Unit: 8th Grade Math/Algebra Systems of Equations/Simultaneous Equations

OBJECTIVES (I Can Statements) 1. I can describe what it means for a point to be the solution to a system of linear equations. 2. I can explain why a point is the solution for simultaneous linear equations. 3. I can find the solution of a system of equations using substitution and elimination. 4. I can describe which method is most efficient based on how the system of equations is set up. 5. I can estimate the solution of a system by analyzing a graph.

Common Core State Standards CCSS.Math.Content.8.EE.C.8a 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. CCSS.Math.Content.8.EE.C.8b 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. CCSS.Math.Content.8.EE.C.8c 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.

ASSESSMENTS Business Project/Presentation (Summative) Exit Slips (Formative Assessments) Final Test (Summative)

SCHEDULE Day 1 Introduce Business Project/Unit - introduce criteria - talk about options - brainstorm products and problems

Day 2 Explore and read graphs - Look at actual data - Analyze graphs from real businesses - Look at graphs from other types of situations (not business) Class Discussions - What do you think the solution for each graph is? Exit Slips

Day 3 Intro to Break-Even Point - Identify costs and revenue factors - Create equations - Begin graphing each equations Class Discussions Exit Slips Day 4 How accurate are these graphs? - Usually with graphs, we approximate the intersection point. - How do we determine the exact point of intersection? Day for playing around with equations on their own before introducing methods. - Use some of the same examples from Day 2. Use different forms for some sets of equations so that some lend themselves to elimination. Day 5 Present student methods from Day 5 (This is also a formative assessment to see what the students may already know or have figured out regarding the methods.) Introduce 2 Methods - Based on the names of each method, what do you think we need to do?

Day 6 Guided/Independent practice using the substitution and elimination methods. Students present some of their work to the entire class.

Day 7 Continue Practice Closure: When to use each method? - certain forms lend themselves to a specific method, but both will always work Apply methods to individual projects and the equations that were made on day 3. Day 8 Consider presentation method of project. Day for collaborating with group. - are there multiple products within the group? - who should present first? - what is the best way to present the information Work on Rough Draft for the following day.

Day 9 & 10 Rough Draft Day - Teacher meets with half of the groups - Remind students of all requirements and criteria

Day 11 Final Day to work on projects in class Day 12, 13, & 14 Presentations of Projects Day 15 TEST Day 16 Test Corrections in Class