WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Irene Runco_ Date 12.8.14 _
Length of Lesson __5 days_
Ed line was updated this week X
My class webpage was updated this week. X
Content Area __ Honors Algebra 2
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 stemand-leaf
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.
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?
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Solve problems involving linear permutations and
combinations.
Find the probability and odds of events
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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How can we use univariate and bivariate data to
analyze relationships and make predictions?
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
(box-and-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:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities
OTHER EVIDENCE:
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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
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, stemand-leaf, bar
graphs
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
additional practice for
students in these area
Glencoe teacher
works…chalkboard is
Good for Promethean
Board use.
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.
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
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Also www.shodor.org has
good interactive material
Linear Function Machine
is a good activity from this
§12 – 1 p. 635-636
site
§12 – 2 p. 641-642
§12 – 3 p. 649-650
Truly struggling students
§12 – 4 p. 655-656
will be referred to
§12 – 5 p. 661-662
guidance/SAP (RTI)
§12 – 6 p. 667-669
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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.
Monday 68 B
§ 12-5
Adding
probabilites
Do now: Give an
example of an
event where you
might double
count the
outcomes.
Change it to
eliminate this
from happening.
§ 12- 5
worksheet
Tuesday 69A
Standard deviation
How to use the
calculator
P 667 # 9,13, 17-20
Wednesday 70B
 Normal
distribution
i
Thursday 71 A
 Binomial
expansion
Friday 72B
 Sampling
and surveys