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Roselle School District

Mathematics Curriculum

Grade 8 Unit 5: Algebraic Expressions, Equations, Distributive Property with one and two variables

Essential Question(s) Enduring Understanding(s)What are the characteristics of linear equations?How do you solve linear equations and pairs of simultaneous linear equations?

Linear equations are equations whose solutions fall on a line on the coordinate plane.Linear equations and pairs of linear equations can be solved by graphing.

Summative Assessment TaskSee attached document

Common Core Standards, 2010

Analyze and solve linear equations and pairs of simultaneous linear equations.

8. EE.7. Solve linear equations in one variable.

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

8. EE.8. Analyze and solve pairs of simultaneous linear equations.

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.

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.

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.

W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content.

Learning Expectations

TLWBAT…

Activities/Resources Student Strategies Formative Assessments

Technology Infusion/Resources

Identify what a variable and a constant is in an algebraic expression. Evaluate algebraic expressions with the given value of the variable. .

Catherine’s dance team is planning a spring trip to the coast. Catherine is saving money in a bank account to pay for the trip. Her parents started her account with $100. She sells Christmas plants and adds $2.50 to her account for each plant she sells.

How much will be in her account if she sells 50 plants?

Evaluate the expression for n = 10, n = 25, and n = 75

Students will complete a power point on linear equations where they will have one variable on both sides of the equation. Students will show how to identify solutions by seeing how each equation equals a different number.

Ask students for the meaning of the words variable and constant when it comes to a mathematical equation. (constant is a variable that does not change and a variable is a symbol for a quantity that is not fixed or yet known).

Remind students of a coefficient in front of a variable means to multiply.

Students will complete a menu on algebraic expressions. It is a think-tac-toe board. They must complete three

Small group instructionGroups of two: allow students to use white boards and compare results

Individualized instructionOne on one tutoring with teacher during guided practice time

Use of manipulativesCheckersReference sheetsPoster boardsInteractive games

Choice activitiesAllow students to graph any problem from power point activity

Chunking informationShow student the first 5

Exit ticketUse the expression 1.8c + 32 to convert each boiling point temperature from degrees Celsius to degrees Fahrenheit.

Boiling point of water at sea level 100

Boiling point of water at an altitude of 4400 meters

Journal entryA student says that the algebraic expression 5 + 7 x x can also be written as 5 + 7x. Is the

http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-millionaire.html

http://www.mathplayground.com/practice.php?topic=algebraic-expressions

GREAT GAME: SCORE IS GIVENhttp://www.mangahigh.com/en_us/games/algebrameltdown

Rags to richeshttp://www.quia.com/rr/520475.html

Line up Cardshttp://

http://www.kaganonline.com/catalog/look_whats_inside/blacklines/BKHSMAlgebra1.pdf

http://www.quia.com/rr/520475.html

http://www.quia.com/rr/520475.html

http://www.mangahigh.com/en_us/games/algebrameltdown









activities in a row in order to get points. All work must be shown on a separate sheet of paper.

Students will use laptops for help with interactive games to assist them in solving algebraic expressions.

Rubric will be given for grading policy.

Motivation:

Students will be shown a short clip about how negative distances are used to find how deep someone is able to swim. They will make the connection to how this is related to subtracting integers.

Instruction/Guided Practice:Students will be shown a PowerPoint where they are given the rules of subtraction, and how to subtract an integer by adding it’s opposite. They will also read a classroom poster that outlines the process of subtracting different combinations of positive and negative numbers.

The students will be asked several questions and asked to discuss possible solutions within their groups.

Independent Practice:Students will be given ten problems involving subtracting integers and asked to turn each one of those problems into an addition problem by adding it’s opposite.

Students will be asked to create a treasure map, of sorts, where they will need to give directions to find the treasure (solution).

This map will be the students own personal direction sheet on how to solve subtraction problems involving positive and negative integers.

problems are in the form of y by itself

Video tutorials from textbook

student correct?Do nowPOD from LOTI

QuizThink tac toe board

Minute paperSolve as many algebraic expressions as possible

Muddiest pointWhat did you learn today?What do you need to have explained again?What would you like to see tomorrow?

www.kaganonline.com/catalog/look_whats_inside/blacklines/BKHSMAlgebra1.pdf



Motivation:

Students will be given an example of how losing yards in successive plays of a football game can result in an expression solved by multiplying positive and negative integers.

