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Unit: Modifying Graphs on the Lesson Title: Real life applications of Grade/Period:

coordinate plane system of equations 10th/11th

A.REI.5 A.REI.6

Packet

What students will know and be able to do

stated in student friendly language (use

equations to solve for the variables.

Blooms and DOK levels for higher level I will be able to solve the story problem that includes

thinking objectives) multiple unknowns.

Essential Question(s): How do you set up a system of equation in a story problem?

Over-arching questions of the lesson that will How do you solve the system of equation in a story problem?

indicate student understanding of

concepts/skills What is it you want the How do you identify each variable in a story problem?

students to learn/know? Why?

Describe an activity that will ensure that all The admission fee at a small fair is $1.50 for children and $4.00 for

students and their voices are included at the

beginning of the lesson. adults. On a certain day, 2200 people enter the fair and $5050 is

collected. How many children and how many adults attended?

Ask students the following:

What are you trying to find out? (how many children, and how many

adults attended the fair.)

What information do you have? (admissions were $1.50 for a child,

and $4.00 for an adult. There were 2200 people and the fair made

$5050.)

What would each variable represent? (x would be children, and y

would be adults. Or vise versa)

Ask if any students want to attempt to write it out.

If not write it out explaining your thought process:

The fair made $5050, there were two prices for tickets, $1.50 for

children, $4.00 for adults. If you multiply $1.50 by the number of

children, then you get how much the fair got from children. If you

multiply $4.00 by the number adults, then you can learn how much

the fair made by adults. This means that the number of children

times $1.50 plus the number of adults times $4.00 equals the total

amount made, $5050. This is represented by the equation:

1.5x + 4y = 5050. Next there were a total of 2200 people at the fair,

if x is the number of children and y is the number of parents, then to

find each you would do x + y = 2200. With these two equations you

can solve for x and y.

Provide an overview of the flow of the lesson. 2. Explain to students this will be the focus of the lesson

Should also include estimates of

pacing/timing. 3. Separate students in groups of 4

4. Give students this packet, each group will be assigned an

Baker College Teacher Prep Lesson Plan Form

(Supply and Demand), and 6 (Cost and Revenue))

5. The groups will read through their example, and try the

matching example problem in class.

6. The groups will also do the lower examples that correspond

to their example. (Diet: 35, 36; Airspeed: 23, 24; Supply and

Demand: 37, 38; Cost and Revenue: 29, 30).

7. The groups will do some research about their topic, and

create a presentation to the class.

8. Their presentation will provide an example of their topic that

is not on the worksheet.

9. The groups will go through their problem step by step with

how to solve it.

10. Throughout the work the students will set up a way to

communicate electronically online. I will recommend Google

Classroom; students can use any collaboration tool as long as

they tell me which one, and I can check on it.

11. The project will take a few days to complete.

Instructional Strategies: Students will learn primarily through peer to peer interactions.

Research-based strategies to help students Students will learn through a step by step process of how to do their

think critically about the concept/skill

problem, and will have to reteach what they learned.

Assessment: Formative: Formative will be through me walking around the

List both formative and summative

assessments that you will use to assess student

room, and checking where students are on their projects. It will

understanding. Formative assessments are also be done when I check how the students are collaborating

given during instruction (check for

understanding), summative are after

through technology.

completion of instruction (how will you grade

quiz, test, project, paper, presentation,

demonstration, etc.).

Summative: The summative assessment will be done through

the presentation. Rubric.

Differentiation: The differentiation will be done by separating students into groups

Describe who will need additional or different based on where they are at. Higher level kids will be with lower

support during this lesson, and how you will

support them. Differentiated instruction could level kids, this way the higher leveled kids will help out the lower

include testing accommodations, preferential level kids. The students in the group will also decide what example

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer problem the students will work on.

tutors, etc.

Summary, Integration and After the presentations are complete I will have students discuss

Reflection: what they think is the best application of system of linear equations

List the way that you will bring students is, and why they think that.

together to integrate and reflect on their

learning from this lesson

Accessing Prior Knowledge: What data do you have about what the students already know? What do

they need to know before they can learn this new information? What do the students know about this

topic prior to instruction? How will you engage the students, given what they already know about the

subject?

This is a review activity so I will know what knowledge has been taught concerning this lesson. I will need to

give clear details about how to complete the review as this is the first time doing so this way.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?

Baker College Teacher Prep Lesson Plan Form

I will explain the importance of being able to move around while you study. I will simply ask S if they like

the idea of moving around as they master material.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you

answer them? S will initially be concerned about the word review but I will assure them I just want to

know what they know right now. They will also have questions about the procedures and I will list the

steps they should follow verbally and on the board for later reference.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned

material? This is the summary at the end of the lesson. What did they learn? We will hold a class

discussion and also I will provide feedback quickly.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their

own to practice the skill they learned today? Examples include practice problems, an investigation, a

game, or any other activity to apply what they just learned. Based on the results I will later assign

problems that will help them master the needed content.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,

challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the

information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you

taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you

might want to change/ improve/ expand on in the future? This is an exceptionally behaved class and I

can anticipate they will do well however that might not always be the case. This review might need to be

done in a larger area or via the standard paper/pencil at your desk depending on the class.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram

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