Name: Abigail Hayes

Date: 12/9/14
Level: 8th Grade Math
Standard: Analyze and solve linear equations and pairs of simultaneous linear equations.
M.8.EE.8: Analyze and solve pairs of simultaneous linear equations.
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.
b) Solve systems of two linear equations in two variables algebraically and estimate solutions by
graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y =
6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c) Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.
Objective: Students will demonstrate how to solve systems of equations through graphing and correctly
identify how many solutions the system has based on the graph of both equations.
Required Materials and Equipment: Colored paper (light colored construction paper or colored printer
paper), makers, stapler, rulers, scissors, computer and projector, foldable power point, exit slips
Bell Ringer: Graph the following equations. (Pre-assessment: How much do they remember about
graphing equations?)
1. y = 3x + 4
2. 4x 2y = 7
Direct Instruction: Start the lesson by describing to the students that they will be making a foldable to
help them with this unit.

Have the students gather the supplies they will need for each member in their group.
o Each member in the group will need a sheet of graphed paper, a sheet of colored paper,
and 2 markers and a stapler at each group (if possible).
Each student will need to assemble their foldable at their desks according to the teacher
demonstration and power point.

Lecture: Purpose of solving systems of equations (on the back of the foldables).
a) Used for solving for more than 1 variable
b) Determine the best way to purchase anything
c) Analyze business sales when comparing companies

Begin to fill out the graphing portion of the foldable using the power point. Use the
SMARTBoard to Practice graphing with the students. Students will be selected by random name
drawing.
o Begin graphing the first equation and then the second, show students how they
intersect. This system of equations represents the single solution.
After completing the first, the students will work in their groups to complete the next system of
equations, no solution.
Go over the answers and ask why the answer is no solution, then have them work together
again for the next system of equations, infinite solutions
Go over answers and discuss each of the possible answers that the students may encounter.

Worksheet: Students are to complete individually with Geoboards.

Guided Practice: I will go over how to complete the first example and answer any questions, review
how to graph equations if the students need the reiteration, and will go over the second example as a
class if the group work is not proving to be successful. I will also go around the room and use scaffolding
with any of the students who are having difficulty with the problem.
Student Collaboration: The students will discuss and solve the last two problems of the graphing
portion of the foldable.
Closure: Exit Slip
Identify and explain each of the possible answers of solving a system of equations.
Assessment and Follow-Up: The exit slip will show me how much they retained from the lesson and
practice with the foldable use while working on the worksheet. The worksheet is to be completed for
homework if it is not finished in class.
Modifications:

Name: Abigail Hayes

Date: 12/9/14
Level: 8th Grade Math
Standard: Analyze and solve linear equations and pairs of simultaneous linear equations.
M.8.EE.8: Analyze and solve pairs of simultaneous linear equations.
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.
b) Solve systems of two linear equations in two variables algebraically and estimate solutions by
graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y =
6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c) Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.
Objective: Students will demonstrate how to solve systems of equations through substitution and
correctly identify how many solutions the system has based on the algebraic solution and the graph of
both equations.
Required Materials and Equipment: Foldables, whiteboard, markers, computer and projector,
Scavenger Hunt problem and answer sheets posted throughout the room, Scavenger Hunt worksheets
for students
Bell Ringer: Solve the system of equations by graphing. ((Pre-assessment: How much do they remember
about solving systems of equations by graphing?)
y = 3x + 4
4x 2y = 7
Direct Instruction: Students are to take out their foldables to continue note taking.

Review key points of solving systems of equations by graphing.

Continue with the Substitution portion of the foldable using the same systems of equations from
the graphing portion. Keeping the system of equations the same for the entire foldable, the
students will be able to see that when solving any system of equations, if they solve by either
graphing or by substitution, they will get the same answer. Have the students write this fact in
their foldable where they can see it and remember it.

Begin with going over the first problem, showing students how to use substitution and
then solving for each variable.
o As a class, go over the second example and focus on steps that might confuse the
students.
o The students need to complete the last example as a group with teacher scaffolding to
help them when needed.
After completing the substitution of the foldable, give directions for the scavenger hunt.
o Each student needs to work individually but many students will have to be at a station at
one time, I will be in the middle or front of the room to make sure students are on task
and to be available for student questions.
o Students can use their foldables for help. Students can also answer each others
questions and help peer-teach but the each student must complete their own work and
cannot copy.
o The scavenger hunt will give the students immediate feedback on whether or not their
answers are correct, I will scaffold with those who are having difficulty.
Come back as a class and go over the answers they should have gotten, answer any questions
about any of the problems.

