Your Name: Stephanie Galczynski and Michael Wood

Timeframe / Dates of Initiative: 2-3 weeks

Short Description of Initiative (limit one paragraph):

Solving Systems of Linear Equations is a unit designed to identify the relationships of two or more linear
equations. This online unit is designed for students to identify, analyze, discuss, evaluate, and find
solutions and non-solutions to a system. The goals of the unit are to have students transition to
completing content in an online environment. Synchronous and asynchronous sessions are created in
order to expose students to a new medium for learning. This is being developed for GT 7th grade or
Honors 8th Grade Algebra I.

There are a number of overarching objectives that are applicable to each week. They are:
● Students utilize technology tools which promote synchronous sessions.
● Students utilize technology tools which promote asynchronous sessions.
● Students reflect on self and group related products and provide feedback and revise content
material.
● Students share ideas via an online community and their county created Learning Management
System.

Session Objectives Content or Resources Activities / Assessments

Number (List 3-6 per Needed (For each activity, include the
and session.) (Describe or link at least name, description, and whether
Topics / one specific resource for it is whole group, individual, or
Themes each session.) team. Also, identify
assessments, synchronous
activities, and any Web 2.0 tools
used)

Session 1 I can define key PPT teacher slide Systems Vocabulary Lesson
Day 1 terms by provides model of Aynchronous session
Building social interpreting vocabulary for systems
presence as contextual of linear equation terms Students work independently to
students reflect meanings. Vocabulary create vocabulary assignment
on each other’s Student-created PPT of defined
work Students use and interpreted vocabulary
Microsoft Power terms.
 Point in order
organize and display Model slide READ- model, reading definitions
key vocabulary.
Reinforcement/extra REFLECT- interpret definitions
practice skills: and make connections to what
Extension resource the student already knows
name: #3 “How are
solutions expressed on a DISPLAY- creation of power
graph”. Visual aid for point
students using
definitions: DO-reflect on at least two other
students’ PPT submissions and
https://teacher.desmos. provide feedback
com/linear-systems Formative assessment: “Pick all
that apply”
Students will have to apply
definitions (Linear vs. non-
linear)
Application of intersecting,
parallel, and coinciding to
different images of systems of
equations

Matching is day 1 assessment

Formal definition and individual
student interpretation of terms

Students will complete an LMS

created turn-in as an
assessment. Automated
feedback to be provided to
student upon completion of
assessment.

Students will have up to two

opportunities to receive
maximum credit.

Session 2 I can solve a system Interactive PPT Graph and Table Lesson
Day 2 of linear equations provided by instructor Asynchronous session
Teaching by creating and Students to complete End of PPT has a table for
presence built analyzing graphs table of values and students to complete from a
via interactive and tables. plotting coordinates of given scenario (individual
PPT linear equations to assessment)
identify them as
intersecting, parallel or
coinciding.

Independent Practice -
students will complete Students will be encouraged to
the interactive table and use prior day’s PPT definition
graph activity. submission to assist with
https://www.ixl.com/ma learning
th/algebra-1/complete- https://www.ixl.com/math/alge
a-table-and-graph-a- bra-1/complete-a-table-and-
linear-function graph-a-linear-functionckpoint

Session 3 I can solve a system Tutorials: Solving a System Using

Day 3 of linear equations http://www.mathportal. Elimination
Cognitive by using the org/algebra/solving- Asynchronous session
presence for elimination method. system-of-linear- READ - Students watch several
students equations/elimination- tutorials to introduce the
critically method.php process of linear elimination.
analyzing given Here students see how to isolate
work and http://www.coolmath.co one variable and substitute back
applying what m/algebra/12-2x2- in for the other to find the
they know. systems-of- solution to the system.
equations/03-solving-by-
elimination-addition-01 Students also read about what
types of outcomes are possible.
https://www.khanacade
my.org/math/cc-eighth- REFLECT - Students view “Error
grade-math/cc-8th- Analysis” problems. Students
systems-topic/cc-8th- are presented with 3 completed
systems- elimination problems. They are
elimination/v/addition- to identify if the elimination
elimination-method-1 methods used in the problems
 are correct. If the process is
https://www.khanacade correct, they are to explain why.
my.org/math/algebra/sy If the process is incorrect, they
stems-of-linear- are to identify the error(s) and
equations/equivalent- then explain what should have
systems-of- been done differently. Students
equations/v/how-many- will also be encouraged to
bags-of-potato-chips-do- provide more than one correct
people-eat method of applicable.

