Fairless Elementary School Lesson Plan s6

WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template

Name _John Toney ______Date 10-11-24__ Length of Lesson _3 Weeks______Content Area Algebra II______

Edline was updated this week: Yes My class website was updated this week: Yes

STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: Systems of Equations and Inequalities: (Content standards, assessment anchors, eligible content) objectives, and skill focus)  Solving Systems of Equations by Graphing  Solving Systems of Equations Algebraically M11.D.2.1.1 Solve compound inequalities and/or graph  Solving Systems of Inequalities by Graphing their solution sets on a number line (may  Linear Programming include absolute value inequalities).  Solving Systems of Equations in Three Variables M11.D.2.1.2 Identify or graph functions, linear equations or linear inequalities on a coordinate plane. M11.D.2.1.3 Write, solve and/or apply a linear equation (including problem situations). M11.D.2.1.4 Write and/or solve systems of equations using graphing, substitution and/or elimination (limit systems to 2 equations). M11.D.2.1.5 Solve quadratic equations using factoring (integers only – not including completing the square or the Quadratic Formula).

UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: Students will understand:  How do you decide which functional representation to  Formulate expressions, equations, inequalities, choose when modeling a real world situation, and how would systems of equations, systems of inequalities and you explain your solution to the problem? matrices to model routine and non-routine problem  How do you write, solve, graph, and interpret linear situations. equations and inequalities to model relationships between  Identify whether systems of equations and quantities? inequalities are consistent or inconsistent.  How do you write, solve, and interpret systems of two linear  Analyze and explain systems of equations, systems of equations and inequalities using graphing and algebraic inequalities and matrices. techniques?  Select and use an appropriate strategy to solve systems of equations and inequalities using graphing calculators, symbol manipulators, spreadsheets and other software.  Demonstrate the connection between algebraic equations and inequalities and the geometry of relations in the coordinate plane.  Demonstrate mathematical solutions to problems (e.g., in the physical sciences).  Select and use appropriate mathematical concepts and techniques from different areas of mathematics and apply them to solving non-routine and multi-step problems.  Use symbols, mathematical terminology, standard notation, mathematical rules, graphing and other types of mathematical representations to communicate observations, predictions, concepts, procedures, generalizations, ideas and results.  Present mathematical procedures and results clearly, systematically, succinctly and correctly. VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):  Bounded region Students will be able to:  Solve systems of linear equations by graphing.  Consistent system  Determine whether a system of linear equations is  Constraints consistent and independent, consistent and dependent, or  Dependent system inconsistent.  Elimination method  Solve systems of linear equations by using elimination.  Inconsistent system  Solve systems of linear equations by using substitution.  Independent system  Solve systems of inequalities by graphing.  Ordered triple  Determine the coordinates of the vertices of a region  Substitution method formed by the graph of a system of inequalities.  System of equations  Solve systems of linear equations in three variables.  System of inequalities  Solve real-world problems using systems of linear equations in three variables.  Unbounded region  Vertices

STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: FORMATIVE ASSESSMENT: Students will demonstrate an adequate understanding via a Pre-Assessment, Think-Pair-Share, Thumbs up, chapter test. Exit Tickets, and Portfolios.

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES:  Truly struggling p. 113-114 (Active Engagement, Explicit p. 120-121 students will be referred to Instruction, Metacognition, Textbook ws pg 128 Modeling, Scaffolding guidance/SAP (RTI) Active Enuagement: Notebook p. 125-126 Promethean Board/Projector ws pg 134  Note Taking Notecards  Small group/ flexible p. 132-133  Summarizing Colored Pencils grouping will occur if p. 142-143  Partnering necessary. Review Test  Whole class response Vocabulary Activity  Think-Pair-Share  Students will be Scaffolding Used: encouraged to stay for or find help with a math Guided notes  teacher during free time,  Building Vocabulary after school, or lunch.  Build on prior knowledge  Chunking  Visual Support