WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Irene Runco_____ Date 3.30.15 _
Ed line was updated this week X
My class webpage was updated this week. X
Length of Lesson __10 days_
Content Area Algebra 2 _
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Unit 7: Quadratic functions: (Chapter 6 & 7-9)
Relations and functions are mathematical
relationships that can be represented and
analyzed using words, tables, graphs, and
equations.
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Graphing quadratics
Solving quadratic equations by graphing
Solving quadratic equations by factoring
Completing the square
Quadratic formula and discriminant
Analyzing graphs of quadritics
Graphing and solving quadratic inequalities
Square root functions and inequalities
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.
A2.1.3.1 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.
A2.2.2.2 Describe and/or determine families of
functions.
ELIBIBLE CONTENT:
M11.D.2.1.5 Solve quadratic equations using
factoring (integers only – not including completing the
square or the Quadratic Formula).
M11.D.4.1.3 Determine the maximum or minimum of
a quadratic function.
UNDERSTANDING GOALS (CONCEPTS):
 Solving a quadratic equation by graphing, factoring,
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or the quadratic formula.
Relating the graph and function of a quadratic
function that has 0, 1, or 2 zeros.
Relate the discriminant to the type and number of
solutions of a quadratic equation.
Continue using computations with real, imaginary,
and complex numbers.
VOCABULARY
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Axis of symmetry (2)
Parabola (2)
Quadratic function (2)
Completing the square (3)
Discriminant (3)
Quadratic formula (2)
Roots (1)
Vertex (1)
Zeros (2)
Vertex (1)
vertex form (3)
PERFORMANCE TASK:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
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. Graph quadratic functions in standard
form and find the max and min points.( 2
days)
2. Identify the domain and range of
quadratic functions. ( contained in #1)
3. Solve quadratic equations by:
a. factoring, ( 2 days)
b. taking the square root, ( 1 day)
c. completing the square ( 2 days)
d. quadratic formula. ( 2 days)
4. Use the discriminant to determine the
number and type of roots for a quadratic
equation. ( 2 days)
5. Solve real-world problems, which are
modeled by quadratic functions. (2 days)
6. Graph and analyze (state domain and
range) square root functions. ( 2 days)
7. Review, quiz, computer activities, and
test ( 4 days)
STAGE II – ASSESSMENT EVIDENCE
OTHER EVIDENCE:
 Daily warm up or exit polls ,
 homework,
1. Simplify radical expressions ( 2 days)
2. Add, subtract, multiply, and divide
4. whiteboard activities
3.
4.
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6.
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radical expressions ( 4 days)
Write expressions with rational exponents
in radical form and vice versa ( 2 days)
Simplify and perform operations on
expressions involving rational exponents
( 3 days)
Solve radical equations ( 3 days)
Add, subtract, multiply, and divide
complex numbers ( 3 days)
Review, quiz, computer activities, and
test ( 4 days)
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
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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Using algebra tiles
Distributing when
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
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.
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 on
your observations.
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
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
videos
§ 6-1 pp 290-293
§ 6-2 pp 297-299
§ 6-3 pp 303-305
§ 6-4 pp 310-312
§ 6-5 pp 317-319
§ 6-6 pp 325-328
§ 6-7 pp 332-335 (opt)
§ 7-9 pp397-399
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subtracting
polynomials
Synthetic division
and its limitations
What discriminants
tell you
Quadratic formula
song
be encouraged to stay
for or find help with a
math teacher during
free time, after school, Note: Reading with
or lunch.
Mathematics pages
from Grab & Go are
especially good for
standard classes.
Note: Khan videos
extremely valuable for
this section
You tube: quadratic
formula song
Monday 131 B
Tuesday 132A
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Guided
notes on
section 6-3
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HW from
guided notes
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Group
work on
factoring
quadratics
P 22 OF
homework
pack
Math Lab – Tuesday, Thursdays
Wednesday- math department meeting –
Wednesday 133 B
Review of first half of
chapter
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Thursday 134 A
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QUIZ
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Friday
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Good Friday
No School