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Lesson Plans 1-26 Through 1-30

This document outlines a lesson plan for teaching 8th grade students about systems of linear equations over 5 days, including essential standards, learning targets, success criteria, and daily plans to introduce linear equations, graphing systems of linear equations, identifying solutions as the point of intersection, and exploring the different types of solutions such as one solution, no solution, and infinitely many solutions.

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181 views

Lesson Plans 1-26 Through 1-30

This document outlines a lesson plan for teaching 8th grade students about systems of linear equations over 5 days, including essential standards, learning targets, success criteria, and daily plans to introduce linear equations, graphing systems of linear equations, identifying solutions as the point of intersection, and exploring the different types of solutions such as one solution, no solution, and infinitely many solutions.

Uploaded by

api-246024051
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Introduction to Algebra Essential Standards and Learning Targets

Team: 8 grade Math


Instructional Days: January 26th- 30th (3 days)
Start Date: January 26th
Essential Standard:
8.EE.C.8: Analyze and solve pairs of simultaneous linear equations:
8.EE.C.a: Understand that solutions to a system of two linear equations in two variables correspond to points of
intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.C.b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the
equations. Solve simple cases by inspection. For example, 3x+2y=5 and 3x+2y=6 have no solution because 3x+2y cannot
simultaneously be 5 and 6.
8.EE.C.c: Solve real-world and mathematical problems leading to two linear equations in two variables. For example,
given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line
through the second pair of points.
Essential Questions:
1. What is a system of linear equations?
2. What does it mean to have a solution to a system of linear equations?
3. How do I graph systems of linear equations and use those graphs to find the solution?
4. What does it mean when a solution to a system of linear equations has no solution, one solution, or infinitely many
solutions and what does that look like on a graph?
5. How can I use a table of values to find a solution to a system of linear equations?
Learning Intentions: Students will be able to analyze and solve systems of linear equations and understand/interpret the
solution in real world mathematical problems by using a variety of different strategies: tables, graphs, algebraic
problem solving (substitution, elimination: add/subtract, elimination: multiply, then add/subtract).
th

Success Criteria:
I know a solution to a system is a point of intersection on a graph, an ordered pair.
I can substitute numeric values for the value of the variable to see if a point is on the line.
I can substitute one variable for another.
I can manipulate an equation algebraically in order to find a solution.
I can create and solve an equation from a real world mathematical problem (computation and context).
Does the language in the standard call for students to create a product? (Examples: graph, sketch, write) YES
Students will be creating and filling out tables of values and creating graphs to find solutions to systems of linear equations
Does the standard require that you see or hear the student do something to know they understand? (Example: read

aloud)
Students will be talking about solutions to systems of linear equations. We will be listening for students to be able to explain
that the intersection of the two lines of a system of linear equations represents the solution to the system. We will be
listening for student to explain that a solution to a system of linear equations is when one value of x and one value of y will
satisfy both equations.
We will see the students creating tables and graphing linear equations in order to find the solution to the system of linear
equations. We will see students identifying solutions as the point of intersection between two lines and identifying values in a
table that are equal to one another.

Reasoning
I can examine linear graphs and their corresponding
equations to solve real world problems
I can identify linear equations
I can identify a solution to a system as the point at
which two linear equations intersect on a graph, an
ordered pair; and what that solution means
I can manipulate an equation algebraically in order to
find a solution
I can create and solve a linear equation from a real
world mathematical problem

Key Academic Vocabulary:


Equations
Graphs
Representations
Relationships
Model

Content Vocabulary:
Slope
Linear
Proportions
Ratios
Vertical Change

Knowledge
I can explain that a linear relationship has a common
change between each corresponding x and y value
I can identify linear equations as equations that contain an
input (x) and a corresponding output (y) and use graphs to
create linear equations.
I can graph a linear equation using slope and y intercept
I can graph a linear equation by substituting values from a
table into an equation to find each corresponding x and y
value
I can write/ identify linear equations in slope intercept
form: y= mx + b
I can substitute one value for another and more

specifically; substitute numeric values for each x and


y value in linear equations in order to find a solution
Anticipate Student Weaknesses:
1. Students will mix up the order of finding slope as the
change in x divided by the change in y, as opposed to
the change in y (vertical change) divided by the
change in x (horizontal change) in order to find
solutions or points on the line

