Name: Irene M Runco
Date: Sept 2 - 5, 2014
Algebra 2
WOODLAND HILLS SECONDARY
LESSON PLANS
5 days
Content Area:
Length of Lesson:
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Unit 1 Solving Equations and Inequalities
•
•
•
•
•
Properties of Real Numbers
Solving Linear Equations
Solving Absolute Value Equations
Solving Inequalities
Graphing Inequalities
Student Objectives (Competencies/Outcomes):
Students will be able to:
Use algebraic properties and processes in
mathematical situations and apply them to
solve real world problems.
•
Classify real numbers
•
Use order of operations and
properties of real numbers to evaluate
expressions
•
Solve linear & absolute value
equations
•
Translate verbal expressions into
algebraic expressions and equations
 • Solve and graph on a number line
simple, compound and absolute value
inequalities.
Big Ideas:
Numbers, measures, expressions,
equations, and inequalities can represent
mathematical situations and structures in
many equivalent forms.
Understanding Goals (Concepts):
Essential Questions:
Vocabulary:
How do you explain the benefits of multiple
methods of representing polynomial
functions (tables, graphs, equations, and
contextual situations)?
absolute value
equation
formula
open sentence
order or operations
rational number
real number
solution
variable
constant
irrational number
properties of equality
1.
Extend algebraic properties and
processes to quadratic, exponential, and
polynomial expressions and equations and
to matrices, and apply them to solve real
world problems.
Represent exponential functions in
There are some mathematical relationships 2.
that are always true and these relationships multiple ways, including tab les , graphs,
equations, and contextual situations, and
are used as the rules of arithmetic and
make connections among representations;
algebra and are useful for writing
relate the growth/decay rate of the
equivalent forms of expressions and
associated exponential equation to each
solving equations and inequalities.
representation.
What are the advantages/disadvantages of
the various methods to represent
exponential functions (table, graph,
equation) and how do we choose the most
appropriate representation?
STAGE II – ASSESSMENT EVIDENCE
Performance Task: Students will show proficiency through formative
assessment, daily class work, homework, and unit test.
Formative Assessments:
Do now’s, writing prompts, think-pair-share- exit polls
STAGE III – LEARNING PLAN
Interventions:
Materials and Resources:
Textbook
Warm ups & Exit polls(daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab & Go
workbooks
Glencoe teacher works…chalkboard is
Good for Promethean Board use. Use end of powerpoint for
extra examples and practice.
Use 5 minute check as exit slip.
TTM
Study Island
A+ Math
Math Lab
Khan Academy Videos
Keystone Diagnostic Tool
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.
Truly struggling students will be referred to guidance/SAP (RTI)
•
Instructional Procedures*:
Monday
Date 9.1
Day
Tuesday
Date 9.2
Day6B
Small group/ flexible grouping will occur if necessary.
Wednesday
Date9.3
Day7A
Thursday
Date 9.4
Day8 B
Friday
Date 9.5
Day 9 A
Assignments
Procedures
Complete work on
properties of real numbers
Do now: Give 2 examples of
numbers that are integers
and rational, but not whole
Give 2 examples of numbers
that are real but not rational
Can there be a number that
is real only ? Explain
Worksheet for guided notes
form section 2
Tuesday : class meetings 10th, period 2, 11th period 3, 12th period 4
 Solving equations
 What steps are justified
mathematically? What
isn’t?
Review use of =. Is it
used to complete or link
? Defend this.
Do now:
Explain why you can’t
perform operations on
only one side of an
equation.
Give an example.
 Worksheet with guided
notes for section 3
 Guided notes on
simplifying equations
with fractions
Do you wait until the end
and multiply by the
reciprocal or multiply by the
common denominator at the
very beginning ??
What at the benefits of each
way ??
Do now: Friday exit poll…
have students write topics of
the week on the GOT or
NEED side of the poster.
 Group work day on first
3 sections of the book
 20 minutes of group
work, then share out.
Do now: Solve:
-2( x+6) ≤ 12. Justify each
step .
 Worksheet