Name: Irene M Runco

Name: Irene M Runco

Date: Sept 8-12, 2014

WOODLAND HILLS SECONDARY
LESSON PLANS

Algebra 2 Content Area:

5 days Length of Lesson:

STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Unit 1 Solving Equations and Inequalities
•
•Solving Absolute Value Equations
•Solving Inequalities
•Graphing Inequalities / Big Ideas:
Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms.
There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities. / Understanding Goals (Concepts):
1.Extend algebraic properties and processes to quadratic, exponential, and polynomial expressions and equations and to matrices, and apply them to solve real world problems.
2.Represent exponential 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.
Student Objectives (Competencies/Outcomes): / Essential Questions: / Vocabulary:
Students will be able to: / How do you explain the benefits of multiple methods of representing polynomial functions (tables, graphs, equations, and contextual situations)?
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? /

absolute value

equation

formula

open sentence

order or operations

rational number

real number

solution

variable

constant

irrational number

properties of equality
Use algebraic properties and processes in mathematical situations and apply them to solve real world problems.
•Classify real numbers
•Use order of operations and properties of real numbers to evaluate expressions
•Solve linear & absolute value equations
•Translate verbal expressions into algebraic expressions and equations

• •Solve and graph on a number line simple, compound and absolute value inequalities.

STAGE II – ASSESSMENT EVIDENCE
Performance Task: Students will show proficiency through formative assessment, daily class work, homework, and unit test. / Formative Assessments:
Do now’s, writing prompts, think-pair-share- exit polls
STAGE III – LEARNING PLAN
Materials and Resources:
Textbook
Warm ups & Exit polls(daily)
Homework (daily)
Guided practice and Enrichment from Glencoe Grab & Go workbooks
Glencoe teacher works…chalkboard is
Good for Promethean Board use. Use end of powerpoint for extra examples and practice.
Use 5 minute check as exit slip. / Interventions:
TTM
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.
Truly struggling students will be referred to guidance/SAP (RTI)
•Small group/ flexible grouping will occur if necessary.
Instructional Procedures*:
Monday / Tuesday / Wednesday / Thursday / Friday
Date9.8 / Day10 B / Date9.9 / Day11 A / Date9.10 / Day12 B / Date 9.11 / Day13 A / Date9.12 / Day14 B
Procedures / Solving absolute value equations
Do now:
Explain why absolute value can not be negative.
Why are there 2 answers to absolute value equations / Solving absolute value in equalities
Do now: Give a good way to remember ≤,≥ and the words “and” and “or”
Share this with the class.
10 bonus points for best ideas. /

• Solving equations
• What steps are justified mathematically? What isn’t?

Review use of =. Is it used to complete or link ? Defend this.
Do now:
Explain why you can’t perform operations on only one side of an equation.
Give an example. /

• Guided notes on simplifying equations with fractions

Do you wait until the end and multiply by the reciprocal or multiply by the common denominator at the very beginning ??
What at the benefits of each way ??
Do now: Solve:
-2( x+6) ≤ 12. Justify each step . /

• Test on chapter 1 of text today.

Show all work.
Guided notes allowed to resource during test.
Assignments / Section 1- 4 any 15 / Section 1 – 6 first half /

• Section 1 – 6 second half.

/ Review for chapter test /

• No assignment

Friday : Faculty pictures taken in auditorium