SID Lesson Plan
Subject Area:
Algebra 1A
Name:
12/01/2020
Date:
A STRONG BEGINNING:
Standard:
A1.AREI.C.6
Solve systems of linear equations exactly and approximately, focusing on pairs of
linear equations in two variables. Include problem solving opportunities utilizing
real-world context.
Objectives:
I can solve a linear system by graphing and identifying the different types of lines (A-REI.C.6).
I can understand that the point of intersection of a system of equations satisfies both equations.
The Big Question:
How can systems of equations model and be used to solve real-world problems?
Higher-Level Questions:
1. What is a system of equation?
2. What are different ways you can use to solve a system of equations?
3. How can I use a graph to find the solution to a system of equations?
4. What are the different types of lines shown in a system?
5. How can I tell from the graphs or equations if a system has one, no or infinite solutions?
Key Vocabulary: coincident – parallel - intersecting
These terms will be introduced using videos on virtualnerd.com: students will received guided notes
and will take notes for each video and highlight important concepts.
Lesson Procedure:
Activate Prior Knowledge:
The following learning targets refer to skills introduced in the previous lessons (days/quarter) are the
platform to master the objectives in this lesson:
SWBAT utilize specific key concepts and skills taught in the first quarter to connect prior
knowledge with new learning:
SWBAT solve multi-step linear equations (A-REI.B.3).
SWBAT understand and represent the solution set of a linear equation (A-REI.A.1).
SWBAT solve linear equations word problems (A-CED.A.1)
SWBAT also utilize specific key concepts and skills taught in the second quarter to connect prior
knowledge with new learning:
SWBAT write a linear function that describes a relationship between two quantities (F-BF.A.1).
SWBAT graph linear equations (F-IF.B.4).
SWBAT solve linear systems by graphing, substitution, and elimination (A-REI.C.6).
Activities:
Instructional /Engagement Strategies
TW review concepts from previous days to build upon on what students will be learning today.
FLEXIBLE MIDDLE:
SWBAT complete guided notes when watching videos introducing the special types of linear system
(Rally Robin – Time Paired Shared):
-
No solution: http://virtualnerd.com/algebra-1/systems-equations-inequalities/specialcases/no-solutions/equations-no-solution
Infinite solutions: http://virtualnerd.com/algebra-1/systems-equations-inequalities/specialcases/no-solutions/equations-no-solution
SWBAT will be placed in groups in break out rooms in Teams and complete the practice by making
predictions on the type of line the systems are showing. In this setting, participants will be brought
into small groups for lively conversation and brainstorming sessions. They will confirm or correct
their predictions after solving each system and analyzing the components of each type of special
system. The students will assign one group member to report their findings when being brought back
into the main room. TW navigate from one group to the next one to monitor students’ progress,
assist as needed, and send announcements to give time updates prior to bringing students back to the
main room.
Checks for Understanding/Formative Assessments: oral assessment – note-taking – online signals
(thumbs up/down) –
Differentiation: I will use different approaches to meet different learning styles and levels: direct
instruction – videos - Kagan strategies – daily email. SWBAT to use Desmos to check their answers.
Accommodations/Modifications: Students received a daily email including all class information,
notes taken with answer key, and upcoming due dates. Case managers are also sent a copy of this
daily email.
Reteach/Enrichment Opportunities: I will use the following specific strategies when
students do not master the content: Catch Up – reteach
I will also focus on common misconceptions for students who may have trouble understanding the
differences between systems that have one solution, no solutions, and infinitely many solutions in
the context of the problem. Students may also have trouble understanding what the intersection truly
means in the context of the problem.
Students may have trouble grasping conceptual understanding of what a solution to a system of
equations represents in all representations (graphic, numeric and algebraic).
COMPREHENSIVE ENDING:
Summative Assessment: (How will you evaluate student learning at the end of the unit?):
SWBAT complete a DFA at the end of the unit.
Closure (What will students do to 1) construct personal meaning, 2) create a place for the information to
be stored and recalled, and 3) recognize what they understand and what they still need to know?):
SWBAT complete the Key Points activity using their note to reinforce the concepts introduced in
this lesson.
Students’ completed notes and activities during the lesson will be stored in their notebook.
SWBAT discuss how these concepts apply and connect to real world situations (circle back to Big
Question) in the main room.