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Math Concept: Linear Equations

Grade: 8
CCSS Standard: 8.EE.7 Solve linear equations in one variable.
8.EE.7a Give examples of linear equations in one variable with
one solution, infinitely many solutions, or no solutions. Show
which of these possibilities is the case by successively transform-
ing the given equation into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b results (where a and b are
different numbers).

Big Idea: Understanding how linear equations can help us solve problems
we encounter in our daily lives.

Lesson Goal #1: To work on writing simple linear equations that
reflect real world scenarios.

Open Question: You are trying to decide on a new cell phone plan. As youve
investigated different companies youve realize that each plan consists of a monthly fee
and a charge for extra minutes. Find a linear function that gives the total cost of each plan
when x extra minutes are used each month.
Expected Student Responses
Monthly fee + extra minutes = total cost
Total cost = monthly fee + extra minutes
x + monthly fee = total cost
Total cost = monthly fee + x
Total cost = monthly fee + (numbers of extra minutes x cost of extra
Students will be working in groups of 4.
Each group will have a whiteboard so the group can record their linear
After time is given for students to work together, a spokesperson from
each group will quickly share thinking with rest of the class.

Academic Language Check:
Extra minutes = variable cost
Monthly fee = fixed rate

Debrief: Students will be expected to share their groups thinking with the class. Each
group will nominate a spokesperson to share what linear function the group created.
Sentence frames will be provided to aid in students sharing, but students will be
encouraged to come up with their own sentence.
Our group wrote the linear equation ________________ because
Another way to write this linear equation is __________________.
The linear equation my group created was ____________ because _____.

Summarize Learning: After each group shares their linear equation students will be
asked to write in their own math journal the following:
a) What linear equation did your group create?
b) Explain why you created the equation you did.

Formative Assessment/Exit Ticket: On the paper provided complete the following:
a) Using the academic language, write the linear equation your group created
b) What questions your group had that could not be answered today.

Homework Component: If possible, bring in your cell phone plan information.

Lesson Goal #2: To work on writing simple linear equations that
reflect real world scenarios.

Differentiation: After looking over yesterdays Exit Ticket, I am making an assumption
that todays class will be grouped into two groups. One group that will be ready to move
forward with researching different phone plans and another that will need simply

Tiered Lesson:
Group #1 Researching: Using both the information brought in by students regarding
their own cell phone information and by gathering information about various cell phone
companies online, students will begin comparing different cell phone plans. Students
will be expected to organize their findings in their notebooks by creating a chart that
shows the fixed rate of each plan, the cost for extra minutes, and any other information
they would like to record. They will be encouraged to not just look at the cost for extra
minutes, but also text message rates and overage charges.

Group #2 Clarification: With this group, we will review yesterdays scenario. Students
will be asked the following questions:
What does the term fixed rate mean? (Expected Response: The base price
the phone company charges each month)
How can one get extra charges on their cell phone bill? (Expected
Response: By going over their designated minutes in the month.)
What is the unknown variable mean? (Expected Response: The number of
minutes a person will go over their designated minutes each month.)
After we know the number of minutes a person has gone over in a given
month and the price of each extra minute, how can one find out the extra
charges? (Expected Response: We would have to multiply the extra
minutes by the cost of each extra minute to find the extra charges.)

Summarize Learning: Students will write in their math journals again today using a 3-2-
1 method:
3 write 3 things that made sense to you today.
2 write 2 new things that you learned or had a deeper understanding of.
1 write 1 question that arose while you worked today.

Exit Ticket: Explain what the following terms mean in relationship to the cell phone
scenario: total cost, variable cost, fixed rate.