Instruction/Guided Practice: Students will be shown a PowerPoint in which they will learn the rules of dividing and multiplying two integers. Once the students have practiced these problems and discussed the results they will be shown how to expand the process to problems with three or more integers.

Independent Practice:Students will be given ten problems that they will need to answer by using the rules of multiplying and dividing integers. Eight of the questions will involve only two integers while the other two will have four and five integers involved.

The teacher will use this time to work with certain individuals who are in need of extra help as shown by the previous day’s exit ticket or the group discussion during the instruction period of the lesson.

Once the allotted time is up the students will go to the board to share answers to certain problems and then discuss their process with the class. This procedure will further all student comprehension.

Group Work:Students will answer real world problem solving questions in small groups. Each group will be given two problems that they will need to answer in front of the class using the

document reader to share their work.Compare and order integers and to evaluate expressions containing absolute values. Add, subtract, multiply, and divide integers.

You can use a number line to find the distance of a number from 0. For example, to find the distance of -3 from 0, start at -3 and count the number of units till you get to 0.

Use a number line to find the distance of each number1. 22. 53. 84. 105. 06. -27. -58. -89. -10

Show students how to use a number to compare integers at a time when ordering a set of integers. Use the number line to show the meaning of absolute value and additive inverse. Students will learn to add, subtract, multiply, and divide integers.

Students will also use integer chips to represent numbers. If there are no integer chips, use black and red checkers for assistance. Students will also write in their own words the rules for adding, subtracting, multiplying, and dividing integers.

Students will complete 50 problems of adding, subtracting, multiplying, and dividing integers along with comparing integers on a number line. They will be shown the difference between inverse operations and opposite integers.

All work will be shown on a separate sheet of paper and submitted for a grade.



Use of manipulativesCheckers Reference sheetsPosters

Choice activitiesWhich question to start with

Chunking informationShow student the first 5 problems are in the form of y by itself


Exit ticketCompare and order integers

Journal entryA student evaluated -4 + d for d = -6 and gave an answer of 2. What might the student have done wrong?

Do nowPOD from LOTI

QuizPower point or study island practice assessment

Minute paperAdding integersSubtracting integersMultiplying integersDividing integers


Jeopardy gamehttp://www.math-play.com/Integers-Jeopardy/Integers-Jeopardy.html

adding and subtracting integershttp://www.math-play.com/integers-game.html

various gameshttp://hoodamath.com/games/integer.php

Integer football gamehttp://www.mathgoodies.com/games/integer_game/

math integershttp://classroom.jc-schools.net/basic/math-integ.html

comparing integershttp://www.xpmath.com/forums/arcade.php?do=play&gameid=61

Translate between

Introductory Opener: The table shows the prices for different activities at a park. (table given)

Small group instructionGroups of two: allow

Exit ticketTranslate the

https://sites.google.com/site/

https://sites.google.com/site/evaluatingalgebraicexpressions


http://www.xpmath.com/forums/arcade.php?do=play&gameid=61



http://classroom.jc-schools.net/basic/math-integ.html



http://www.mathgoodies.com/games/integer_game/



http://hoodamath.com/games/integer.php

http://hoodamath.com/games/integer.php

http://www.math-play.com/integers-game.html



http://www.math-play.com/Integers-Jeopardy/Integers-Jeopardy.html



algebraic expressions and word phrases. Apply properties of numbers and to find counterexamples

Use a variable to write an expression for each cost.

To find the cost of renting a jet ski for 5 hours, evaluate the expression 25 + 5h by substituting 5 for h.

Introduce and Model New Knowledge with Guided practice:

Students learn to write algebraic expressions, apply properties of numbers, and finding counter examples.

Students will be motivated to speak the language of math. They will translate expressions which allow them to see how algebraic expressions are shortened and read out loud.

Independent practice:

Practice 20 problems on translating and identifying properties of numbers using a power point created by the teacher. All work will go on an answer key.

Mini project

FACEing Math

Students will create a face-ing math picture of translating words into expressions.

students to use white boards and compare results


Use of manipulativesCheckers Reference sheetsPostersWhite Boards

Choice activitiesWhich question to start with



following phrases into algebraic expressions (given by teacher)Which property is which? (examples given)

Journal entryHave students write a numeric expression involving addition or multiplication of 3 two digit numbers and explain how to use mental math to simplify.

