Unit Plan Template: Patricia Arredondo

Based on Wiggins & McTighes Understanding by Design Unit Planning Framework

Teacher: Patricia Arredondo

Grade: 8

Course: Math Algebra I

Title of Unit for Students: Getting it straight: Linear Functions

Last modified: 3/3/16

Overarching Theme: Solving systems of equations with various methods

Timeline and Sequence of Segments: This unit takes us from an introduction of functions, spanning [ ]
lessons over the course of 3 weeks, with classes meeting 5 times per week for 45 minutes each. The unit is
divided into three segments: systems solved by multiple methods, word problems involving systems, and
motion problems.

Curriculum or content area(s): Math

Connection to other units or courses:

Stage 1: Desired Results |

G Established Goals (List 2-6 Common Core Learning Standards or other standards here):
Construct and compare linear models to solve problems.
Represent and solve equations graphically and algebraically.

U Enduring Understandings (EUs)both

Q Essential Questions (EQs) (develop 2 or 3,

overarching (1-2) and topical (2-4)

and post them in the front of the room or on

your consumables for students):

Students will understand that

The features of graphs of functions (such as

intercepts and slope) are examined to find
solutions.
The intersection of graphs is a useful tool in
solving for solutions to a system of equations.
Functions can be manipulated to facilitate

problem-solving.
Systems of equations can be used to solve
real world problems.

How can we utilize equations to solve

problems?
What are some types of relationships that
can be modeled by graphs?
What can we do with a system of equations
that we cannot do with a single equation?

What key knowledge and skills will students acquire as a result of this unit? (These are the
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AIMs, SWABATs, objectives, and teaching points that will organize your lessons)

K Students will know that [Knowledge]

What key knowledge and will students have as a

result of this unit?

S Students will be able to [Skills]

Key features of a graph (intercepts and slope)

can be used to define a function and solve
problems.
A function can be applicable to a real-world
situation.
Graphing functions by hand is a tool to solve
a system of equations.
Functions can be manipulated to solve
problems.

What should students eventually be able to do as

a result of such knowledge and skill?
Write a function that describes a relationship
between two quantities.
Construct linear functions given a graph, a
description of a relationship, or two input-
output pairs (include reading these from a
table).
Graph linear functions to solve problems.
Solve systems of equations using a variety of
methods (substitution, addition, graphing).
Interpret word problems and motion
problems into functions to solve.

Stage 2: Assessment Evidence

Major unit-concluding project or task, and other ongoing assessments

T Performance Tasks, a/k/a Summative

OE Other Evidence (Informal):

Assessments (Formal):

Class discussions

Final unit test

Assignment project compilation of
corrected homework

Quizzes
Homework
Exit tickets
Notebook checks

Stage 3: Learning Plan/Sequence (Lessons)

Learning activities and instruction that will enable students to achieve the results

L Address as many of these whereto questions as possible in your individual lessons:

W = Where are your students headed? Where have they been? How will you make sure the students know
where they are going?
H = How will you hook students at the beginning of the unit?
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E = What events will help students experience and explore the big idea and questions in the unit? How will
you equip them with needed skills and knowledge?
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and
refining their work?
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of all students?
O = How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Calendar out your unit by week and day; provide the calendar to students in a friendly form or share them
on a Google Calendar; and post the calendar and strike the days and weeks as you progress.

Segment 1
Week 1 (Oct. 13)

Systems solved by multiple methods (graphing, substitution and addition/subtraction)

Segment 2
Week 4 (Nov. 3)

Continued work from Segment 1 & Word problems involving systems

Segment 3
Week 7 (Dec. 1)

Motion problems.

Texts, Films, and Resources

What input will provide over the course of the unit
Intermediate Algebra (6th Edition) 6th Edition; by Elayn Martin-Gay (Pearson)

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Lesson Plan #1: Solving systems of linear equations by

graphing
Teacher

Course and Grade(s)

Patty Arredondo

8th Grade Algebra

Last modified

Unit

3-28-16

Getting it straight: Linear Functions

Objectives & Assessment

Standard(s)
8.EE.C.8.A 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.

Learning or content objective

Students will be able to find solutions to a system of two linear equations by graphing the functions.
They will engage in hands-on activities of graphing functions, analyzing them, and finding their points
of intersection to find the solution(s). Students will demonstrate their learning by applying their skills to
a new task on an exit ticket.

Language objective
Students will be able to write explanations for how they found solutions to a system of equations and
how they know their solutions are true.

Displayed learning objective

Posted digitally on the Smartboard, students will see the following after completing the Do Now:
Objective: Find solutions to a system of two linear equations by graphing the equations. Also, explain
in writing how you know the solutions you have found are true.

Formative assessment of objective

Exit ticket:
Solve the system by graphing. (Graph paper provided)
+ = 2
3 = 2
Explain how you know your answer is correct.