Guided Practice: Going over the examples during the foldable portion of the lesson and scaffolding
during the scavenger hunt for anyone who has questions.
Student Collaboration: Students will collaborate with the last example for the foldable and with each
other during the scavenger hunt if I see that the class can handle peer-teaching without copying every
question.
Closure: Free Write
Answer, in complete sentences, the following questions. I will not grade your grammar.

What are the steps to solving systems of equations by substitution?

Will I get the same answer if I solve the system of equations by graphing and using
substitution? Why?

Assessment and Follow-Up: Students will complete a short worksheet for homework and their free
write will allow me to see if they recognize the key points of the lesson. Also, the students need to take
home their permission slips and have them signed by their parent/guardian for the computer lab
activity.
Modifications:

Name: Abigail Hayes

Date: 12/9/14
Level: 8th Grade Math
Standard: Analyze and solve linear equations and pairs of simultaneous linear equations.
M.8.EE.8: Analyze and solve pairs of simultaneous linear equations.
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.
b) Solve systems of two linear equations in two variables algebraically and estimate solutions by
graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y =
6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c) Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.
Objective: Students will demonstrate how to solve systems of equations through elimination and
correctly identify how many solutions the system has based on the algebraic solution and the graph of
both equations.
Required Materials and Equipment: whiteboard, markers, dice, Algebra Connect Activity boards
(laminated), dry erasers,
Bell Ringer: Solve the system of equations by graphing and by substitution.
5x y = 6
2x + 9y = 3
Direct Instruction: Students will take out their foldables and continue note taking.

Review key points of solving systems of equations by graphing and substitution.

Continue with the Elimination portion of the foldable using the same systems of equations from
the graphing and substitution portion. Remind students that if they solve a system of equations
by either graphing, substitution, or elimination, they will get the same answer for each of them.
o Begin with going over the first problem, showing students how to use elimination and
then solving for each variable.
o As a class, go over the second example and focus on steps that might confuse the
students.

The students need to complete the last example as a group with teacher scaffolding to
help them when needed.
After completing their foldables, give directions for Algebra Connect Activity.
o The students will be broken up into groups of 3
o As each turn occurs, the moderator position must pass the answer sheet to the right so
that each student has a turn at being the moderator, first player, and second player.
o Students may use their foldables as help for the activity.
o If both of the players get the question wrong, then they must move on to the next
question and solve it later if it comes up again.
o Once there is a winner, each member of the group must clear their boards and start a
new round.
Come back as a class with 10-15 minutes of the class left, or more if the students are having a
good bit of difficutly, to discuss any of the problems that were especially difficult and were
never solved correctly.

Guided Practice: Going over the examples during the foldable portion of the lesson and scaffolding
during the Algebra Connect Activity for anyone who has questions.
Student Collaboration: Students will collaborate with the last example for the foldable, the Algebra
Connect Activity is meant to be a competition so the students will not collaborate so that they can win
the game.
Closure: Discuss as a class (discuss in groups if no response and then a free write if they cannot stay on
task).

Which method would be most effective for proving a point for a business meeting?
Why?
What type of problem would be a good example for using substitution? Why?
What type of problem would be a good example for using elimination? Why?
What type of problem would be a good example for using graphing? Why?

Assessment and Follow-Up: From the homework for the lesson on substitution, the students will use
the same homework to complete each question using elimination. Also, the students need to take home
their permission slips and have them signed by their parent/guardian for the computer lab activity for
the next lesson.

Name: Abigail Hayes

Date: 10/29/14
Level: 8th Grade Math
Standard: Analyze and solve linear equations and pairs of simultaneous linear equations.
M.8.EE.8: Analyze and solve pairs of simultaneous linear equations.
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.
b) Solve systems of two linear equations in two variables algebraically and estimate solutions by
graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y =
6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c) Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.
Objective: Students will continue their understanding of how to solve systems of equations through an
online review and will complete their work from the website on paper to confirm understanding.
Required Materials and Equipment: whiteboard, markers
Bell Ringer:
1. Complete using substitution

2. Complete using elimination

-5x + 5y =- 5

5x + 2y = 12

x = -y + 5

-5x + 4y = -66

Direct Instruction: Students will be going to the computer lab to practice solving systems of equations
by graphing, substitution, or elimination. Students must turn in their permission slips so that I know that
they are allowed to use the computers.

First, go over the SAFEty rules of the computer lab in review from the beginning of the year.

