WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _T. King ________ Date 1.28.13 _
Ed line was updated this week X
My class webpage was updated this week. X
Length of Lesson __2-3 weeks_
Content Area Workshop 2 _
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
Unit 6: Polynomials:
Relations and functions are mathematical
relationships that can be represented and analyzed
using words, tables, graphs, and equations.

Monomials and operations

Polynomials, adding and subtracting
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.
.
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):

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?

VOCABULARY

Monomial (2)

Binomials (2)

Polynomial (2)

FOIL (1)

Factor
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. Review, quizzes, and test ( 2 days)
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
PERFORMANCE TASK:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities
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:



Using algebra tiles
Distributing when
subtracting
polynomials
Quadratic formula song
MATERIALS AND
RESOURCES:
INTERVENTIONS:
Unit 1 Chapter :
Systems of Equations
and Inequalities
( Glencoe Text )
Study Island
A+ Math
Math Lab
Khan Academy Videos
Keystone Diagnostic
Tool
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
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.
Glencoe teacher
works…chalkboard is
Good for Promethean
Board use.
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)
•
Small group/
flexible grouping will
occur if necessary.
•
Students will be
encouraged to stay for or
find help with a math
teacher during free time,
after school, or lunch.
ASSIGNMENTS:
Note: all assignment are
from the same page, but
different questions are
assigned based on
grouping by teacher.




§5-1
§5-2
§5-3
§5-4
§5-5
§5-6
§5-7
§5-8
§5-9
Weekly blogs
Word problem
practice from
2008 copy of
Algebra 2 (on
line form
Glencoe.com)
Enrichment from
2008 Glencoe (
advanced)
Khan Academy
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
Note: Reading with
Mathematics pages
from Grab & Go are
especially good for
standard classes.
Monday

Combining
like terms in
polynomials
Tuesday
Wednesday
Thursday
Friday


Computer lab day

Adding and
subtracting
polynomials
Adding and
subtracting
polynomials
Computer lab
day