Teacher Name: Amber Domasicwicz

Class and Grade Taught: 7th Grade Algebra

Lesson Date: Friday, March 13th, 2015
Lesson Logistics and Setting
Unit Topic: Linear Lines, Systems of Equations, Inequalities
-

Previous Lesson Topic: Applications of Linear Functions

Current Lesson Topic: Review for Quiz

Next Lesson Topic: Quiz

Lesson Objectives:
- Students will be able to interpret information from a context.
- Students will be able to write a system of equations when given a context.
- Students will be able to solve a system of equations using a method (substitution, graphing, elimination) that seems
best to them.
- Students will be able to graph a systems of equations.
- Students will be able to express the answer of a word problem in a sentence.
- Students will be able to observe and communicate repeated structure.
- Students will be able to find different representations of the same problem, this includes story problem, graphs,
solutions, and equations.
Standards Addressed:
- A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising
from linear and quadratic functions, and simple rational and exponential functions.
- A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letter
- A.REI.6: Solve systems of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear
equations in two variables.
How will I know students have met the objectives?

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I will know that students have met the objectives when they are correctly able to match cards representing the same
system of equations.
I will also know that students have met the objectives when they work together to check that the cards do belong
together.
I will listen for students to discuss the methods that they used to solve the card sort.

Materials Needed:
Cards for card sort
Review for other parts of the quiz
Video recording device
Discussion papers for Kevin and Sandra
Introductory Routines (announcements, homework review, etc.)
Welcome students to the classroom, have their checklist (containing the lesson activity for the day) under the ELMO so
that students can get ready for class. Once the bell has run, ask students to be in their seats and end side conversations.
When the students have had a few minutes to update their activity list, ask them to put it away and begin the lesson for
the day.
Lesson Activities
(Attach any handouts you will use)
Students are working
Lesson

TE 407 Fall 2007

(details about how students are

configured, what work they are
doing and how they are recording
their work)

Anticipated Student
Thinking/Questions

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Teacher Moves

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Launch

The lesson will begin by asking the

student to remember what they
have been learning this previous
unit and/or what they have been
learning the last couple of days.

Students should think about how

they have been studying system
of equations, linear lines, and
inequalities.

Prompt the students to remember

what they were working on
recently, this may include using
the mottos they wrote down for
substitution and elimination.

The teacher will transition into

explaining that the students will be
doing work with systems of
equations again, in order to prepare
for their quiz the following day.

Students may have questions

about when their quiz is or what
they can use on their quiz.

Remind students that their quiz is

the following day and that they can
use any resources they have,
including their evidence, note
sheets, and bright pieces of paper.

Students will be told that they will all

be given a card with part of a
system of linear equations on it.
They may have the solution, the
problem, or a different
representation. Their task is to bring
together all the cards that go to the
same problem. Each problem
should have 4 cards.

Students will likely not understand

the point of the task or know what
they are expected to do.

Model for the students what they

are expected to do with the cards
and questions.
Answer any lingering questions
that the students may have.

All the students will be a cards with

an aspect of the problem on it. They
will be asked to group together
based on which aspect they have
(graph, problem, solution, or system
of equations)

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Explore Description of
Task(s)

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Students are working in four groups

of eight, or in 8 groups of four, still
based on their aspect. They will be
discussing what structures they
notice about all their cards and how
they think that it relates to solving a
problem.

Students may about which things

they are supposed to be paying
attention to.

Once students have had time to

discuss, they will work together to
find the matching cards to theirs.
The students will know that every
group should have a problem, a
system of equations, a graph, and a
solution.

Students may ask which method

is the best.

When students believe that they are

in the same group, they will double
check all their cards to make sure
that the problem are the same.

Students may assume that they

are all correct without actually
checking.

Exact question that you will pose

to students to begin the
exploration.

Students may ask if there

collection is correct.

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Summarize/Share and
Discuss

Students will double check with the

solutions on the board to make sure
that they are all in the correct
groups.
The students will discuss what
methods they used in order to solve
the problem.

How did you find the equation of

the line from the story problem?
Which method did you use to find
the intersection?
Students may not understand
what a students or may not
understand why the student chose
that particular method for finding
the collection.

What patterns did you notice

graphically versus algebraically?
How does your method differ from
(previous students) method?
How can you check to make sure
your answer makes sense?

A group will present together their

process for solving the problem.

What characteristics of the story

problem led you to the equations?
How were you able match all of
them together?
Did you use the same matching
technique for all of the groupings?

Summary Statement:
Remember, this is an important concept from your quiz. You can use any method to solve a system of equations, but there are a lot of things that
you will want to consider.
Homework:
Students will continue to review for their quiz on Monday. Students will complete any work that they have not from this unit and will complete their
weekly Fluency skills practice.

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