1. Secure all personal information for need-to-know people only

2. Access only what applies to the lesson

3. Food and drinks are not allowed near the computers

4. Examine each site for suspicious activity and report any strange findings

The students can chose from two different sites to practice solving systems of
equations. They can spend some time on one and then go to the other or stay on one
site for the entire lab time. Students may bring their foldables.
o Web 1- http://coolmath.com/crunchers/algebra-problems-systems-equations2x2.htm
o Web 2- http://scratch.mit.edu/projects/1844415/

Students are to alternate which process they use to solve the answers that are on the
sites. I will be collecting their work to check for completion and that they have used all
three processes.
o Their paper should be formatted in an organized manner with the equations
written down and the process that will be used to solve them written down next
to the equations.
o All work must be shown below the equations or labeled on graph paper the
same way as listed above.

Read through the rules of each game

o Web 1- Solve the system of equations, when finished click for the answer, do not
look at the answer before you solve!
o Web 2- Use your mouse to guide the cat. Hit the different cats and food to earn
points and special skills, you must solve a system of equations in order to earn

them. If hit an asteroid, solve a system of equations correctly to save one of your
lives.

Check for understanding and then go to the computer lab.

Each student must type in Nyan Cat The MATH Game or Algebra Cruncher Solving
2x2 into their search engines to get to the page.

Come back to class and ask the class if they had any problems or would like to review
any of the methods that they have learned in this unit.

Guided Practice: I will scaffold with each student who needs help solving the system of equations they
have been given.
Student Collaboration: This activity is completely individual as the students practice their new skills.
Closure: Come back to the class and the students will discuss in their groups which way of solving
systems of equations they prefer and why. The class will discuss as a whole their responses.
Assessment and Follow-Up: I will collect their work from the lab to check for understanding. I will ask
the class if they have any problems or methods they would like to review.
Modification:

Dear Parent/Guardian,
On December 2, 2014, the class will be going to the computer lab to review the section of
transformations using a computer game called Transformation Workshop that is on the site called Math
Playground. I have placed a link below if you would like to look at the game. I chose this game because
of its interactive nature and it allows the students to receive immediate feedback of their work. The
game reviews how to transform any object properly using translation, rotation, or reflection. The
students need to review these key concepts before moving on to the next concept in the unit. I can
assure you that the site does not require any personal information and I will also review with the
students the class rules on web safety, as listed below for your benefit, so to ensure a safe and effective
learning environment. Thank you for your time and cooperation in your students progression in
knowledge!
Sincerely,

Mrs. Wright

Classroom Web SAFEty Rules

1.

Secure all personal information for need-to-know people only

2.

Access only what applies to the lesson

3.

Food and drinks are not allowed near the computers

4.

Examine each site for suspicious activity and report any strange findings

With my Signature give/ do not give (circle one) my student __________________________ permission
to participate in this activity.
Parent/Guardian Signature_______________________________

Date______________

Name: Abigail Hayes

Date: 10/29/14
Level: 8th Grade Math
Standard: Analyze and solve linear equations and pairs of simultaneous linear equations.
M.8.EE.8: Analyze and solve pairs of simultaneous linear equations.
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.
b) Solve systems of two linear equations in two variables algebraically and estimate solutions by
graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y =
6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c) Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.
Objective: Students will continue their unit review through creating poster to advertise their assigned
way of solving systems of equations to prove their understanding of how to solve systems of equations
and to practice before the end of the unit test.
Required Materials and Equipment: whiteboard, markers, papers for stations, timer
Bell Ringer:
1. Complete using substitution

2. Complete using elimination

3x + 7y =- 24

2x + 6y = 19

9x = -6y + 5

-x + y = -56

Direct Instruction: Students will be doing their posters today, have the Glogster page ready as an
example. http://ahayes03.edu.glogster.com/math-its-more-than-just-numbers/

Each student will receive solving systems of equations by graphing, substitution, or elimination.

The students who have the same way to solve systems of equations may do a poster together.
Each poster must have the key points of the way to solve and must have an example showing
one solution, no solution, and infinite solutions.
Each group must present their poster and explain the steps to their solutions to the class.
The posters must be creative and colorful.

Guided Practice: I will scaffold with students who are having difficulty and cannot understand how to
complete the problem from their peers helping them.
Student Collaboration: The students in each group can help explain to each other how to complete the
problem and help answer the other students questions.
Closure: What will you need to focus on as you study tonight so that you can get an A on the test
tomorrow?
Assessment and Follow-Up: The students will have an exam the next day, they must complete a
worksheet as a study guide for the exam.