Unit 4 Linear Models and Systems Lesson 1 Linear Equations and Arithmetic Sequences standards A.SSE.1.

1. Interpret expressions that represent a quantity in terms of its context A.CED.1. Create equations and inequalities in one variable and use them to solve problems F.IF. . Graph functions expressed symbolically and show key features of the graph, by hand in simple cases o!"ecti#es $%%LA -using Arithmetic equences to write linear equations -the slope of a linear function is the common difference of an arithmetic sequence $%%SA% -linear equation, linear function, slope, intercept & antici'atory set (arm u'

!he students will answer a question on the board about yesterday"s test, and this will be collected# !his is a practice in self-reflection & acti#ity conce't ma's

!he students will create a concept map of lines and linear models and equations# !hey may work alone or in groups of two# $aper and markers will be provided% get creative and colorful& Circulating and CFU and noting which students have a firm grasp of specific little parts of the content# 'udge students or pairs in the right direction if they are struggling, or push them further if they are excelling# (hile circulating, take note of the students I am likely to call on for the debrief and classroom discussion 1) teacher in'ut de!rie* conce't ma's

At the end of fifteen minutes, I will begin to pull the classroom together# I will then take student input to create a large, class version of a concept map for linear modeling# 1) discussion class conce't ma'

Introduce the classroom concept map# Ask openly, what ideas should be on this) Allow students to respond with their ideas of what should be on the concept map, including any definitions or ideas Guide classroom discussion via observational notes to lead toward a comprehensive concept map of linear modeling and equations# *ang up on wall# 1) +uided 'ractice modelin+ After putting up the concept map, give out both worksheets on linear models, disclosing that they are both for *ormati#e assessment# !hey aren"t expected to know how to do everything on there, but we want them to give it their best shot# (hile students work, circulate and CFU while nudging struggling students in the right direction, or encouraging collaboration, and pushing excelling students further# & closure

At the end of the lesson, provide an exit slip +with a ,ar-ano .-/ self-assessment scale on it0 based on today"s topics 1 lines, their representations, how to model them, slope, etc# thin,in+ le#els -no(in+ Concept map activity will require prior knowledge Understandin+.Analy/in+ ,aking connections during the concept map as well as the formative assessment require understanding beyond rote knowledge A''lyin+ !he making of the concept map, and the connecting of topics to content requires applying knowledge to make connections and meaning# !he guided practice formative assessment requires application of prior knowledge to classroom situation E#aluatin+ !he warm-up requires evaluation of one"s own decisions and performance, and the class concept map requires evaluation of individual work as well as others" work Creatin+ Concept maps