Professional Documents
Culture Documents
Grade: 8
G
Established
Goals
(List
2-6
Common
Core
Learning
Standards
or
other
standards
here):
Construct
and
compare
linear
models
to
solve
problems.
Represent
and
solve
equations
graphically
and
algebraically.
What
key
knowledge
and
skills
will
students
acquire
as
a
result
of
this
unit?
(These
are
the
Page 1 of 9
AIMs, SWABATs, objectives, and teaching points that will organize your lessons)
Assessments (Formal):
Class discussions
Quizzes
Homework
Exit
tickets
Notebook
checks
E
=
What
events
will
help
students
experience
and
explore
the
big
idea
and
questions
in
the
unit?
How
will
you
equip
them
with
needed
skills
and
knowledge?
R
=
How
will
you
cause
students
to
reflect
and
rethink?
How
will
you
guide
them
in
rehearsing,
revising,
and
refining
their
work?
E
=
How
will
you
help
students
to
exhibit
and
self-evaluate
their
growing
skills,
knowledge,
and
understanding
throughout
the
unit?
T
=
How
will
you
tailor
and
otherwise
personalize
the
learning
plan
to
optimize
the
engagement
and
effectiveness
of
all
students?
O
=
How
will
you
organize
and
sequence
the
learning
activities
to
optimize
the
engagement
and
achievement
of
ALL
students?
Calendar
out
your
unit
by
week
and
day;
provide
the
calendar
to
students
in
a
friendly
form
or
share
them
on
a
Google
Calendar;
and
post
the
calendar
and
strike
the
days
and
weeks
as
you
progress.
Segment
1
Week
1
(Oct.
13)
Segment
2
Week
4
(Nov.
3)
Segment
3
Week
7
(Dec.
1)
Motion problems.
Page 3 of 9
Patty Arredondo
Last modified
Unit
3-28-16
Language objective
Students will be able to write explanations for how they found solutions to a system of equations and
how they know their solutions are true.
Graph paper
Desmos online graphing calculator
PowerPoint presentation with embedded online video
Student laptops
Bell to Bell
Teacher moves
Student moves
Do now
+ =2
2 = 3
2. Arrive Ready-To-Learn
Ordered pair: 1, 1
Part B: Using colored pencils and graph paper, graph both equations
(one color for each equation).
Walk around class as students work. As students finish and we are still
waiting for the rest of the class, having students quietly discuss their
findings with a partner.
SmartBoard.
models/examples
4. Use technology to
facilitate
5. provide ground-rules
for conversations and
discussions
6. Show visual or worked
models/examples
7. Board = Paper
8. Circulate
=2
+3 =6
Check afterwards using Desmos to
demonstrate solution is the intersection:
point (3,1).
Demonstrate that not all systems of
equations have a solution, and some
might have more than one solution.
Lets take a look at two special cases of
systems of linear equations. Lets plug
the following systems (one at a time) into
Desmos. Discuss with your partners what
you notice.
= 3
6 +2 =4
and
2 +
=1
4 2 = 2
Depending on the discussion, let students
discover these answers, or provide them
if needed:
The first system includes two parallel
lines. There is no point of intersection. So,
there is NO SOLUTION.
The second system include the same line,
just written differently. The two lines (or
Page 7 of 9
Independent practice
Provide worksheet and graph paper for
students to work through examples
independently. As always, you are
welcome to check-in and discuss with a
neighbor.
Homework or extensions
Homework: Textbook homework which includes vocabulary check, solving systems of equations by
graphing, explaining student work and results, and word problems.
Have 80% of students successfully met the objectively of the previous lesson?
I hope so! I would have students check the prior nights homework at the beginning of class to help
gauge.
Page 9 of 9