WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Steve Flanders__________
Date 11-8-13
Length of Lesson __1 weeks_____ Content Area Trigonometry_______
Edline was updated this week: x
My class website was updated this week: x
STAGE I – DESIRED RESULTS
LESSON TOPIC: Functions and Their Graphs
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Patterns exhibit relationships that can be extended, described, and
generalized:
M11.C.1.1
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Algebraic properties, processes and representations
Exponential functions and equations
Quadratic functions and equations
Polynomial functions and equations
1. Given an equation:
a. Graph using a table.
b. Identify x-intercepts and y-intercepts.
c. Determine symmetry if it exists.
d. Graph using a graphing calculator.
2. Relate an equation and its graph.
3. Apply the distance formula and midpoint formula
4. Find the standard form, radius, center, and graph of a
circle.
5. Find the slope of a line.
6. Write the equation of a line (slope-intercept, standard)
from given information.
7. Write the equation of a line parallel or perpendicular to a
given line.
8. Use the definition of a function to determine whether a
relation is a function.
9. Using correct notation, write a function, find its domain
and range, and evaluate function values.
10. Analyze a function or its graph to determine behavior
and nature.
11. Transform a function using shifting, reflection, and
stretching.
12. Apply operations to functions:
a. Sum, difference, product, quotient
b. Composition
13. Find, verify, and graph the inverse of a function.
14. Apply mathematical models through direct, joint and
Solve problems involving right triangles using
the Pythagorean Theorem.
M11.C.3.1
Solve problems using analytic geometry.
M11.D.4.1
Interpret and/or use linear, quadratic and/or
exponential functions and their equations,
graphs or tables.
M11.C.3.1
Solve problems using analytic geometry.
M11.D.1.1
Analyze and/or use patterns or relations.
M11.D.2.1
Write, solve and/or graph linear equations and
inequalities using various methods.
M11.D.3.2
Compute and/or use the slope of a line.
M11.D.3.1
Describe and/or determine change.
M11.D.4.1
Interpret and/or use linear, quadratic and/or
exponential functions and their equations, graphs or tables.
ESSENTIAL QUESTIONS:
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?
How do quadratic equations and their graphs and/or tables help us
interpret events that occur in the world around us?
How do you explain the benefits of multiple methods of
representing polynomial functions (tables, graphs, equations, and
contextual situations)?
inverse variations.
VOCABULARY:
*Symmetry, symmetry with respect to the x-axis, symmetry with
respect to the origin
*Linear extrapolation, linear interpolation
*Function, independent & dependent variables, function notation,
piecewise function, implied domain
*Vertical line test, increasing, decreasing, constant, greatest
integer function, even & odd functions
*Shift, reflect, stretch, composition
*Inverse, horizontal line test
*Direct variation, directly proportional, constant of variation,
constant of proportionality, inverse variation, inversely
proportional, joint variation
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to: Represent exponential, quadratic, and
polynomial functions in multiple ways, including tab les ,
graphs, equations, and contextual situations, and make
connections among representations; relate the growth/decay
rate of the associated exponential equation to each
representation.
1. Given an equation:
a. Graph using a table.
b. Identify x-intercepts and y-intercepts.
c. Determine symmetry if it exists.
d. Graph using a graphing calculator.
2. Relate an equation and its graph.
3. Apply the distance formula and midpoint formula
4. Find the standard form, radius, center, and graph of a
circle.
5. Find the slope of a line.
6. Write the equation of a line (slope-intercept, standard)
from given information.
7. Write the equation of a line parallel or perpendicular to a
given line.
8. Use the definition of a function to determine whether a
relation is a function.
9. Using correct notation, write a function, find its domain
and range, and evaluate function values.
10. Analyze a function or its graph to determine behavior
and nature.
11. Transform a function using shifting, reflection, and
stretching.
12. Apply operations to functions:
a. Sum, difference, product, quotient
b. Composition
13. Find, verify, and graph the inverse of a function.
14. Apply mathematical models through direct, joint and
inverse variations.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate adequate understanding via a
chapter test.
FORMATIVE ASSESSMENT:
#1 Pre-Assessment
#2 Open-Ended Questions
#3 Think-Pair-Share
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagement use:
#1 Note-Taking
#2 Cooperative Education
Textbook
Notebook
Projector/Promethean Board
INTERVENTIONS:

Limited small group/
flexible grouping will
occur.

Students will be
encouraged to stay for
math lab, or find help
with a math teacher
during ASE or lunch.

As this unit is essentially a
review, students who are
Scaffolding used:
#1 Guided Notes
#2 Build on prior knowledge
MINI LESSON:
 Laws of Exponents
 Factoring
ASSIGNMENTS:
p. 114-117
p. 127-132
p. 141-146
p. 154-158
p. 168-172
p. 180-183
p. 191-197


Common Denominators
Solving Equations
truly struggling will be
encouraged to transfer to
Algebra III.