WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Irene Runco_ Date Nov 11.27.12 _ Length of Lesson __15 days_
Ed line was updated this week X
My class webpage was updated this week. X
Content Area __Algebra 2Advanced__
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Unit 12 : Probability and statistics
Bivariate data can be modeled with mathematical
functions that approximate the data well and help us
make predictions based on the data
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Stem and leaf plots
Box whisker plots
Multiple counting principle
Permuations and Combinations
Independent probability
Multiplying probabilities
Adding probabilities
Statistical Measures
Normal Distribution
Binomial experiments
KEYSTONE ANCHORS:
A2.2.3.2.1 Use combinations, permutations, and the
fundamental counting principle to solve problems
involving probability.
A2.2.3.2.2 Use odds to find probability and/or use probability
to find odds.
A2.2.3.2.3 Use probability for independent, dependent, or
compound events to predict outcomes.
ELIBIBLE CONTENT:
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-andleaf
plot.
M11.E.2.1.2 Calculate and/or interpret the range,
quartiles and interquartile range of sets of data.
UNDERSTANDING GOALS (CONCEPTS):
Analysis of one and two variable (univariate and
bivariate) data
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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
ESSENTIAL QUESTIONS:
How do you decide which functional representation to
choose when modeling a real world situation, and how
would you explain your solution to the problem?
How can we use univariate and bivariate data to analyze
relationships and make predictions?
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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 (boxand-whisker, stem-and-leaf, scatter plots with
lines of best fit, and bar graphs).
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VOCABULARY
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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Outcome, (2)
Sample Space (2)
, Event, Independent Events, Dependent
Events, (3)
Fundamental Counting Principle, (2)
Permutations, (2
Combinations, (2)
Probability, Odds, (1)
Compound Event, (2)
Mutually Exclusive, Inclusive, (3)
Measures of Central Tendency, Mean,
Median, Mode, Range, (2)
Interquartile Range, (3)
Box-and-Whiskers, (2)
Stem-and-Leaf (2)
Students will be able to:
1) Solve problems involving independent and
dependent events using the counting principle.
2) Solve problems involving linear permutations
and combinations.
3) Find the probability and odds of events
4) Find the probability of mutually exclusive and
inclusive events
5) Use measures of central tendency (Mean,
median, mode) to represent a set of data and
describe how outliers affect measures of central
tendency.
6) Find measures of variation (range &
interquartile range) for a set of data.
7) Answer questions based on data displays (boxand-whisker, stem-and-leaf, scatter plots with
lines of best fit, and bar graphs).
Review, quiz, computer review, and test ( 5 days )
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
OTHER EVIDENCE:
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Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities
Daily warm up or exit polls ,
homework,
Keystone Diagnostic Tool,
Study Island and Glencoe.unit tests,
quizzes,
formative assessments.
Student work in portfolio
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition,
MATERIALS AND
RESOURCES:
INTERVENTIONS:
ASSIGNMENTS:
Study Island
Note: all assignment are
from the same page, but
Modeling, Scaffolding)
ACTIVE
ENGAGEMENT
USED:
 Cooperative
learning
 Think pair
share
 Notetaking
 Higher level
thinking
DESCRIBE USAGE
Students will work
from basic procedures
to solve equations
Solving world
problems
Solving real world
applications
Proving properties of
algeb
SCAFFOLDING
USED
:
 Chunking
 Building on
Prior
knowledge
 Providing
Visual Support
MINI LESSONS:
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The counting
principle
*Permutations
and
combinations
*Probability
and odds
*Mutually
exclusive and
inclusive events
*Measures of
central
tendency
*Range and
Interquartile
Range
*Box-andwhisker, stem-
Unit 1 Chapter :
Systems of Equations
and Inequalities
( Glencoe Text )
A+ Math
Math Lab
Khan Academy Videos
Keystone Diagnostic Tool
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 area
National Library of Virtual
Manipulatives is an
excellent site for use with
promethean boards for this
unit.
On line activities are very
good in this chapter for
finding a pattern and
making predictions based on
your observations.
Glencoe teacher
works…chalkboard is
Good for Promethean
Board use.
Vitruvian Man
activity
Is good warm up for
scatterplot and
Regression line work.
different questions are
assigned based on
grouping by teacher.
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Weekly blogs
Word problem
practice from 2008
copy of Algebra 2
(on line form
Glencoe.com)
Enrichment from
2008 Glencoe (
advanced)
Khan Academy
videos
Also www.shodor.org has
good interactive material
§12 – 4 p. 655-656
Linear Function Machine is §12 – 5 p. 661-662
a good activity from this site §12 – 6 p. 667-669
Truly struggling students
will be referred to
guidance/SAP (RTI)
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Small group/
flexible grouping will occur
if necessary.
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Students will be
encouraged to stay for or
find help with a math
teacher during free time,
after school, or lunch.
Note: Reading with
Mathematics pages from
Grab & Go are especially
good for standard classes.
and-leaf, bar
graphs
Monday
Tuesday
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Math Lab – Tuesday, Thursdays
Wednesday
Complete
section 124
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Adding
probabilities
Thursday
 Chapter 12
review of
1st half
Friday
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test