Change
Increase
Decrease
Vertical
Horizontal
Equivalent
Constant
Estimate
Solutions
Intersection
Variables
Analyze
Solve

Horizontal Change
Axes
Coefficient
Y Intercept
Rate of change
Slope intercept form
Direct Variation
Coordinates
Systems of equations

2. Students will have trouble writing equations from a


graph using slope and y intercept, isolating the y.
3. Students will have trouble finding points on a line using
only linear equations.
4. Students will have problems using inverse operations to
manipulate algebraic equations.
5. Students will have trouble substituting values for x
and y into systems of linear equations, using GEMA, in
order to find the solution.
6. Students will forget to check that solutions (ordered
pairs) must satisfy both equations in a system, and
not just one.
Formative Assessments:
Group collaborations, Ticket out of the door activities,
Pair/Share, Be Ready When I Call on You, Warm ups, Practice
Opportunities
Common Assessment Used to Determine Mastery:
GOAL: 100% to be proficient on the benchmark assessment

STUDENT LEARNING PLAN


Intro to Algebra
Daily

WEEK OF: 1-26-2014

Monday: 1-7
Purpose: Students will be reviewing
linear equations, creating linear
equations, and graphing/making tables
of a system of linear equations (two
linear equations) and use that
information to determine what a
solution of a system of linear
equations means.
First Thing:
Students will take out their planners and
write down their homework/ activities
for the week.
Warm Up: Students will be solving linear
equations using inverse operations to
isolate the variable (review).
Duration of Class:

Tuesday: 2-4-6 & Wednesday: 3-5-7


Purpose: Students will be continuing to
practice finding solutions to systems of linear
equations from creating tables, equations, and
graphs.

Thursday: 2-6-4 & Friday: 3-7-5


Purpose: Students will be further
investigating solutions to systems of linear
equations from graphs, tables, and
equations and they will be learning about the
different possible solutions of linear
equations: no solution, one solution, and
infinitely many solutions.

First Thing:

First Thing:

Warm up: Students will be using inverse


operations to manipluate linear equations to write
them in y=mx +b format.

Warm Up: Students will be completing a warm


up to further practice isolating the y, to get
linear equations in y=mx+b format (using
inverse operations).

Duration of class:
Students will be completing pg. 181 in table
groups: practice of finding solutions in system of
linear equations from equations, substituting
coordinates, graphing, and tables of values

Students will be completing pg. 177 in


table groups: annotating text,
identifying necessary numerical
information, and filling out tables of real
world problems that represent linear
equations.

The teacher will lead classroom discussion on pg.


181 and then lead students through pg. 182:
graphing linear equations using slope and y
intercept and accurately locating the solution as
the point of intersection between the two lines.

Teacher will lead discussion on pg. 178179: creating linear equations from real
world problems, while students will be
graphing linear equations and identifying
the solution to the system of linear
equations in a graph as the point of
intersection, and defining what the
solution means in the context of the real

Practice Opportunity: pg. 183:


solving linear equations for y using inverse
operations and graphing systems of linear
equations using slope and y intercept of the form
y=mx+b

Duration of class:
Teacher will lead direct instruction on pg. 184:
identifying all possible solution situations from
systems of linear equations: one solution, no
solution, and infinitely many solutions
Students will work on pg. 185-186 in class:
solving systems of linear equations from
equations and graphing while identifying if a
system of linear equations has one solution, no
solution, or infinitely many solutions.
Practice Opportunity: pg. 187:
Students will be further practicing writing
linear equations from real world problems,
finding solutions of systems of linear equations
from graphs and tables, and finding solutions
to systems of linear equations by substituting
points (coordinates) into the equations.

world problem. The teacher will be


defining and discussing a system of
linear equations and what it means.
Lastly, students will be working with the
system of linear equations from the
assignment to fill out a table of values to
further explore how solutions of
systems of linear equations can be
represented; graphs and tables.
Practice Opportunity: Pg. 180:
determining solutions to systems of
linear equations

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