Text)
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:
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 .
INTERVENTIONS:
Study Island
A+ Math
Math Lab
Keystone Diagnostic Tool
On Glencoe.com, using the
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.
Calculate mean medium and
mode
Graphing bar graph
Graphing stem and leaf
Solving probability and odds
Solving by Graphing
Ch 13/14 Word Problems
Chapter 13/14 Review
Enrichment
Extra practice as needed
Probablility , outcomes
Deck of cards, stem leaf
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