Do nowPOD from LOTINJASK QUESTIONS

QuizPower point or study island practice assessment Section 1-1 to 1-6 from textbook

Muddiest pointWhat did you learn today?What do you need to have explained again?What would you like

evaluatingalgebraicexpressions

http://www.quia.com/jg/1120841.html

http://studyzone.org/mtestprep/topic5.cfm?TopicID=91

http://mathtalesfromthespring.blogspot.com/2012/09/translating-verbal-phrases-into.html

http://www.onlinemathlearning.com/words-algebraic-expressions.html














to see tomorrow?

Compare and order integers and to evaluate expressions containing absolute values. Add, subtract, multiply, and divide integers

Anticipatory Set:You can use a number line to find the distance of a number from 0. For example, to find the distance of -3 from 0, start at -3 and count the number of units till you get to 0.

Use a number line to find the distance of each number10. 211. 512. 813. 1014. 015. -216. -517. -818. -10

Introduce and Model New Knowledge

Show students how to use a number to compare integers at a time when ordering a set of integers. Use the number line to show the meaning of absolute value and additive inverse. Students will learn to add, subtract, multiply, and divide integers.

Students will also use integer chips to represent numbers. If there are no integer chips, use black and red checkers for assistance. Students will also write in their own words the rules for adding, subtracting, multiplying, and dividing integers.


Students will complete 50 problems of adding, subtracting, multiplying, and dividing integers along with comparing integers on a number line. They will be shown the difference between inverse operations and opposite integers.

All work will be shown on a separate sheet of paper and



Use of manipulativesNumber linewhite boardsBlank white boards




Exit ticketKCC RULE Adding IntegersMultiplying and Dividing integers

Journal entryStudents write a story involving one of these topics: football team gaining and losing yards, a submarine diving and rising in water, or the rising and falling value of stock.

A student evaluated -4 + d for d = -6 and gave an answer of 2. What did he do wrong?

If you know that the product of two integers is negative, what can you say about the two integers?

Do nowPOD from LOTINJASK QUESTIONS

QuizAdding integers





submitted for a grade.

Mini Grade

Students grade a celebrity quiz on adding, subtracting, multiplying, and dividing integers. They must make a separate answer key with the number of problems incorrect.

MINUTE MATH

Solve as many problems as possible for adding integers, subtracting integers, multiplying integers, and dividing integers.

Subtracting integersMultiplying and dividing integers

Minute PaperSolve as many as possible in one minute (math drill)


Solve equations using addition and subtraction rules along with order of operations

Anticipatory Set:Evaluate each expression for each given value of x.

Explain how you evaluated the expression for each problem.

Explain how you found the value of x for 3 and 4 (given on board)


In this lesson, students will learn to solve equations using addition and subtraction. Before actually solving equations, students will review how to determine whether a given value is a solution of an equation. Stress the importance of writing all steps when solving equations. Guided practice problems will be given.


Small group instructionReview of printed notes from smart board. Activities completed in small group for more of an understanding

Individualized instructionPeer tutoringTeam up stronger math skills with lower math skills

Use of manipulativesReference sheetsClassroom postersWhite boardsBasketball hoops

Choice activities





Students will choose one activity from the university menu displayed on the smart board and Google site in which they will solve various equations by addition or subtraction. All work will be shown on an answer key.

Power point: start at any point

Working with partnerVideo tutorials

Solve equations using multiplication and division rules along with order of operations

Anticipatory Set:Evaluate each expression for each given value of x.

Explain how you evaluated the expression for each problem.

Explain how you found the value of x for 3 and 4 (given on board)


In this lesson, students will learn to solve equations using multiplication and division. . Before actually solving equations, students will review how to determine whether a given value is a solution of an equation. Stress the importance of writing all steps when solving equations. Guided practice problems will be given.


Students will choose one activity from the university menu displayed on the smart board and Google site in which they will solve various equations by multiplication and division. All work will be shown on an answer key.

Small group instructionReview of printed notes from smart board. Activities completed in small group for more of an understanding

Individualized instructionPeer tutoringTeam up stronger math skills with lower math skills

Use of manipulativesReference sheetsClassroom postersWhite boards Basketball hoops

Choice activitiesPower point: start at any point

Working with partnerVideo tutorials


http://www.math-play.com/multiplying-and-dividing-integers-game.html

http://www.quia.com/cb/250454.html

http://www.softschools.com/quizzes/math/multiply_integers/quiz3215.html

http://www.math.com/school/subject1/lessons/S1U1L12GL.html


Solve linear

Students will complete a power point on linear equations where they will have one variable on both sides of the equation. Students will show how to identify solutions by seeing how each equation equals a different number.

