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

Name Witon Date 11-4-13 Length of Lesson 2 weeks Content Area Algebra 3 Edline was updated this week: Yes My class website was updated this week: Yes

STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: M11.D.2.1.5 Solve quadratic equations using Quadratic Functions 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): ESSENTIAL QUESTIONS: Students will understand:  How can income from a rock concert be mazimized? . Identifying the nature of a quadratic function. Being  How does a quadratic function model a free-fall able to sketch a graph of a quadratic function and ride? identify its vertex, axis of symmetry, and find it maximum or minimum.  How can you tell maximums vs minimums? Relate quadratic functions to real world problems and situations such as fireworks trajectory or bridge  How can you find the time it takes an construction. accelerating race car to reach the finish line? VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Quadratic equation . Quadratic function 1. Graph quadratic functions Turning points 2. Solve quadratic equations by graphing Zeroes 3. Solve quadratic equations by completing the X intercepts square Maximum, minimum points 4. Solve quadratic equations by quadratic formula. 5. Graph and identify exponential functions. 6. Growth and Decay problems (optional)

PERFORMANCE TASK: OTHER EVIDENCE: Students will participate in class discussions, guided practice, Students will actively participate in class examples, discussion, computer work, and activities classwork, whiteboards, open ended assessments, graphic organizers, exit tickets, daily warm ups, homework, Study Island and, unit tests, quizzes, and other formative assessments. Think pair share Thumbs up Portfolio

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND Study Island ASSIGNMENTS: PROCEDURES: RESOURCES: A+ Math (Active Engagement, Explicit Keystone Math Lab Open ended question Instruction, Metacognition, Modeling, Glencoe Algebra 2 Text Truly struggling students will Multiple choice practice Scaffolding) be referred to guidance/SAP worksheets Activite Engagement Calculators (RTI)Small group/ flexible book chapter 6 Higher level thinking skills Computers grouping will occur if enrichment Compare comtrast Supplemental Materials necessary. Whole class response Warm ups & Exit polls Students will be encouraged to Usage note taking modeling Guided practice and stay for math lab, or find help Enrichment with a math teacher. Scaffolding remidal work Guided notes Teacher prompting Additional materials as needed

Warm up will include a spiraling review of prior knowledge to include the upcoming lesson

Usage

Check for understanding using warmup, homework, or formative assessment questioning to determine whether to continue as needed or do interventions as needed. model, spiral scaffolding, instruct/reteach, as needed

MINI lesson” Test taking Strategies open ended Strategies proportions word backwords change diameer to radius