Content Area: Keystone Algebra Workshop

Name: Andrea Sisk

Date: 3-30-15

WOODLAND HILLS SECONDARY
LESSON PLANS

Content Area: Keystone Algebra Workshop

Length of Lesson:

STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Linear Functions and Data Organizations / Big Ideas:
A.1.2.1.1 Analyze and/or use patterns or relations.
A.1.2.1.2 Interpret and/or use linear functions and their equations, graphs or tables.
A.1.2.2.1 Describe, compute, and/or use the rate of change (slope) of a line.
A.1.2.2.2 Analyze and/or interpret data on a scatter plot.
A.1.2.3.1 Use measures of dispersion to describe a set of data.
A.1.2.3.2 Use data displays in problem-solving settings and/or to make predictions.
A.1.2.3.3 Apply probability to practical situations. / Understanding Goals (Concepts):
CC.2.2.8.C.1 Define, evaluate, and compare functions.
CC.2.2.8.C.2 Use concepts of functions to model relationships between quantities.
CC.2.2.HS.C.1 Use the concept and notation of functions to interpret and apply them in terms of their context.
CC.2.2.HS.C.2 Graph and analyze functions and use their properties to make connections between the different representations.
CC.2.2.HS.C.3 Write functions or sequences that model relationships between two quantities.
CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variables.
CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays.
CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution of multi-step problems
CC.2.2.8.B.2 Understand the connections between proportional relationships, lines, and linear equations.
CC.2.2.HS.C.4 Interpret the effects transformations have on functions and find the inverses of functions.
CC.2.2.HS.C.6 Interpret functions in terms of the situations they model.
CC.2.2.HS.C.5 Construct and compare linear, quadratic, and exponential models to solve problems.
CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.
Cc.2.4.8.B.a Analyze and/or interpret bivariate data displayed in multiple representations.
CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variables.
CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data.
CC.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.
CC.2.4.7.B.3 Investigate chance processes and develop, use and evaluate probability models.
CC.2.4.HS.B.4 Recognize and evaluate random processes underlying statistical experiments.
CC.2.4.Hs.B.7 Apply the rules of probability to compute probabilities of compound events in a uniform probability model.
Student Objectives (Competencies/Outcomes):
A.1.2.1.1.1 Analyze a set of data for the existence of a pattern and represent the pattern algebraically and/or graphically.
A.1.2.1.1.2 Determine whether a relation is a function, given a set of points or a graph.
A.1.2.1.1.3 Identify the domain or range of a relation (may be presented as ordered pairs, a graph, or a table).
A.1.2.1.2.1 Create, interpret and/or use the equation, graph, or table of a linear function.
A.1.2.1.2.2 Translate from one representation of a linear function to another (i.e., graph, table, and equation).
A.1.2.2.1.1 Identify, describe, and/or use constant rates of change.
A.1.2.2.1.2 Apply concept of linear rate of change (slope) to solve problems.
A.1.2.2.1.3 Write or identify a linear equation when given the graph of the line, two points on the line, or the slope and a point on the line.
A.1.2.2.1.4 Determine the slope and/or y-intercept represented by a linear equation or graph.
A. 1.2.2.2.1 Draw, identify, find and/or write an equation for a line of best fit for a scatter plot.
A.1.2.3.1.1 Calculate and/or interpret the range, quartiles, and interquartile range of data.
A.1.2.3.2.1 Estimate or calculate to make predictions based on a circle, line, bar graph, measure of central tendency, or other representation.
A.1.2.3.2.2 Analyze data, make predictions, and/or answer questions based on displayed data (box-and-whisker plots, stem-and-leaf plots, scatter plots, measures of central tendency, or other representations).
A.1.2.3.2.3 Make predictions using the equations or graphs of best-fit lines of scatter plots.
A.1.2.3.3.1 Find probabilities for compound events (e.g., find probability of red and blue, find probability of red or blue) and represent as a fraction, decimal, or percent. / Essential Questions:
How do you write, solve and interpret systems of two linear equations and inequalities using graphing and algebraic techniques?
How do you write, solve, graph, and interpret linear equations and inequalities to model relationships between quantities?
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?
How can we show that algebraic properties and processes are extensions of arithmetic properties and processes, and how can we use algebraic properties and processes to solve problems?
How is mathematics used to quantify, compare, represent, and model numbers?
How can mathematics support effective communication?
How are relationships represented mathematically?
What does it mean to estimate or analyze numerical quantities?
How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
What makes a tool and/or strategy appropriate for a given task?
How can patterns be used to describe relationships in mathematical situations? / Vocabulary:
Arithmetic sequence, geometric sequence, sequence, coordinate plane, dependent variable, domain, function, independent variable, inverse (of a relation), ordered pair, origin, quadrants, range (of a function), relation, x-axis, y-axis, mapping, range, rate (of change), rise, run, slope of a line, point-slope form, slope-intercept form, standard form, x-intercept, y-intercept, line of best fit (regression line) , scatter plot, interquartile range, mean, measures of central tendency, median, mode, outliers, quartiles, range (of data), bar graph, circle graph (pie chart), line graph, box-and-whisker plot, stem-and-leaf plot, frequency, combination, compound event, dependent events, fundamental counting principle, independent events, mutually exclusive events, odds, probability, probability of a compound event, simple event.
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Students will work primarily on Think Through Math. Students weakest in various anchors of Linear Functions and Data Organizations will be pulled to work individually with the teacher on specific deficiencies. / Formative Assessments:
Think Through Math provides formative assessment in that, as students show their weakness in a certain area, Think Through Math assigns them a section specially suited to that weakness. In individual pullout, formative assessment is ongoing through observation.
STAGE III – LEARNING PLAN
Materials and Resources:
*Computers with Think Through Math Accessibility
*Individual remediation sections
*Calculators / Interventions:
Individual pullout for students weakest in Linear Functions and Data Organizations.
Instructional Procedures*:
Monday / Tuesday / Wednesday / Thursday / Friday
Date: 3/30 / Day: B / Date: 3/31 / Day: A / Date: 4/1 / Day: B / Date: 4/2 / Day: A / Date: 4/3 / Day:
Procedures / Think Through Math / Think Through Math (pull out program with half the students for Mod B Anchor 2) / Think Through Math / Think Through Math (pull out program with half the students for Mod B Anchor 2) / Spring Break
Assignments / ·  Finish at least one Think Through Math Lesson if one wasn’t completed in class. / ·  Finish at least one Think Through Math Lesson if one wasn’t completed in class.
·  Individual students will be assigned pull out assignments as needed. / ·  Finish at least one Think Through Math Lesson if one wasn’t completed in class. / ·  Finish at least one Think Through Math Lesson if one wasn’t completed in class.
·  Individual students will be assigned pull out assignments as needed.

*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections