WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Irene Runco_ Date 11.24.14 _ Length of Lesson __5 days_ Content Area __ Honors Algebra 2
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STAGE I – DESIRED RESULTSLESSON TOPIC:
Unit 12 : Probability and statistics
· Stem and leaf plots
· Box whisker plots
· Multiple counting principle
· Permuations and Combinations
· Independent probability
· Multiplying probabilities
· Adding probabilities
· Statistical Measures
· Normal Distribution
· Binomial experiments / BIG IDEAS:
Bivariate data can be modeled with mathematical functions that approximate the data well and help us make predictions based on the data
KEYSTONE ANCHORS:
A2.2.3.2.1 Use combinations, permutations, and the fundamental counting principle to solve problems
involving probability.
A2.2.3.2.2 Use odds to find probability and/or use probability to find odds.
A2.2.3.2.3 Use probability for independent, dependent, or compound events to predict outcomes.
ELIBIBLE CONTENT:
M11.E.1.1.1 Create and/or use appropriate graphical
representations of data, including box-and-whisker plots,
stem-and-leaf plots, scatter plots, line/double line,
bar/double bar and circle graphs.
M11.E.1.1.2 Answer questions based on displayed data (box-and-whisker plots, stem-and-leaf plots, scatter plots, line and double line graphs, bar and double bar graphs and circle graphs).
M11.E.2.1.1 Find/select/use the appropriate measure of
central tendency (mean, mode or median) of a set of data
given or represented on a table, line plot, or stem-and-leaf
plot.
M11.E.2.1.2 Calculate and/or interpret the range,
quartiles and interquartile range of sets of data.
UNDERSTANDING GOALS (CONCEPTS):
Analysis of one and two variable (univariate and bivariate) data
· Solve problems involving independent and dependent events using the counting principle.
· Solve problems involving linear permutations and combinations.
· Find the probability and odds of events
· Find the probability of mutually exclusive and inclusive events
· Use measures of central tendency (Mean, median, mode) to represent a set of data and describe how outliers affect measures of central tendency.
· Find measures of variation (range & interquartile range) for a set of data.
· Answer questions based on data displays (box-and-whisker, stem-and-leaf, scatter plots with lines of best fit, and bar graphs).
· . / ESSENTIAL QUESTIONS:
How do you decide which functional representation to choose when modeling a real world situation, and how would you explain your solution to the problem?
How can we use univariate and bivariate data to analyze relationships and make predictions?
VOCABULARY
· Outcome, (2)· Sample Space (2)
· , Event, Independent Events, Dependent Events, (3)
· Fundamental Counting Principle, (2)
· Permutations, (2
· Combinations, (2)
· Probability, Odds, (1)
· Compound Event, (2)
· Mutually Exclusive, Inclusive, (3)
· Measures of Central Tendency, Mean, Median, Mode, Range, (2)
· Interquartile Range, (3)
· Box-and-Whiskers, (2)
· Stem-and-Leaf (2) /
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:1) Solve problems involving independent and dependent events using the counting principle.
2) Solve problems involving linear permutations and combinations.
3) Find the probability and odds of events
4) Find the probability of mutually exclusive and inclusive events
5) Use measures of central tendency (Mean, median, mode) to represent a set of data and describe how outliers affect measures of central tendency.
6) Find measures of variation (range & interquartile range) for a set of data.
7) Answer questions based on data displays (box-and-whisker, stem-and-leaf, scatter plots with lines of best fit, and bar graphs).
Review, quiz, computer review, and test ( 5 days )
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities / 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
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:
· The counting principle
· *Permutations and combinations
· *Probability and odds
· *Mutually exclusive and inclusive events
· *Measures of central tendency
· *Range and Interquartile Range
· *Box-and-whisker, stem-and-leaf, bar graphs / MATERIALS AND RESOURCES:
Unit 1 Chapter : Systems of Equations and Inequalities
( Glencoe Text )
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
Glencoe teacher works…chalkboard is
Good for Promethean Board use. / INTERVENTIONS:
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.
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.
· Weekly blogs
· Word problem practice from 2008 copy of Algebra 2 (on line form Glencoe.com)
· Enrichment from 2008 Glencoe ( advanced)
· Khan Academy videos
§12 – 1 p. 635-636
§12 – 2 p. 641-642
§12 – 3 p. 649-650
§12 – 4 p. 655-656
§12 – 5 p. 661-662
§12 – 6 p. 667-669
Note: Reading with Mathematics pages from Grab & Go are especially good for standard classes.
Monday 61A / Tuesday 62B / Wednesday 63A / Thursday / Friday
Multiple counting principle / Permutations and combinations / Group work day on permutations and combinations
P 635 # 10 -23 / P 641 # 12- 32