THE LESSON PLANNER (SHORT FORM)

NOTE: THE MAIN DIFFERENCE BETWEEN THE SHORT AND LONG FORM IS THAT THERE IS NO ACADEMIC LANGUAGE PAGE. WHEN COMPLETING THE INSTRUCTIONAL SEQUENCE, MAKE SURE TO INCLUDE QUESTIONS YOU WILL WANT TO ASK AND THE ACTIVITIES OF THE STUDENTS AND TEACHER. TO FIT YOUR PLAN ONTO THIS FORM, YOU WILL NEED TO EXPAND THIS TEMPLATE. Teac e! Ca"#$#a%e: ___Deniz Ari________________________________ ____04/22/14_______ PLANNING FOR THE LESSON Da%e:

Key Content Standard(s): CC.9-12.A.REI.6 Solve systems of equations. Solve systems of linear equations exactly and a roximately !e.".# $it% "ra %s&# focusin" on airs of linear equations in t$o varia'les. Learning Objective (Refer to Depth of Knowledge handout for cognitive verbs to include in your objective): A. Cognitive as!: oday"s tas! is to solve syste#s of e$uations in t%o variables by using substitution of one variable for the other. Students %ill be able to create a syste# of one e$uation in one variable fro# t%o e$uations in t%o variables by using substitution as #odeled by the teacher. &. 'nderstanding or S!ill to be (nhanced: Students %ill enhance their understanding of ho% to #ani)ulate e$uations in order to arrive at a si#)ler e$uation that can be solved for * or y. Students %ill enhance their s!ill of rearranging e$uations into one variable %hen they start %ith t%o. Can students relate their !no%ledge gained about substitution to the sa#e functions on the gra)h+ Assess#ent: Are students able to deter#ine solutions %ithout gra)hing that %ill yield the sa#e result+ Can students follo% along %ith the teacher as the teacher solves )roble#s+ Sta#)s %ill be given for co#)letion as the students co#)lete the )ages on substitution in their )ac!et. Acade#ic Language ,e#and and Su))ort: oday"s acade#ic language de#and is collaborative and inter)retive. Students %ill be e*)ected to e*change infor#ation-via oral co##unication and conversations by using )recise language to e*)lain #athe#atical conce)ts or reasoning. students %ill do this by solving )roble#s involving syste#s and discussing in grou)s. Additionally/ students %ill gra)h their syste#s and co#)are their gra)hs %ith their grou)s to see if they all got the sa#e result. Students %ill be e*)ected to read and follo% instructions in the )ac!et as they %or! through the )roble#s by )roceeding through ste)s of reading the )ro#)t/ using given infor#ation and setting u)solving e$uations. 0roble#s today %ill involve follo%ing )ro#)ts ste)1by1ste) as they %or! through the )roble#s. Resources-2aterials: oday"s lesson re$uires rulers/ )encils and the )ac!ets )rovided by the instructor.
INSTRUCTIONAL SEQUENCE

Introduction !total time( ))1*))))&

THE LESSON PLANNER (SHORT FORM)

T: Teacher projects the following question: Here is a system of equations: 5x+3y=14 y=x+2 Each equation represents a line. The solution to this system is (1,3). What does the solution mean? (The solution is where the two lines .) Teacher calls upon a random student to answer. SS: Student answers. T: Teacher calls upon another student to confirm or deny answer. SS: Student confirms or denies. T: Teacher confirms answer. &ody of the Lesson (total ti#e: 34533333) T: Teacher instructs class to turn to page s3a from red packet. S: Class follows. T: Teacher instructs class to solve the first problem by graphing. S: Class solves first problem by graphing. T: Teacher selects one students work to share with the class at projector. Teacher shares graphs and solution. Teacher next projects next problem, y=3x+2 and y=3. Teacher explains that y=x+2 and y=3 we can substitute in 3=x+2. Teacher performs formative assessment: thumbs up if you understand that step, thumbs down if you dont. S: Class responds. T: Teacher next demonstrates substitution for the next problem: y= -3x-3 and y=x+5. Teacher explains that since we have y in both equations, we can take the y in one equation in terms of x and substitute it into the second. So the system becomes x+5= -3x-3. Now just solve for x. Teacher asks class what the next step is once we solve for x. S: Class, in unison, says that we plug in the x value into the original equation and solve for y. T: Teacher asks, does it matter which original equation we use? S: Class, in unison, says, No. T: Teacher next instructs class to check answer by creating a T chart and plugging in the solution into both equations. For the next problem, teacher asks for a volunteer to come up and solve the problem on the board. SS: Volunteer comes forward. Using substitution, volunteer solves problem: y=x+2 and y=3x. Volunteer also solves for y: take value for x, plug it back into one of the original equations. Finally, volunteer graphs the problem on the board. T: Teacher also asks volunteer to check their answer. SS: Volunteer checks their answer. T: Teacher instructs class to complete remainder of problems on pages s3a. Students are instructed to substitute for x or y, to solve for x or y, then take this value and plug it into original equations. Next, students are instructed to make a graph. Teacher walks around the room, checking for understanding. After 3 minutes, teacher borrows a students solution to project at overhead. Teacher projects answer to first problem on the next page. Teacher instructs students to construct a T chart at the end to check all solutions. SS: Student volunteers their packet, to project at overhead. T: Teacher next uses inquiry strategy: how do we do substitution for the next one? 2x+y=3 and y = -2x -3. Teacher calls upon a random student to answer. SS: Student gives answer. We take the y value from one equation, in terms of x, and substitute it into the other equation.

THE LESSON PLANNER (SHORT FORM)

T: Teacher next asks class to turn to the person next to them and describe what we did: We start out with two equations in two variables and we end up with equation in variable. S: Class recites to the person next to them, that we end up with one equation in one variable. T: Teacher instructs class to complete the last two problems. Check your solutions with your group after you get them; graph your systems on the graph in order to check your work. S: Class works on the last two problems at their groups. T: Teacher walks around the room, checking for understanding. Teacher gives stamps as students show teacher completed work.
Closure (total time: _10 min______)

T: Homework is assigned. Students are assigned exit ticket: using the following words, write down two sentences about substitution and graphing: -plug in -x or y values -system of equations -solution -intersection of two lines