LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
TAPS 1, 2
Content Area
Math
Grade/Course
8
Unit of Study
Unit 7 Solving Systems of Equations
Instructional Period
Week 31 Milestones Testing /systems of equations review
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
MCC.8.EE.8a 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.
MCC.8.EE.8c Solve real-world and mathematical problems leading to two linear equations in two variables.
List Behaviors
List Content
Determine DOK
(what students should be able to
do; focus on verbs)
(what students should know; focus on concepts)
(align to instruction and assessment)
Explore, compare, use
DOK Level
 Graphing Linear Equations from
DOK Levels
Standard Form
2,3
 Translating between Standard &
Slope Intercept Form (this was first
introduced in Unit 4 when students
were solving literal equations but
without the vocabulary)
 Identify and provide examples of
systems of equations that have one
solution, infinitely many solutions
or no solutions.
 Solve a system of equations
algebraically.
 Estimate solutions by graphing
systems of equations.
 Create and utilize systems of linear
equation to model real-world
situations.
Possible Aligned Activities and Questions
TAPS 2, 3, 4, 5
1
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
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
DOK Ceiling
4
Resources
(on/offline)
Math Textbook,
Worksheetworks.com
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
simultaneously.
Recognize parallel lines, coincidental lines when viewing
equations
Solving systems of equations in slope intercept form by
graphing.
2
3
4
Solving systems of equations graphically that are written in
standard form
When given a real world scenario, create a system of
equations and solve it graphically (slope intercept form)
When given a real world scenario, create a system of
equations and solve it graphically (standard form)
Modeled on Whiteboard,
Student work
Various Teacher resources
Standards (Primary)
DOK (Ceiling)
Integrated
MCC.8.EE.8a Understand that solutions to a system of two linear equations in4two variables correspond to points
of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
MCC.8.EE.8c Solve real-world and mathematical problems leading to two linear equations in two variables.
KNOW/UNDERSTAND
Essential Question/Enduring Understanding:
How can I analyze
TAPS 2, 3
and solve pairs of simultaneous linear equations?
How can will 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.
How can I solve systems of two linear equations in two variables
algebraically, and estimate solutions by graphing the equations. Solve
simple cases by inspection.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Enduring understanding
Systems of linear equations can also have one solution, infinitely many
solutions or no solutions. Students will discover these cases as they
graph systems of linear equations and solve them algebraically.
A system of linear equations whose graphs meet at one point
(intersecting lines) has only one solution, the ordered pair representing
the point of intersection. A system of linear equations whose graphs do
not meet (parallel lines) has no solutions and the slopes of these lines
are the same. A system of linear equations whose graphs are coincident
(the same line) has infinitely many solutions, the set of ordered pairs
representing all the points on the line.
By making connections between algebraic and graphical solutions and
the context of the system of linear equations, students are able to make
sense of their solutions. Students need opportunities to work with
equations and context that include whole number and/or
decimals/fractions.
Contextual situations relevant to eighth graders will add meaning to
the solution to a system of equations. Students should explore many
problems for which they must write and graph pairs of equations
leading to the generalization that finding one point of intersection is
the single solution to the system of equations. Provide opportunities for
students to connect the solutions to an equation of a line, or solution to
a system of equations, by graphing, using a table and writing an
equation. Students should receive opportunities to compare equations
and systems of equations, investigate using graphing calculators or
graphing utilities, explain differences verbally and in writing, and use
models such as equation balances.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
COMMON MISCONCEPTIONS FOR THE CURRENT
STANDARDS
****Taken From SLDS resources****
Students think that only the letters x and y can be used for variables.
Students think that you always need a variable = a constant as a solution.
The variable is always on the left side of the equation.
Equations are always in the slope intercept form, y=mx+b
Students confuse one-variable and two-variable equations.
KNOWLEDGE & SKILLS
(Key Vocabulary)
Vocabulary- Tier 1
TAPS 2, 3, 4
Tier 3
Academic vocabulary
across content-areas
Words using to teach
Tiers 2-3
Elimination,
substitution, solution,
intersection, solve,
system of linear
equations, slope, yintercept
Demonstrate,
identify, explain,
describe
Content-specific, domain-specific
.
Recognize, Compare,
Debate/Defend,
Pre-assessment to Inform Instruction
Benchmark 3
Unit 6 pretest
Daily Formal assessments
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
TAPS 2, 3, 5
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
A.P.P.
These are the standards that will be used for next week.
MCC8 EE 84
MCC8 EEC
MCC8 EEC 7
MCC8 FA 2
MCC8 GB 8
Content
DO
Process
Product
Advanced
1 Milestones
Review
1. Milestones Review
Create scenarios
with systems of
equations
Complete various
problems using
different methods to
solve systems of
equations
Milestones Review
Milestones Review
Solve systems of
equations using
substitution and
elimination
Teacher will help
guide students on
how to use
substitution and
elimination
Distribute
rational
numbers.
Teacher will
guide students
with solving
systems of
equations using
substitution and
elimination.
Milestones Review
Students will explain
substitution vs
elimination
Students will solve
complex problems with
Systems of equations.
Ready
Need
Prerequisites
Convert
standard form
to slope
intercept form
Use inverse
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Solve problems
with systems of
equations using
substitution and
elimination.
Solve systems of
equations
Convert standard form
into slope intercept
form
Graph systems of
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
operation
equations
TAPS 2, 3, 5, 6, 8
Steps to Deliver the Lesson Using WICOR
Engage
(Hook, introduction to lesson
concepts)
AVID
®
1. Practice inverse operation of equations.
WICOR:
Explore/Explain
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
1. Understand that functions have an input, output, and a rule.
2. Students will find the errors in their peers work, and explain how to
correct the mistakes.
3. 3. Students will Use P. A C. E. organizer. P- Problem, A – Answer, C –
Calculate, E - Explain
WICOR:
Enrich/Elaborate
(differentiation of process )
.
Students will solve problems by comparing functions writing in their own words
in a Writing Across Curriculum activity. Students will also show diagrams for their
writing.
WICOR:
Evaluation
(Formative assessment)
Students will evaluate and grade their peer’s work after they have created their
own problems. Students will complete assessment with Volume and area.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
WICOR:
Resources
Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com
Classroom Performance System (Clickers.) Learnzillion, kahoot, plickers, QR code
generator, TI- 30XS Calculator
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans