Академический Документы
Профессиональный Документы
Культура Документы
Concept for this lesson: Reinforcing reading, writing, solving linear word equations- Grade Span: 8th Grade
In Module 4, students extend what they already know about unit rates and proportional relationships (6.RP.A.2, 7.RP.A.2) to linear
equations and their graphs. Students understand the connections between proportional relationships, lines, and linear equations in this
module (8.EE.B.5, 8.EE.B.6). Also, students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic
notation and properties of equality (6.EE.A.2, 7.EE.A.1, 7.EE.B.4) to transcribe and solve equations in one variable and then in two
variables.
In Topic A, students begin by transcribing written statements using symbolic notation. Then, students write linear and non-linear
expressions leading to linear equations, which are solved using properties of equality (8.EE.C.7b). Students learn that not every linear
equation has a solution. In doing so, students learn how to transform given equations into simpler forms until an equivalent equation
results in a unique solution, no solution, or infinitely many solutions (8.EE.C.7a). Throughout Topic A, students must write and solve
linear equations in real-world and mathematical situations.
Days prior to this lesson we learned lesson 3 and lesson 4. Lesson 3 was linear equations in x and solving linear equations. The lesson
then progresses to lesson 6, which is solutions of a linear equation.
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Engage
Time:
10 minutes
Materials:
binder paper
pencil
Evaluate
Consider Decision
Points Assessments
Stage of Lesson
Explore:
Teacher Does
Directions or Teacher Questions
Time:
40 minutes
Materials:
- index card
with either the
word problem
or number
problem
- binder paper
with quick
write already
on it
- pencil
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
8.EE.7a
8.EE.7b
Evaluate
Consider Decision
Points Assessments
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Explain:
Time:
15 minutes
Standard
CCCSSM,
MPS, NGSS,
21st Century
8.EE.7a
Complete homework
8.EE.7b
Materials:
binder paper
homework
packet
Day 2:
- Warm up:
- 1. What was challenging about
yesterdays activity?
- 2. What would have helped you be more
successful at yesterdays activity?
- 3. What questions do you have about
solving linear equations?
-
Day 2:
- Take out last nights homework
-
Complete warm up
Expected student responses:
- I wasnt sure how to solve
the equation
- I didnt know I had to resubstitute the value of x
to answer the question
- I didnt know what the
question was asking me
to do
- I didnt know which step
to complete first
Evaluate
Consider Decision
Points Assessments
Stage of Lesson
Extend: (Next
Day)
Time:
30 minutes
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Day 2
- You will have 15 minutes to check your
homework answers with people at your table.
I will be calling on one student per table to
Day 2
- Check homework with table groups
- Write down answer to problem
on chart paper
8.EE.7a
8.EE.7b
Materials:
Challenge
Evaluate
Consider Decisions
Point Assessments
Stage of Lesson
Evaluate:
Teacher Does
Directions or Teacher Questions
Time:
15 minutes
Materials:
Exit Ticket
Student Does
Expected Student Responses
Student Activities
-
Standard
CCCSSM,
MPS, NGSS,
21st Century
Exit Ticket:
- Pass out exit ticket for completion (5
point assignment)
Evaluate
Consider Decisions
Point Assessments
Reflection:
We love the collaboration process. Working with peers especially in the district is so beneficial for our teachings. It is always
nice to collaborate with teachers who are experiencing similar situations. We planned this lesson with the idea that students were
already practicing lessons 3 and 4 and could already demonstrate mastery. We thought the students would be slightly challenged, but
not as much as we anticipated. My group knew lesson 3 and 4 were taught and reviewed for the past week. In planning for this lesson,
the warm-up was to activate the students prior knowledge with lessons 3 and 4, and that was not enough. After executing this lesson,
we noticed through the video that the students did not understand the concepts well enough to continue on to lesson 5. The notes we
took together while watching the video were very helpful. It makes such a different to have three pairs of eyes, rather than one.
Watching the video really helped us plan for day 2 in addition to all the assessments. I believe if I were to implement day two, students
would have a better grasp on the topic.
Supporting documents:
Engage activity questions:
1. Mike Trout hit a 60 homeruns in 3 years. Find out how many homeruns he hit per year if one year he hit 20, another year he hit
five less than four times the last year.
2. Kim and Kat jump rope the same amount of times. If Kim jumps nine more than six times a number, and Kat jumps 9 times
that number plus 2, how many does each girl jump?
3. One angle is one less than six times the measure of another. The two angles are complementary angles. Find the measure of
each angle.
4. The measure of one angle is described as twelve more than four times a number. Its supplement is twice as large. Find the
measure of each angle.
5. Apairofcongruentanglesaredescribedasfollows:Themeasureofoneangleisthreemorethantwiceanumber,andtheotherangles
measureis55 lessthanthreetimesthenumber.Determinethesizeoftheangles.