Small group instructionGroups of two: allow students to use white boards and compare

Exit ticketGraph the inequality and solve the solution and identify

Solving linear equations websites:http://www.shodor.org/interactivate/activities/

http://www.shodor.org/interactivate/activities/AlgebraFour/



















equations in one variable with variable on both sides.

Ask students for the meaning of the words variable and constant when it comes to a mathematical equation. (constant is a variable that does not change and a variable is a symbol for a quantity that is not fixed or yet known).

Remind students of a coefficient in front of a variable means to multiply.

They must answer all 25 questions where they will identify one solution, no solutions, or infinitely many solutions. They will use different crayons, markers, colored pencils to identify if there is or is not a solution to the inequality or equation.

results


Use of manipulativesCoordinate plane white boardsBlank white boards




the solution by shading in the side of the line that includes points

Journal entryWhat does it mean when you have parallel lines, perpendicular lines, and same line?

Do nowPOD from LOTI

QuizPower point on 25 questions

Minute paperComplete as many inequalities as possible in a minute


TestSummative Unit 5Test on solving expressions for all

AlgebraFour/

http://www.math-play.com/Inequality-Game.html

http://education.jlab.org/sminequality/question.php?8585627

Great game: Match the inequality:http://www.quia.com/rr/79715.html?AP_rand=62075206

System of linear equations basketball game:http://www.math-play.com/System-of--Equations-Game.html

http://www.math-play.com/System-of--Equations-Game.html



http://www.quia.com/rr/79715.html?AP_rand=62075206










operations

Oral questioningIEP recommendation

StationsQuestion from chapter review

Compare two quantities by using inequality symbols. Determine what an inequality expression is. Solve various inequalities and graph them on a number line

Anticipatory Set:To raise money for a school trip, Angela sells cookies for $2.50 per box. She has to raise at least $100 from the cookie sales in order to go on the trip. Students will answer questions on the board


In this lesson, students learn to solve and graph inequalities. Students will review the symbols and their meanings for each inequality. The do not equal symbol is also an inequality symbol. Students will see why certain statements are true and why some are not true.


Students will solve various inequality expressions and graph each one on a number line. They will also compare each property by adding in an inequality symbol.

Practice problems will be given on a Google site.

Small group instructionReview of printed notes from smart board.

Activities completed in small group for more of an understanding

Individualized instruction

Peer tutoringTeam up stronger math skills with lower math skills

Use of manipulativesReference sheetsClassroom postersGraph paperWhite boardsBasketball hoops


Working with partner

Exit ticketGraph the inequality and solve the solution and identify the solution by shading in the side of the line that includes points

Journal entryWhat does it mean when you have parallel lines, perpendicular lines, and same line?

Do nowPOD from LOTI

QuizPower point on 25 questions

Minute paperComplete as many inequalities as possible in a minute

http://www.education.com/activity/article/tic-tac-equations/

http://www.mangahigh.com/en_us/maths_games/algebra/inequalities/inequalities

http://www.mangahigh.com/en_us/maths_games/algebra/inequalities/two_inequality_signs

http://www.mangahigh.com/en_us/maths_games/algebra


http://www.aaamath.com/g725-inequalities.html




















TestSummative Unit 5Test on solving expressions for all operations



Solve multi step equations using addition, subtraction, multiplication, and division rules along with order of operations

Students will learn how to solve two step equations with the given variable. Students will review the rules for order of operations and the rules for integers. Students will just practice how to take step by step solutions for each equation.


Students will complete 30 two step algebraic equations on all four operations. They will show their systematic steps on solving each equation.

All work must be shown on a separate sheet of paper. This is a full review of how to solve any algebraic equation.





Exit ticketSolve the following one step equations(do 4 problems for each day)

Journal entryWhat error did the student make when he solved the following equations:

Do nowPOD from LOTI

Quiz

Use of manipulativesReference sheetsClassroom postersGraph paperWhite boardsBasketball hoops


Working with partner

Power point on 30 questions


TestSummative Unit 5Test on solving expressions for all operations



Understand the steps used to solve multi-step inequalities and graph the solutions.

