Name: John Toney
Date: 10-6-14
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Mathematics
Length of Lesson: 20 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Linear Relations and Functions:
 Relations and Functions
 Linear Equations
 Slope
 Writing Linear Equations
 Modeling with Scatter Plots
 Special Functions
 Graphing Inequalities
Big Ideas:
 2.8.11.B: Evaluate and simplify algebraic
expressions and solve and graph linear,
quadratic, exponential, and logarithmic
equations and inequalities, and solve and
graph systems of equations and
inequalities.
 2.8.11.D: Demonstrate an understanding
and apply properties of functions (domain,
range, inverses) and characteristics of
families of functions (linear, polynomial,
rational, trigonometric, exponential,
logarithmic).
 2.8.11.E: Use combinations of symbols and
numbers to create expressions, equations,
and inequalities in two or more variables,
systems of equations and inequalities, and
functional relationships that model
problem situations.
 M8.E.4.1.1: Fit a line to a scatter plot
and/or describe any correlation between
the two variables (positive, negative,
strong, weak or none).
Understanding Goals (Concepts):
Linear relationships: Equation and inequalities in
one and two variables:
 Analyze and graph relations
 Write and graph linear equations given
slope and/or point(s) on a line
 Find and use slope of a line
 Write equations for and graph parallel
and perpendicular lines
 Draw scatter plots and determine
equations for lines of best fit
 Graph absolute value functions on a
coordinate plane
 Graph linear inequalities on a coordinate
plane
 Solve real-world problems modeled by
linear functions
Student Objectives (Competencies/Outcomes):
 Analyze and graph relations
 Write and graph linear equations given slope
and/or point(s) on a line
 Find and use slope of a line
 Write equations for and graph parallel and
perpendicular lines
 Draw scatter plots and determine equations
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 do you write, solve, graph, and
interpret linear equations and inequalities
to model relationships between quantities?
Vocabulary:
 Coordinate Plane, Quadrants, Domain,
Range, Function, Mapping, Vertical Line
Test, Independent Variable, Dependent
Variable, Function Notation
 Standard Form, X- and y-intercept
 Slope, Slope-intercept form, Parallel,
Perpendicular
for lines of best fit.
 Graph absolute value functions on a
coordinate plane
 Graph linear inequalities on a coordinate
plane
 Solve real-world problems modeled by linear
functions
Students will be able to:
 Write, solve, graph, and interpret linear
equations and inequalities to model
relationships between quantities.
 Represent functions (linear and non-linear)
in multiple ways, including tables, algebraic
rules, graphs, and contextual situations and
make connections among these
representations. Choose the appropriate
functional representation to model a real
world situation and solve problems relating
to that situation.

How do you write, solve, and interpret
systems of two linear equations and
inequalities using graphing and algebraic
techniques?


Scatter plot, Line of best fit
Constant Function, Absolute value
Function, Identity Function, Piecewise
Function
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will demonstrate adequate understanding via a chapter test.
Pre-assessments, open-ended questions, Think-Pair-Share
Materials and Resources:
Textbook, notes
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend math lab
Instructional Procedures*:
Monday
Date: 10/6
Day: A
“Do Now” – Determine if
equations are linear
“Mini Lesson” – Give notes
and examples on:
 Finding the slope
between two given
points on a line.
 Graphing a line with
given slope through
a given point.
Wednesday
Date: 10/8
Day: A
“Do Now” – Find the slope
between two given points.
“Mini Lesson” – Give notes
and examples on:
 Graphing a line
parallel or
perpendicular to a
given line through a
given point.
2-2 worksheet page 66
Notebook Homework
2-3 day 1
Notebook Homework
2-3 day 2
Thursday
Date: 10/9
Day: B
““Do Now” – Determine if
two given lines are parallel
or perpendicular or neither.
Friday
Date: 10/10
Day: A
“Do Now” – Graph a line
through a given point
through a given line.
“Mini Lesson” – Discuss
homework answers then
monitor independent
practice work.
 Finding the slope
between two given
points on a line.
 Graphing a line with
given slope through
a given point.
 Graphing a line
parallel or
perpendicular to a
given line through a
given point
2-3 worksheet
page 71
“Mini Lesson” – Give notes
and examples on:
 Finding the slope
and y-intercept
given an equation of
a line.
 Writing the
equation of a line
given a point and
the slope or given
two points.

Assignments

Procedures
“Mini Lesson” –
 Identify linear
equations and
functions.
 Write linear
equations in
standard form and
graph them.
Tuesday
Date: 10/7
Day: B
“Do Now” – Find the x and y
intercepts given an equation
of a line.
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
Notebook Homework
2-4