UNIT PLAN
SUBJECT: Math - Algebra
DATE March 20, 2014
GRADE: 8
DURATION: 10 lessons
UNIT OVERVIEW
Established Goals (PLO’s)
B1 graph and analyse two-variable linear relation
B2 – model and solve problems using linear equations of form
- ax=b
- x/a = b, a≠0
- ax+b = c
- x/a + b = c, a≠0
- a(x+b) = c
concretely, pictorially, and symbolically, where a, b, and c are integers.
Enduring Understandings
Students will understand that:
-
equations are used to represent the relationship between
quantities
finding the value of a variable that makes the equation true
is called solving an equation
models and manipulatives can help us visualize problems
to understand how we can solve them
as questions become more complex, including fraction or
decimals, algebra enables us to solve equations that are
difficult to represent in real life models
algebra can be used to solve problems without having to
use models or representations
integrity of an equation means that you must do the same
thing to each side of an equation
Relations can be used to represent situations and solve
problems
Essential Questions
What do linear algebraic equations have to do with real life?
Find one area of your life that you use or could use linear equations?
If I have a table of information, how can I find out the values if there are
gaps in the information?
I see that this pattern is occurring, how do I find out what will happen
next?
Rationale
Unit Goals
This is an important unit for patterns and relations with numbers.
The introduction of algebra plays an extremely important role in
future mathematical concepts. This unit introduces connections
between graphing, patterns, variables and equations. This is one of
the important building blocks of future learning in math.
SWBAT:
- Recognize and solve simple algebraic equations
- Utilize the distributive property
- Recognize linear patterns in a table of values, graph those values and
represent them in an algebraic equation
Assessment Evidence
Performance Task
Other
1 Quiz
Homework assignments
Unit test
Group discussions
Group activity
Exit slips
Teacher observations
Lesson
& Date
IRP Outcomes
PLOs
1
B2
Specific Lesson Outcomes
SLOs
1.Solve problems with a
variable using models –
specifically a scale
2.Define algebra and
variable
Activities and
Teaching Strategies
Intro – Video – Algebra rap
Body – What is an equations?
- What is algebra?
- Variable?
- What does integrity
mean to you?
- Integrity of an equation
means you can’t do
something to one side
without do the same
thing so the other.
- Examples. – human scale
- Why algebra? Sample
problem – cost of a
phone contract.
Materials/
Resources
 Text
 Video http://www.y
outube.com/
watch?v=oIx
xqztQz3Y
Assessment
Formative
- Sample questions
discussed in class
- Exit slip
-
Simple one step
equations on the board
- +/- then multiple/divide
- Simple two step on the
board
- Practice pg. 331 text
Closing: Exit slip – question 3
pg. 330
2
B2
1.Solve one and two step
algebraic equations
2. Work as a group to
enhance each other’s
learning.
3.Demonstrate solving
algebraic equations
creatively
Intro: Review Balancing scales
Mark homework – report which
questions they got wrong
Body: Group Activity
- Kinesthetic activity –
students stand up, each
holding cards with
different values.
Students draw a card
with an equation, class
has to move around to
make and then solve
equations using large
value cards.
If there is time:
- Explore breaking down
word problems
- Chicken – students stand
up and keep track of the
number the teacher roles
on a die, adding the
numbers together. They
sit down when they think
they have a large
number. If the teacher
roles a 1, everyone
standing goes back to
zero. People who sat,
start the next round with
the value they sat down
at. Six rounds.
Closing: Exit Slip – 3,2,1
 Homework
reporting
sheet
 Cards for
group
activity
 6 sided die
 Exit slips
Teacher observation
Exit slip
Homework reporting tool
3
B2
B2
4
1.Solve problems
involving fractions
2.represent word
problems as algebraic
equations
1.explain the distributive
property
2. use the distributive
property to solve problems
Intro: - Horse – Students fill
numbers into a lines when the
teacher rolls a die.
Body:
Give homework assignment first
Equations with fractions
- Khan academy example
- 5x can either divide by 5
or multiply by 1/5
- Have students complete
#5 and #6 on pg. 336.
Discuss solving word
problems
- How do you know what
the variable is? What is
the information given?
Practice – worksheets or
questions from the text.
Closing: Think/Pair/share – is
there any time in your life you
think you use or might use this?
Intro: Groups of 4 discuss the
fairness of sharing.
Body: Distributive Property
a(b+c)=ab+ac
-
Example pg. 339
Do 3 questions and
compare to a partner
Pg. 342 - #8, 14, 18a
Solving problems with
Distributive property
- Sample questions on the
board
- Practice



8 or 9 sided
die is best
B2
1.Demonstrate abilities
with algebraic equations
B1
1.Express how to graph
orders pairs.
5
6
7
B1
1.Demonstrate linear
relations graphically and
through an algebraic
equation
Quiz – 10 simple questions
- 5 only numerical
- 5 word questions
Game – pg. 349
- Decks of cards making
algebraic problems
Intro: Game – Dice to 100
- Sit in groups, with one
die per group. Go
around the circle rolling
the die until someone
rolls a 6. That person
starts writing numbers to
100 while counting out
loud until someone else
rolls a 6. This keeps
going until someone
reaches 100.
Body: Review graphing ordered
pairs - what do they know?
- X and Y values
- X and Y values
- Origin
- 2 dimensions vs 3
dimensions
- Making dot to dots
- Worksheets from sample
unit by Jennifer Johnson
pgs. 13-15
Closing: Make their own dot to
dot – Jennifer Johnson pg. 16
Intro: trade homework in groups
of 3. Make a graph from one
partner’s points, while using the
graph to make a table of values.
Body: Discuss related points and
unrelated points. The previous
 10 decks of
cards
 Quiz photocopied




Quiz
Dice for
each group
Sheets
photocopied
Sheets
photocopied
Exit slip
prepared
Exit slips
Homework to share
exercise had no defined
relationship.
No we will look at points that we
can determine a relationship
from. Johnson handout pg. 22
Text pg. 356 #5
Work with a partner to find the
relationships.
Discuss the equation of a line
y=mx+b
Homework: Johnson pg. 24-25
Closing: Exit Slip
8
9
B1
B2
B1
B2
1.Solve problems from real
world situations with
graphing and using algebra
1.Demonstrate ability to
solve algebraic equations
Intro: Video on Algebra in the
real world


Task: Each group of 4 must
decide on something related to
the human body that they can
measure and graph. They must
then determine if it is a linear
relationship or not.
Does the rate of your heart
increase linearly in relation to
how long you sprint?


Intro: Video on Algebra in the
real world
Practice Test – Text pg.371

Video
Stop
watches
Meter sticks
Sample
ideas http://www.
algebra.com/
algebra/hom
ework/word/
misc/Miscell
aneous_Wor
d_Problems.
faq.question.
26090.html
video
Group investigation
10
B1
B2
1.Demonstrate ability to
solve algebraic equations
Unit Test

Test
Test