Anticipatory Set:

Solve the following equations:

1) 6x+36=2x2) 4x-13=15+5x3) 5(x-3)=2x+3

Introduce and Model New Knowledge

Tell students that the process of solving inequalities is the same as the process of solving equations, with one




Peer tutoring

Exit pass: Students will solve and graph five questions pertaining to solving multi-step equations.

exception. The exception is that you multiply or divide both sides of an inequality by a negative number; you must reverse the inequality symbol. Guided Practice Using Tic Tac Toe board game. Independent practice:

Students will complete a 25 problem jeopardy game in which they will solve various two step inequality problems with a variable on both sides of the equal sign. All work must be shown on an answer key. Students will use a white board or graph paper to show their systematic steps in solving inequalities.

Team up stronger math skills with lower math skills

Use of manipulativesReference sheetsClassroom postersGraph paperWhite boardsBasketball hoopsNumber lines


Working with partnerStationsTic tac toe board

Understand that a system of equations is two or more equations that use the same two variables and values.

Introduction: Students will model a problem like a given example by the teacher. Have two students stand at the same location and have one student walk forward at a steady pace. A few seconds later, have another student walk along the same path at a faster speed until the second student catches up with the first.

Students complete tables to find ordered pair solutions for the equations on

a.) small dry erase graphing boards. b.) graph paper c.) notebook

Students will be given various real world scenarios with the given completed table. They will create ordered pairs in any given system in order to determine if the ordered pairs makes the solution true.

Small group instructionGraphing calculators to graph equations from examples 1 and 2 displayed on smart board

Individualized instructionUse tables and plotting

Use of manipulativesGraphing calculatorsSmart board activity Motivation activity Graphing grids

Computer activities for remediation

Exit ticketExit pass on solving system of linear equations

Do nowPOD

QuizExit passes with two problems

TestSolving system of linear equations


http://www.mathwarehouse.com/algebra/linear_equation/systems-of-equation/index.php




Students will then determine the ordered pairs in the system makes all the equations true if the equation is indeed a linear equation.

Various ordered pairs will be given to students to determine if the ordered pairs makes the equations true.

Students can determine this by substitution, graphing, or using a function table.

They will also write complete sentences in order to shown their mathematical reasoning.

Anticipatory Set:

Convert Celsius to Fahrenheit and Fahrenheit to Celsius.

F= 95C+32 C=

59(F−32)

y= 95x+32 y=

59(x−32)

Guided practice:

Remind students that an ordered pair is a solution to a system of equations only if it satisfies both equations in the system. In addition, tell students that they can solve each equation for the same variable and then set the results equal to each other.


Students will complete a power point on systems of equations. Students will identify solutions by simplifying systems of equations to look like variables on both sides of

See technology for assistance

Choice activitiesWorksheet given with various examples




Working with partnerVideo tutorials on website

Muddiest pointWhat type of solution is it with same slope?Different slope?Same slope and y-intercept?

Exit Pass Students will solve and graph five questions pertaining to solving system of equations.

an equation. Remind students that some systems of equations may have no solution.

Solve linear equations with rational number coefficients by clearing fractions or decimals.

Unit 6 Prezis: AWESOME POWER POINThttp://prezi.com/vpobvjxont3x/algebra-project-2-4-solving-multi-step-equations/

Solve linear equations by simplifying like terms or clearing off the parenthesis using distributive property.

4.3.8ARecognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers.

Students will be given various linear equations with parenthesis and rational numbers. They are going to use the distributive property to “clear off” parenthesis in order to simplify the equation. This can be done using a worksheet or a jeopardy game created by the teacher.

All work and solutions must be shown using an answer key and worked out solutions. Online Algebra Jeopardy game using basic linear equations, equations with rational numbers, simplifying like terms, distributive property, variables on both sides of the equations.Two player game: http://www.quia.com/cb/77775.html

Algebra Balance scale game: http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions&from=grade_g_4.html

Allegra balance scale game including integers: http://nlvm.usu.edu/en/nav/frames_asid_324_g_4_t_2.html?open=instructions&from=grade_g_4.html

Solve linear equations: http://mathsnet.net/algebra/l4_equation.html

Simplifying expressions using the Distributive property and combining like terms interactive game:

