WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 11-10-14
Length of Lesson 22 days
Content Area Honors Algebra 1
Edline was updated this week: Yes
My class website was updated this week: Yes
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Percent equations
M11.A.2.1
M11.A.2.2
M11.D.2.1
Apply ratio and/or proportion in problemsolving situations
Use exponents, roots and/or absolute value
to solve problems.
Analyze and/or use patterns or relations.
M11.D.2.1. Write and/or solve a linear equation from given
problem situations.
UNDERSTANDING GOALS (CONCEPTS):
Students will obtain skills needed for solving first order
equations..
Solve problem using proportions and percents
VOCABULARY:
Addition, subtraction, multiplication, division properties of
equality, identity, proportion, ratio, scale, equivalent equations,
multi-step equations, one and two step equations, means,
extremes, formula, weighted average, working backwards,
FOUR STEP PLAN FOR PROBLEM SOLVING
ESSENTIAL QUESTIONS:
1. How are equations used to describe balance?
2. How can equations compare data?
3. How can equations be used in working formulas?
4. Is there a good method for solving all first order
equations?
5. Can you divide before you add/subtract in solving an
equation?
6. How are equations and ratios used in recipes?
7. When is an average weighted?
8. What is the difference between and equation and an
identity or formula?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1. Translate verbal sentences into equations and vice
versa.
2. Solve equations using addition, subtraction,
multiplication & division.
3. Solve multi-step equations.
4. Determine whether two ratios are a proportion and
solve.
5. Solve problems involving percents (rates) of
change and find percent increase/decrease.
6. Use and solve formulas for given variables in real
world situations.
7. Solve mixture and uniform motion problems.
( review, enrichment, assessment )
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will participate in class discussions, guided practice,
computer work
OTHER EVIDENCE:
Daily warm up or exit polls , homework, Keystone Diagnostic
Tool, Study Island , , unit tests, quizzes, and other formative
assessments.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
DO NOW will include a
spiraling review of prior
knowledge as well as the
MATERIALS AND
RESOURCES:
INTERVENTIONS:
Solving Linear Equations (
Glencoe Text )
Study Island
A+ Math
ASSIGNMENTS:
Note: all assignment are from
the same page, but different
questions are assigned based
on grouping by teacher.
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:
Opposite operation
Integer rules
Distribute
Like terms
Words for oprrations
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:
( Algebra Recue Text)
Warm ups & Exit polls(daily)
Homework (daily)
Guided practice and
Enrichment from Glencoe
Grab & Go workbooks
Additional materials as needed
Positive/ negative counters
Number lines, etc .
Math Lab
Keystone Diagnostic Tool

. Truly struggling students
will be referred to
guidance/SAP (RTI)

Small group/ flexible
grouping will occur if
necessary.
Students will be encouraged to
stay for or find help with a
math teacher during free time,
after school, or lunch
Work sheets and book work
Note: all assignment are from
the same page, but different
questions are assigned based
on grouping by teacher.
Practice work for chapter 10
enrichment
on line quizzes
common core work
3-1 p140 and enrichment
3-2 practice p146 and
enrichment
3-3practice 108 and word
problems 3-4practice 152 and
enrichment
Mid chapter quiz
3-5 practice 158 and
enrichment
3-6 practice 164 (1 day)
3-7 practice and word
problems
3-8 formulas – relate to science
class, practice 182 and
enrichment
3-9 practice, enrichment and
word problems for weighted
average
On-line practice test and self
check quizzes
Word problem practice copy of
Algebra 1 (on line form
Glencoe.com)
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