WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Irene Runco________ Date 2.02.15 _
Ed line was updated this week X
My class webpage was updated this week. X
Length of Lesson __25 days_
Content Area Algebra 2 _
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Unit 5: Polynomials:
Relations and functions are mathematical
relationships that can be represented and analyzed
using words, tables, graphs, and equations.
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Monomials and operations
Polynomials, adding and subtracting
Dividing polynomials
Factoring polynomials
Roots and real numbers
Radical expressions
Rational exponents
Radical equations
Complex numbers
Families of functions exhibit properties and behaviors
that can be recognized across representations.
Functions can be transformed, combined, and
composed to create new functions in mathematical
and real world situations.
KEYSTONE ANCHORS:
A2.1.1.1 Represent and/or use imaginary numbers in
equivalent forms (e.g., square roots and exponents).
A2.1.1.2 Apply the order of operations in computation and
in problem‐solving situations.
A2.1.2.1 Use exponents, roots, and/or absolute values to
represent equivalent forms or to solve
problems.
A2.1.2.2 Simplify expressions involving polynomials.
A2.1.3.1 Write and/or solve non‐linear equations using
various methods.
A2.2.1.1 Analyze and/or use patterns or relations.
A2.2.2.1 Create, interpret, and/or use polynomial,
exponential, and/or logarithmic functions
and their equations, graphs, or tables.
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ELIBIBLE CONTENT:
M11.D.2.2.1 Add, subtract and/or multiply
polynomial expressions (express answers in simplest
form – nothing larger than a binomial X a trinomial).
M11.A.1.1.3 Express numbers and/or simplify
expressions using scientific notation
(including numbers less than 1).
M11.A.1.2.1
Factor algebraic expressions, including
difference of squares and trinomials
(trinomials limited to the form ax2+bx+c
where a is not equal to 0).
M11.A.1.2.2 Find the Greatest Common Factor (GCF)
for sets of monomials and/or factor
polynomial expressions using the greatest
common monomial factor.
M11.A.1.2.3 Simplify algebraic fractions.
M11.A.2.2.2 Simplify expressions involving
multiplying with exponents (e.g., x6  x7 = x13), powers
of powers (e.g., (x6)7=x42) and powers of products
(2x2)3=8x6 (positive exponents only).
UNDERSTANDING GOALS (CONCEPTS):
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Basic operations with monomials,
polynomials, radical expressions, and
complex numbers
Using the distributive property
Using properties of exponents
Using properties of radicals
Solving polynomial equations by factoring
Solving radical equations
Solving radical inequalities
ESSENTIAL QUESTIONS:
How can you extend algebraic properties and
processes to quadratic, exponential and polynomial
expressions and equations and then apply them to
solve real world problems?
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?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1. Express numbers in scientific notation.(2 days )
2. Apply the laws of exponents to simplify
expressions. (2 days)
3. Add, subtract, multiply, and divide
polynomials. (6 days)
4. Factor polynomials using various factoring
techniques, including (10 days)
a. Finding Greatest Common Factor
b. Difference of Two Squares )
c. Sum and Difference of Two Cubes
d. Perfect Square Trinomials )
e. General Trinomials
i. c > 0
ii. c < 0
iii. a  1
f. Factoring by grouping )
5. Review, quizzes, and test ( 4 days)
VOCABULARY
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Monomial (2)
Binomials (2)
Polynomial (2)
FOIL (1)
Conjugate (3)
Complex number (2)
sy nthetic division (3)
rationalizing the denominator (3)
extraneous solutions (3)
PERFORMANCE TASK:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities
STAGE II – ASSESSMENT EVIDENCE
OTHER EVIDENCE:
 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,
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
MATERIALS AND
RESOURCES:
Unit 1 Chapter :
Systems of Equations
and Inequalities
( Glencoe Text )
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
INTERVENTIONS:
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
ASSIGNMENTS:
Note: all assignment are
from the same page, but
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
Solving world problems
Solving real world
applications
Proving properties of
algeb
SCAFFOLDING USED
:
 Chunking
 Building on
Prior knowledge
 Providing Visual
Support
additional practice for
students in these area
Glencoe teacher
works…chalkboard is
Good for Promethean
Board use.
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Small group/
flexible grouping will
occur if necessary.
Using algebra tiles
Distributing when
subtracting
polynomials
Synthetic division and
its limitations
What discriminants
tell you
Quadratic formula
song
Monday 97A
Quiz on first half of
the chapter
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No assignment
Also www.shodor.org
has good interactive
material
Linear Function Machine
is a good activity from
this site
Truly struggling students
will be referred to
guidance/SAP (RTI)
MINI LESSONS:
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on your observations.
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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.
Tuesday 98B
 Do now :
 Factoring maze
( 10 minutes)
 Factoring
numbers with a
≥1
Wednesday 99 A
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Sec 5- 4 wk
part 2
Math Lab – Tuesday, Thursdays
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Group day
practice on
factoring
polynomials
Puzzle
activity
Complete
activity
§5-1
§5-2
§5-3
§5-4
§5-5
§5-6
§5-7
§5-8
§5-9
Note: Reading with
Mathematics pages from
Grab & Go are especially
good for standard classes.
Note: Algebra tiles can be
very helpful in this chapter
for factoring
Thursday 100 B
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videos
pp 226-228
pp 231-232
pp 236-238
pp 242-244
pp 248-249
pp 254-256
pp 260-262
pp 266-267
pp 273-275
Do now :
Walk around
factoring
activity
Share out
results of walk
around
Hand in
guided note
packet from
part 1
Friday 101 A
Do now :
Slide 174
Speed team activity
with factoring.
Guided notes on
radicals and factor
trees