Download LESSON PLANNING GUIDE Conyers Middle School – 2014-2015

LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
TAPS 1, 2
Content Area
Math
Grade/Course
8
Unit of Study
Unit 4 Equations
Instructional Period
Week 15 Benchmark review
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
MCC.8.EE.7 Solve linear equations in one variable. (no longer teaching absolute value equations and inequalities in
grade 8)
MCC.8.EE.7a 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).
MCC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms.
List Behaviors
List Content
Determine DOK
(what students should be
able to do; focus on verbs)
(what students should know; focus on concepts)
(align to instruction and assessment)
Demonstrate,
identify, explain,
describe, apply, use,
solve

Identify and provide examples of equations
that have one solution, infinitely many
solutions or no solutions.
Solve multistep linear equations with
rational coefficients and variables on both
sides
Possible Aligned Activities and Questions
TAPS 2, 3, 4, 5
1
2
3
4
DOK Level
DOK Ceiling
4
****Taken From SLDS resources****

DOK Level
DOK Levels
2,3
Concepts students should learn.
Identify the difference between one step and multi-step
equations.
Examine how to solve problems using multi-step equations
Compare and contrast right various properties for solving
complex problems
Relate properties of integers rules
Possible Aligned Assessment Items/Tasks
Strategy
1:2,Create
TAPS
3, 4, 5 a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Resources
(on/offline)
Math Textbook,
Worksheetworks.com
Modeled on Whiteboard,
Student work
Various Teacher resources
Resources
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
(on/offline)
2
Students will demonstrate knowledge of appropriate rules for
integers.
Explain how to isolate variables and use inverse operations.
3
Students will create problems using inverse operations
4
Students will relate equations in everyday situations.
Determine various occupations that utilize equations
1
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Writing Across Curriculum,
Math textbook, Teacher
assessments
Outside resources
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Standards (Primary)
DOK (Ceiling)
Integrated
4
MCC.8.EE.7 Solve linear equations in one variable. (no longer teaching absolute value equations and inequalities in
grade 8)
MCC.8.EE.7a 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).
MCC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms.
KNOW/UNDERSTAND
Essential Question/Enduring Understanding:
How do I isolate a variable?
What is inverse operation, and how should I use it appropriately? TAPS 2, 3
Enduring understanding
As students transform linear equations in one variable into simpler forms, they
discover the equations can have one solution, infinitely many solutions, or no
solutions.
When the equation has one solution, the variable has one value that makes the
equation true as in 12-4y=16. The only value for y that makes this equation true is
-1.
When the equation has infinitely many solutions, the equation is true for all real
numbers as in 7x + 14 = 7 (x+2). As this equation is simplified, the variable terms
cancel leaving 14 = 14 or 0 = 0. Since the expressions are equivalent, the value
for the two sides of the equation will be the same regardless which real number is
used for the substitution.
When an equation has no solutions it is also called an inconsistent equation. This
is the case when the two expressions are not equivalent as in 5x - 2 = 5(x+1).
When simplifying this equation, students will find that the solution appears to be
two numbers that are not equal or -2 = 1. In this case, regardless which real
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
number is used for the substitution, the equation is not true and therefore has no
solution.
COMMON MISCONCEPTIONS FOR THE CURRENT
STANDARDS
****Taken From SLDS resources****
Common misconceptions
The students think that only the letters “x” and “y” can be used as
variables.
The students think that you always need “a variable = a constant” as a
solution.
The students think that the variable should always be on the left side of the
equations.
The students confuse one variable and two variable equations.
KNOWLEDGE & SKILLS
(Key Vocabulary)
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Vocabulary- Tier 1
Vocabulary Tier 2
Vocabulary Tier 3
Words using to teach
Tiers 2-3
Academic vocabulary
across content-areas
Content-specific, domain-specific
Demonstrate,
identify, explain,
describe
Solve, variable, order
of operations,
solutions, like terms,
distributive property
.
Recognize, Compare,
Debate/Defend,
Pre-assessment to Inform Instruction
Math week 9 Assessment
Unit 3 summative
Daily Formal assessments
TAPS 2, 3, 5
Assessment for Learning or Assessment of Learning
Students will complete formative and informal assessments.
TAPS 2, 3, 4
DO
Advanced
Content
Students will
explain how to
solve problems
with multi-step
equations
Categorize
complex equations
with solutions, no
solutions, and
infinite solutions.
Benchmark review
Study guide
Ready
Solve multi-step
equations with
accuracy. Solve
equations with
fractions. Express
knowledge of cross
cancellation.
(simplifying)
Benchmark review
Study guide
Process
Product
1. Guide students
on understanding
how to utilize
distributive
property and
fractions with
equations.
1. Students will create
various types of
solutions i.e. (no
solution, one solution,
and infinite solution.
(no solution, one
solution, infinite
solutions)
Benchmark review
Study guide
Benchmark
review Study
guide
Guide Students on
how to solve multistep equations with
emphasis on
accuracy. Teach
students the cross
cancellation process
to simplify multistep equations with
fractions.
1. Students will solve
problems with
multistep equations
using various
activities.
Benchmark review
Study guide
Categorizing
equations by
solution, no
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
solution, infinite
solution
Need
Prerequisites
Students need
to understand
integer rules,
(addition and
subtraction as
well as
multiplication
and division)
Know
multiplication
facts
Understand
how to multiply
fractions
Teacher will
guide students
with integer
rules for all
operations
(addition,
subtraction,
multiplication,
and division.)
Solve basic problems
with one step and
multi-step equations
Students will solve two
step equations with
variables on the same
side. (resource setting)
Benchmark review
Study guide
Benchmark
review Study
guide
Benchmark
review Study
guide
TAPS 2, 3, 5, 6, 8
Steps to Deliver the Lesson Using WICOR
Engage
(Hook, introduction to lesson
concepts)
AVID
®
1. Use scales to show how equations remain balanced
2. Use foldables to introduce solution, no solution, and infinite
solution.
WICOR:
Explore/Explain
1. Understand that there are multiple solutions for some equations .
2. Students will find the errors in their peers work, and explain how to
correct the mistakes.
3. 3. Students will Use P. A C. E. organizer. P- Problem, A – Answer, C –
Calculate, E - Explain
Strategy 1: Create a rigorous system of teaching and learning
Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results
Performance Indicator: Teacher lesson
plans
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
WICOR:
Enrich/Elaborate
(differentiation of process )
.
Students will solve problems with equations by writing in their own words in a
Writing Across Curriculum activity. Students will also show diagrams for their
writing.
WICOR:
Evaluation
(Formative assessment)
Students will evaluate and grade their peer’s work after they have created their
own problems. Students will complete assessment with equations.
WICOR:
Resources
Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com
Classroom Performance System (Clickers.) Learnzillion, kahoot, plickers
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson