Intended Learning Targets: Students will have an opportunity to practice the skills of solving systems of linear equations
via elimination in a mathematical problem (predicting which pack of cookies contains more calories by calculating the
number of calories in each pack).
Language Objectives: Students need to use following key words: elimination, substitution, solution, x-value, y-value
parallel, intersect, solution, quadrant, axis, vertical, horizontal, slanted, increasing, and decreasing
2. Formative Assessment for Learning
In what ways will you gather evidence of understanding (elicit evidence interpret evidence act on evidence)
throughout your lesson?
- Students knowledge/usage of using academic vocabulary (in conversation and in writing).
- Practice of habit of mind and interaction (critique and debate, math as authority, multiple steps, genuine questions,
and generalizations) shown through out the activity.
- Exit ticket
In what ways will students be engaged in reflection and self-assessment of their learning or the learning of their peers?
Students will get a chance to design any cookie package they want, writing an expression that will tell other classmates
how many calories are in a package with m cookies and n crmes per cookie. Other students will have the opportunity to
find out how many calories are in a package that other group has created.
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4. 21 Century Skills Incorporation
How will students engage in the following?
Communication: Creativity:
- Students will articulate their thoughts and ideas of - Students will think about how they can represent the
how they will approach the problem given in this problem into system of linear equations.
lesson. - Students will predict calories for different packages of
- Students will use communication to critique and cookies and crme.
debate how they can use systems of linear equations
in this problem.
- Students will use the key words theyve previously
shared while presenting their equations or reasoning.
Designated ELD
English learners: Students will have the opportunity to review different words theyve learned through out this unit.
Students can express their understanding in different representations (eg. Pictures or equations) rather than just in
writing. They will have the option to sketch on the demos activity. ELs will be allowed to use a Google translator. I
review a graphic organizer that shows differences and similarities among the three methods should be helpful. Each
method should contain an example of the problem with step-by-step procedures. Students need plenty of opportunities
to share their understanding of three different methods with their partner and/or group to enhance their comprehension
and confidence.
Advanced Population: I will ask them to think about what other methods they can use to solve the linear equations.
What other ways can they use to find the calories of different packages? Can they present different process and
methods with their peers? I will also ask them I will give them the opportunity to share and reiterate their understanding
of solving systems of linear equations by having them be the tutor at their table. I will ask these students to share out
how they would determine which method to use in a given problem of systems of linear equations.
Students need little assistance in setting up the systems of linear equations from the problem given to them. Thus, I will
pose questions whether systems of linear equations can be solved when there are fractions in the equations.
I will extend their thinking by asking how we can use system of linear equations in real world. I will ask them to come up
with their own example of problem solving questions and have them come up with system of linear equations.