Beruflich Dokumente
Kultur Dokumente
LESSON OBJECTIVE:
Given a graph, the 8th grade math student will be able to solve linear equations both with and without
calculators concluding to one solution with 85% accuracy.
Given a graph, the 8th grade math student will be able to solve linear equations that require using the
distributive property and combining like terms without a calculator with 75% accuracy.
Given a graph, the 8th grade math student will be able to solve and graph simultaneous linear equations
and understand that the two variables correspond to the point of intersection with 70% accuracy.
STANDARDS ADDRESSED:
CCSS.MATH.CONTENT.8.EE.C.8.A
Technology Integration
The students will use the internet to access the websites above in order to create a comic strip
exhibiting their understanding of the equation the present their findings virtually through screencast.
Samples products of both websites are at the following links: Comic Strip and Screencast
BACKGROUND and RATIONALE:
Students will demonstrate clear understand of solving and graphing equations and explain their
understanding of the equation then present the information virtually.
Academic Language is not addressed in IDT 3600.
This lesion is a continuation of CCSS.MATH.CONTENT.8.EE.C.8.A.
We will refer to the reasoning created here as we continue to explore solving and graphing equations.
I am aware that the lesson will be differentiated for students who did not master the objectives, special
education students and for those ready for development. However, modifications are not covered in this
course and are not a part of this particular lesson.
Teacher Procedures:
1. Give students sample equations to solve and graph
2. After the equation is solved correctly, allow students to create a correlating store to
make their comic
Student Procedures:
1. Solve the equations, showing work
2. Graph the equation
3. Create storyline for comic
4. Show teacher their work in order to move to computer
At computers (30 minutes for 2 class periods or more depending on ratio of computers to students)
Teacher procedures:
1. Have class accounts made for both ToonDoo and Screencast
2. Put login information on board
3. Direct students to login to ToonDoon first and complete assignment
4. Direst students to login to Screencast and complete part two of assignment
5. Assist as needed
Student Procedures:
1. Login to ToonDoo
2. Create Comic with the given criteria
3. Save comic with first and last name
4. Long into Screencast
5. Make virtual presentation with given criteria
6. Save Screencast using first and last name
Students Procedures:
1. Observe each classmates presentation
Closure:
After all presentations are shown, have class take a survey on whether they felt the lesson was
helpful or not .
ASSESSMENT EVIDENCE:
Project Rubric
Criteria 25% 50% 75% 100%
Equation solved Solving of the Equation was Equation was Equation was
and graphed equation was completed but not completed but not solved and graphed
correctly attempted but not graphed graphed correctly correctly
completed or
graphed correctly
Comic strip shows Comic strip was Comic strip was Comic strip made Comic strip was
the equation and made but was not made but had and the equation made and told the
correct graph for it complete incorrect was correct but story of the
information graphing element equation and graph
was incorrect efficiently.
Screencast was Screencast was Screencast was Screencast was Screencast was
used effectively turned in but did made but the made but inaudible made correctly and
not present the information does presented the comic
comic strip not match the strip well
information comic strip
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready for
enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
Handout