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# Graphs of Linear Systems

I. Benchmark/Standard a. CCSS.Math.Content.8.EE.C.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. Behavioral Objective a. The learner will be able to identify situations calling for systems of linear equations and related inequalities. b. The learner will be able to write systems of linear equations and related inequalities. c. The learner will be able to use graphs to estimate solutions to systems of linear inequalities. Anticipatory Set a. Have students review how to graph linear functions. b. Give them two equations in the form and have them graph it on a coordinate plane. c. Formative assessment: ask all students to give thumbs up if they know how to graph both equations, and give thumbs down if they do not know how to graph both equations. Have two students with a thumbs up come to the board and graph the equations, we will then go over if they did their graphs correctly. If many students give us thumbs down then we will engage in direct instruction on graphing. This will be used for review purposes only, students should know this from previous units of study. Objective/Purpose a. I can write systems of linear equations. b. I can use a graph to estimate the solution for a system of equations. Input a. Task Analysis i. On the board, the Anticipatory Task will be displayed. The students will be asked to think about and complete the problems during the first 5 minutes of class on their lifeline sheets. ii. Have individuals help to solve the problems during a class discussion, apply formative assessment and use this method to pick students to come to the board. iii. Tell the students what the objective of todays lesson is and tell them what they should be able to do by the end of the class. We will discuss anything that may be listed at the beginning of the section that the students have never seen before. iv. When we have completed the warm-up review, the students will complete an activity, 2.1 A-C on a worksheet, which allows them to work on these skills. v. We will walk around the classroom while they work to complete their worksheet to help with any questions and make sure the students are on the right track.

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vi. We will summarize the lesson before the students leave and before they complete their exit slips. b. Thinking Levels i. Application: use to the graph to estimate ii. Synthesis: create equations c. Learning Styles i. Auditory: The students will be able to hear how to solve these problems during class discussion. ii. Visual: The students will be able to see how to solve the problems as the teacher writes what is happening in the class discussion on the board. iii. Intrapersonal: Students may choose to work on the worksheet on their own. iv. Interpersonal: Students may choose to work on the worksheet with their group members. d. Methods and Materials i. Ways of presenting: lecture and open class discussion (where students lead and the teacher guides) ii. Materials: worksheet, whiteboard, pencils, whiteboard markers, textbook, lifeline worksheet Modeling a. Modeling the correct way to graph an equation if the students are struggling. b. This is lesson is inquiry based so we will not be modeling unless most of the class seems to be stuck on a particular concept. Checking for Understanding a. We will bring students back together at the end of the class period to discuss the activity that they worked on during class. b. Ask the students which problems they are having a hard time with and go over them as a class. This will be a student led discussion. c. Formative assessment: Use whiteboards to have students pose solutions to the problems that they have questions on. Then have them hold up their boards for review before going over the questions as a class. Guided Practice a. Students will work independently or with their group members to complete the worksheet. b. The teachers will walk around the room to assist any students who have questions and to monitor students understanding. Independent Practice a. Students will be required to finish any problems that they did not complete in class at home. b. The teacher may assign additional problems, including word problems, if the students seem to need more practice by the end of the lesson. Closure a. Exit slip: What did you learn today? What do you need more practice with? b. Have students fill out the exit slip in the last few minutes of class and leave it with the teacher on the way out the door.