McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: H. Wissmann Date: February 6, 2017

Title of Lesson: Unit 6 Review Cooperating Teacher: J. Sheldon

Core Components
Subject, Content Area, or Topic
Algebra 1, Systems of equations, Systems of inequalities, substitution, elimination, graphing, word
problems
Student Population
2 classes of 30 students, 8th grade
Learning Objectives
The student will be able to solve a system of inequalities by graphing and provide an example of a
solution and non-solution. The student will be able to solve a system of equations by graphing,
substitution, or elimination. The student will be able to solve word problems about systems of
equations.
Virginia Essential Knowledge and Skills (SOL)
A.4 The student will solve multistep linear and quadratic equations in two variables,
e) solving systems of two linear equations in two variables algebraically and graphically;
f) solving real-world problems involving equations and systems of equations. Graphing calculators
will be used both as a primary tool in solving problems and to verify algebraic solutions.
A.5 The student will solve multistep linear inequalities in two variables, including
d) solving systems of inequalities.

Materials/Resources

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
Be done Math Review:
by Students will complete a concept check on word problems from the previous class.
9:30/12:20

*State the Objectives (grade-level terms)

I can solve real world problems about systems of equations and inequalities through
graphing, substitution, and elimination.

*Instructional Input or Procedure

Students will have an opportunity at the start of class to ask questions on the
homework.

TTW explain the center rotation (1 -> 2 -> 3) with a time limit of 15 mins per station.
The teacher will come by and check off completion of each station as students work
on the next station. Students will have 15 mins at each center to complete their work.
15 min *Modeling
max. on Model a couple homework questions, otherwise, help students review and practice
homework what has been covered in this unit.

*Check for Understanding

TTW informally check for understanding by asking questions of students work.

Start by *Guided Practice

9:45/12:30 Center 1: TSW compare solving a system of equations by graphing, using
substitution, and elimination. Students will work in groups of three each completing
either substitution, elimination or graphing for each of the 6 problems. The students
should complete 2 problems for each method (solve 2 problems using substitution, 2
using elimination, 2 by graphing).
Center 2: TSW will practice solving systems of equations and inequalities by graphing.
Students should complete at least 5 graphs on their own paper. TSW also become
familiar with the style of inequality questions including, but limited to, choose all
questions, and choosing points lying in the solution.
Center 3: TSW will work on a worksheet about word problems and systems of
equations. TTW will closely monitor this station as it is the most recently covered and
weakest understanding. (Sheldon)
Center 4: TSW complete up to 10 task cards of systems of equations either solving
them by substitution or elimination.
Center 5: TSW will review most missed questions on the mid-year assessment in
preparation for the review section of the Unit 6 test.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
Unit 6 Review is provided on Google classroom for the students to review themselves.
The answer key will be posted after this class.
Last 5 Assessment
mins Exit Ticket:
3-2-1: Three things you learned. Answer these two questions: What is the solution to
a system of equations? How is it different than the solution to a system of
inequalities? Write one question you still have.
*Closure
When is it easier to use substitution than elimination when solving a system?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Cooperative learning
More/less independent
More/less complex
Classroom Management Issues (optional)
Students are placed in groups of 6/7 based on concept checks and who will work well together and
can teach lower students.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015