2013-2014 UMU Lesson Plan Guide

Name: Mr. Eric Gilmore Grade Level: 8th Grade Math

Date: Tuesday February 18, 2014 Class Period: , ,

Subject: Mathematics Lesson # & Title: #1 Systems of Equations by Graphing Big Idea/Lesson Focus: Graphing linear functions and determining the solution to the system of equations. Essential Question: When graphing linear functions, what is the solution to the system of equations? Context for Learning: 48 students in class (27 male, 21 female) No ELLs 7 Students on IEPs (3 female, 4 male) o Note: For the students on IEPs, this is the first class setting that these students are to function like any other student not on an IEP. Students are closely monitored by an aid and are often, not every day, taken to an empty classroom by a different cooperating teacher to make the lesson more individualized and one-on-one. Therefore, their attendance during my lesson varies based off the cooperating teachers decision. o Note: The period is 80 minutes long. Students move around 3 stations (27 minutes each) throughout the class period. Two of the three stations are explicit instruction and are taught by one teacher. There are three teachers in the room, one teacher working at one station while the other two practice team teaching techniques used to help specific students in each group. While the one teacher is giving explicit instruction to the entire station, the other teacher teaches by walking around monitoring students constantly. Function of the Lesson (check all that apply): X Introduce New Skill or Content Review Practice Remediation/Reteaching Content Standards: 8.EE.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 8.EE.8b - Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations o Note: Content standards are from Common Core State Standards Initiative. Learning Objectives: Students will correctly solve systems of equations by graphing with 85% accuracy. Students will determine points of intersection when graphing systems of equations 8 out of 10 times. Academic Language (or A.L. Demands, A.L. Objectives): Vocabulary Slope Rise Linear Constant Rate of Change Run Slope-Intercept Form Y- Intercept System of Equations Vocabulary Support Standard discussion and practice through teacher led examples and New Terms section on daily note sheet.

Instructional Materials and Support: Math Connects, Glencoe McGraw-Hill Co. 2012 SmartBoard Handouts Prior Knowledge: Students have adequate knowledge of constant rates of change. Students have also been introduced to slope and concepts that go along with slope. Students have manipulated equations in standard form to slope-intercept form. o Students have had more than enough time to practice and rehearse their knowledge of graphing, manipulating, and solving equations and slope concepts in both a low and high risk environment. Assessments: Pre-Assessment for the unit: Pre-Test given to students in station #3 (individual/quiet time) the week before this unit began. The pre-test contained basic mathematic concepts in regard to solving systems of equations by graphing & substitution. Assessment(s) during the lesson: Observed students as they worked through example problems while using appropriate academic language. Assessment(s) at the end of the lesson: Students do not receive homework for the night until they have showed me they answered the individual example problem correctly and appropriately. Post-Assessment for the unit: Homework Quiz Slope Concepts/Systems of Equations by Graphing (Thurs.) Strategies & Learning Tasks Introduction: (5 min) The students will complete the daily Warm up Exercise. Graph the equation y = 3x 4 on the coordinate plane Since there was no homework given over the weekend, we can get right to answering any questions students had over the warm up exercise. Introduce vocabulary we will be using such as system of equations, solution, and intersect. Presentation/Explicit Instruction: (8 min) Work through example problem #1 and #2 including graphing:
Solve the system y = -2x 3 and y = 2x + 5 by graphing Solve the system y = x 1 and y = -x + 3 by graphing

Essential Questions- What is the y-intercept? What is the slope? Is the slope positive or negative? Do the two equations intersect when graphed? Whats the solution? Note: Essential questions are questions I will introduce that students will then ask themselves while working through example problems. These questions are geared to jump start students critical thinking skills to help them solve systems of equations correctly. Structured Practice/Exploration: (8 min) Through socratic questioning techniques, learned in methods class, students will work through example problem #3 and #4 verbally as I write their directions on the SmartBoard.
Solve the system y = 2x and y = 2x 3 by graphing Solve the system y = x + 6 and y = x 7 by graphing Inferring Section: See note sheet that corresponds with this lesson plan

Guided Practice/Specific Feedback : (5 min) Students will work on example problem #5 and #6 individually for a few minutes then collaborate with a partner on discoveries they found. As a class, we will then go over our solution for the system.
Solve the system y = x + 1 and y = x + 1 by graphing Solve the system y = 3x -2 and y 2x = x 2 by graphing Inferring Section: See note sheet that corresponds with this lesson plan

Independent Practice/Application: (5 min) Students will finish up the note sheet at this time which will include example problem #7 and #8.
Solve the system y = -x + 7 and y = 3x 5 by graphing Solve the system y = x 4 and y = 4x 1 by graphing

Closure: (1-2 min) Exit Slip: Label the three solutions you discovered today. (Note: Exit Slip is at end of daily note sheet.)

Differentiation, Individualized Instruction, and Assessment: During the lesson, a hand out of the notes that were displayed on the SmartBoard will be given to the IEP students. Teacher assistance and close monitoring are the best techniques for these students to be successful in during the lesson. Materials to accommodate the 7 students with IEPs will be on hand and ready to go. Research and Theory: Howard Gardners multiple intelligences- Gardner said that students all have different ways of learning therefore I made sure there are different ways students can attain the new material based off their specific multiple intelligence. Jerome Bruners discovery and inquiry learning- There are multiple inferring sections throughout the lesson plan note sheet. These sections allow students to reflect, review, and discover new mathematical concepts on their own while engaged in the lesson.