Small group instructionIndividualized instructionPeer tutoring

Use of manipulativesSmart boardInteractive activity created by teacher

Computer activities for remediationSee technology side


Exit ticketSoling equations with coefficients

Journal entryWhat is the distributive property? Give examples

Do nowPOD from LOTI

QuizDistributive Quiz

TestSummative Unit 5Test on solving equations and distributive property


Online Algebra Jeopardy Game website:http://www.quia.com/cb/77775.html

Algebra Balance scale game website:http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions&from=grade_g_4.html

Solving linear equations by using the distributive property website:http://www.onlinemathlearning.com/algebra-distributive-property.html

Algebra balance scale game including integers website:

http://www.onlinemathlearning.com/algebra-distributive-property.html



http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions&from=grade_g_4.html





http://mathsnet.net/algebra/l4_equation.html






http://prezi.com/vpobvjxont3x/algebra-project-2-4-solving-multi-step-equations/



http://www.onlinemathlearning.com/simplify-expression.html

Mini Project:Multi Step Equations Movie MakerStudents are allowed to work in groups of two. They will choose a multi step equation from document A or document b (created by the teacher).

Students will read the original problem Solve it by using the appropriate method Explain how to solve it (step by step solution) State your answer in the end Must choose two multi step equations Combine like terms Distributive property All work must be shown on a separate sheet of

paper with rough draft of paragraph

All rubrics, examples, sample questions are found on the Google site created by the teacher

The teacher will show the students a long expression and ask the students to take a minute to try and solve the problem. After giving the students a few minutes to attempt the problem the teacher will assure the class that all of the students will be able to solve the problem with ease by the end of the class by combining like terms.

Instruction:

The students will view a presentation containing definitions of the terms involved in simplifying algebraic expressions. The students will then be shown the process of how to combine like terms in an algebraic expression in order to simplify the expression.



Solve linear equations website: http://mathsnet.net/algebra/l4_equation.html

Simplifying expressions using the distributive property and combining like terms interactive game website:http://www.onlinemathlearning.com/simplify-expression.html

Google Site:Movie maker:https://sites.google.com/site/mulitstepequationsinequalities/

Video:http://www.xtranormal.com/watch/13385605/mulit-step-equations-movie-maker

http://www.xtranormal.com/watch/13385605/mulit-step-equations-movie-maker



https://sites.google.com/site/mulitstepequationsinequalities/













Students will attempt several problems as a whole group in order to share their ideas and strategies with their peers.

Students will be given ten problems that need to be simplified. They will be asked to choose at least 5 of the problems to simplify by combining like terms. Once the students have completed the questions they will be asked to display their work on the board and when called upon discuss with the class how they came to find their answer.

Students will work in groups of two that have been pre-determined by the teacher for this activity. Each student will write an algebraic expression involving two different variables. The students will then exchange their problems and attempt to simplify the problems. Students will be able to share strategies and ideas with each other while they solve their problems.

Solve real-world and mathematical problems leading to two linear equations in two variables.

Bungee jumping activity from LOTI:Analyze functional relationships to explain how to change in one quantity can result in a change in another, using pictures, graphs, charts, and equations. In this lesson, the students will be participating in a bungee jumping simulation using can openers. Students will collect data, write linear equations, and convert them in the form of y = mx + b.

Small group instruction

Individualized instructionStudents who choose to work one on one

Use of manipulativesWho wants to be a millionaire gameBungee jumping power point

Computer activities for

Exit ticketWhat if…? questions given by LOTI

Do nowPOD from LOTI

QuizTwo variable quiz

TestSummative Assessment unit 5

Class page Unit 5 folder:http://wilday.roselleschools.org/res_view_folder.aspx?id=a9a05f67-6a02-4f00-a151-df6978cb710e&userGroupId=94250846-b449-4bbc-88ab-90feb6cd88ab&userGroupType=C

Line of the best fithttp://

http://illuminations.nctm.org/ActivityDetail.aspx?ID=146

http://wilday.roselleschools.org/res_view_folder.aspx?id=a9a05f67-6a02-4f00-a151-df6978cb710e&userGroupId=94250846-b449-4bbc-88ab-90feb6cd88ab&userGroupType=C



remediationTeacher tube for assistance on graphing linear equations

Chunking informationHandout given in order to conclude what information was calculated

Working with partnerVideo tutorials from textbook

Oral questioningIf needed for students with IEP

illuminations.nctm.org/ActivityDetail.aspx?ID=146



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