Previous learning to be revisited during lesson

Properly graphing linear functions (look for intercepts and slope)
Re-writing functions into slope-intercept or point-slope form
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 Determining whether an ordered pair is a solution to a system of equations

Key vocabulary terms to remember: linear function, slope, intercept, ordered pair, system of
equations

New learning (content, skills, vocabulary) addressed during lesson

Content: Solve for solutions of systems of equations
Skills: Finding the intersection of two linear equations
Vocabulary: Systems of equations, Intersection

Materials and aids

Graph paper
Desmos online graphing calculator
PowerPoint presentation with embedded online video
Student laptops

Bell to Bell
Teacher moves

Student moves

Do now

While greeting students at

the door, students
independently move
through their entry routine
that ends with work on a
strictly timed Do Now:

Do Now is up on the Smartboard as the students walk into the

classroom. Remind them to follow their normal everyday routines. Do
Now to be completed in notebooks.
Part A: Determine whether the given ordered pair is a solution of the
system of two equations:

1. Welcome at the door

+ =2
2 = 3

2. Arrive Ready-To-Learn

Ordered pair: 1, 1
Part B: Using colored pencils and graph paper, graph both equations
(one color for each equation).
Walk around class as students work. As students finish and we are still
waiting for the rest of the class, having students quietly discuss their
findings with a partner.

Hook (connected to new material)

Using Desmos (online graphing tool), plug
in both linear equations and have
students check their graphs with the
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1. Engage with leading

questions
2. Direct vocabulary use
3. Show visual or worked

3. Complete the Do Now

4. Share responses with a
partner until we are ready to
move on

1. Students compare and

contrast their work with
partners and with the
graph on the board
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SmartBoard.

Ask students leading questions to

facilitate their discovery of finding
solutions to systems of equations by
graphing.
What does it mean for an ordered pair to
be a solution of a system?

models/examples
4. Use technology to
facilitate
5. provide ground-rules
for conversations and
discussions
6. Show visual or worked
models/examples
7. Board = Paper
8. Circulate

2. Students take notes in

notebook
3. Students imitate and
graph
4. Students speak and
listen in groups or pairs
to answer leading
questions
5. Students identify
similarities and
differences with
graphing and finding a
solution to a system of
equations
6. Make thinking visible
on chart paper or
whiteboard
7. Students work
independently

An ordered pair of numbers that is a

solution of BOTH equations in the system.
(makes both equations true)
What do you notice about the ordered
pair in part A of the Do Now and your
graph from part B?
The ordered pair is the solution to the
system of equations, and is also the point
where the two lines meet on the graph.
What does that meeting point of those
two lines, or also known as the point of
intersection, tell you about the system of
equations?
The intersection of the lines on a graph is
also the solution to the system of
equations.
Write up new vocabulary on board, with
definitions. Have students copy in
notebooks.
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After a discussion, put up the objective

on the SmartBoard.

Guided practice/ modeling

Work on solving a system by graphing as
a class.
Lets solve this system by graphing.
Start graphing them on your own using
the colored pencils, and then we will have
volunteers plot points on the large board
graph paper to make the lines.

=2

+3 =6
Check afterwards using Desmos to
demonstrate solution is the intersection:
point (3,1).
Demonstrate that not all systems of
equations have a solution, and some
might have more than one solution.
Lets take a look at two special cases of
systems of linear equations. Lets plug
the following systems (one at a time) into
Desmos. Discuss with your partners what
you notice.
= 3
6 +2 =4
and
2 +

=1

4 2 = 2
Depending on the discussion, let students
discover these answers, or provide them
if needed:
The first system includes two parallel
lines. There is no point of intersection. So,
there is NO SOLUTION.
The second system include the same line,
just written differently. The two lines (or
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one line) overlaps at every single point.

Therefore, there are an INFINITE number
of solutions.

Independent practice
Provide worksheet and graph paper for
students to work through examples
independently. As always, you are
welcome to check-in and discuss with a
neighbor.

Checks for Understanding

Engaging questions
Script questions to ask:
What does it mean for an ordered pair to be a solution of a system?
What do you notice about the ordered pair in part A of the Do Now and your graph from part B?
Use: Wait Time and Cold Call
Script moments for students to stop and write:
What does the intersection of a system of equations mean?
In your own words, explain in writing how you know if a system has one, infinite, or no solutions.
Use: Everybody Writes
Set up and manage group and whole-class discussions:
What does that meeting point of those two lines, or also known as the point of intersection, tell
you about the system of equations?
What do the graphs (displayed) tell you about the number of solutions to a system of
equations?
Can a system consisting of two linear equations have exactly two solutions? Explain why or why
not.
Use: Turn and Talk

Modifications, Extensions, & Reflection

Modifications and group considerations
Students should be working in their problem-solving groups, with a mix of mathematical abilities
throughout. This will help facilitate discussion among pairs/groups of 3.
For my struggling math students, I would provide some prompts for graphing the systems of
equations. For example:
= 2 -- What slight tweak would make this equation easier to graph? Remember your inverse
operations.
+ 3 = 6 -- Is it simple to find the slope and y-intercept here? If not, remember you can always set
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up a table to test and plot points.

For my gifted students, I would ask that they reach further. After these students finish responding to
... explain how you know if a system has one, infinite, or no solutions, I might them to provide
examples of systems which satisfy each of these scenarios.

Homework or extensions
Homework: Textbook homework which includes vocabulary check, solving systems of equations by
graphing, explaining student work and results, and word problems.

Co-teacher ICT and ELL notes

NA - no co-teacher or ELL students

Have 80% of students successfully met the objectively of the previous lesson?
I hope so! I would have students check the prior nights homework at the beginning of class to help
gauge.

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