Session 3 I can apply the Teacher-provided Solving a System Using

Day 4 elimination method collaborative document. Elimination Lesson
Cognitive in order to solve a Synchronous/Asynchronous
presence, system of linear session (student choice)
students equations. DISPLAY - Students are given a
creating problem. The first and third
steps of the problem are
completed by the teacher on a
collaborative document.
Students are asked to input the
correct second step and identify
any additional steps which may
follow the third in order to
isolate one variable.

Khan Academy Activity DO - Online personal

Resource performance of solving linear
https://www.khanacade equations using the elimination
my.org/math/algebra/sy process. Students try problems
stems-of-linear- from Khan Academy. If the
equations/equivalent- answers are correct, celebrating
systems-of- graphics appear. If answers are
equations/e/systems_of incorrect, the student is
_equations_with_elimin prompted to click on a hint or
ation_0.5 helpful video.
Evaluation of student learning is
conducted by having students
 make an office mix recording of
themselves solving an
elimination problem given by the
teacher and explaining the
process. The office mix
recording is submitted to the
teacher for feedback within 24
hours.

Session 4 I can solve a system Resources: Solving a System Using

Day 5 of equations by https://padlet.com/mwo Substitution Lesson
COI Social using the od51/3hkopgucipyj Asynchronous session.
Presence. substitution method
Students will be READ- Students split into groups
encouraged to use any of three, created by teacher,
search engine necessary assigned the task of identifying
for examples of either:
substitutes. -at least 3 substitutes in food,
where one food is used for
another
-at least two sports where
substituting is allowed/used
regularly.
*Students will submit answers to
a padlet. No repeat answers so
the first finishers have more
options. No repeat answers also
encourages students to see the
variety of substitutes occurring.

REFLECT- Students submit a brief

description of what a
substitution is in their own
words, and a legitimate
definition, properly cited.
(the objective is to get an idea
that one thing can fill in for
another with no change to the
end result)
Session 4 Online assignment, Solving a System Using
Day 6 consisting of Substitution Lesson
Teacher approximately 10 Asynchronous session
presence via problems, increasingly DISPLAY- Students will have to
Voicethread difficult, introducing the respond to an online assignment,
concept of substitution. re-writing algebraic expressions
with given substituted values
Support videos provided and simplifying to lowest terms.
via Khan Academy for For example: 3xy + 5m, when x =
students who either -2, y = -4 and m = 7. Students
need the support, or will also be required to simplify
choose to preview for expressions. The basic concept
coming topic to get a above will be modified and
deeper understanding extended to activities where only
https://www.khanacade one value is substituted, or two
my.org/math/algebra/sy values, depending on number of
stems-of-linear- variables. This leads to the idea
equations/solving- of: given 3x + 4y, simplify when
systems-of-equations- x = 6y. this introduces the
with- concept that the variable could
substitution/v/solving- represent a completely separate
systems-with- algebraic expression, rather than
substitution just a number.

Students will be directed to

watch a screencast provided by
Screencast the teacher modeling how to
solve three to four different
systems of equations using the
Substitution method.

DO- formative assessment:

Students complete turn-in via
LMS for students to LMS portal. The turn-in will have
submit answers in the a given problem for substitution
“reflect” portion of the and students will need to type an
lesson. answer. Also, students will be
given a 2nd problem that they
Khan Academy activity will need to explain/type out
practice for substitution how they think would solve (as
method: they have not solved any as of
 https://www.khanacade yet). This will focus on the
my.org/math/algebra/sy mechanics and sequencing of
stems-of-linear- how they approach the solution
equations/solving- to the problem and give the
systems-of-equations- teacher the opportunity to
with- assess their strategy in solving
substitution/e/systems_ based on activities completed
of_equations_with_subs during this session.
titution

Online assignment with

a cache of approximately
20 problems, students to Voicethread Feedback provided
complete a random 10 within 24 hours by teacher.
provided by computer.

Voicethread

Session 5 I can create an Models/example of Components of Systems of

Day 7 anchor chart in anchor charts Equations
(COI modeled order to display https://www.google.co
lesson) components of m/search?q=anchor+cha Asynchronous session
systems of rts+systems+of+equatio Groups of 4 (Social Presence) -
equations. ns+images&source=lnms Each group is given an anchor
&tbm=isch&sa=X&ved=0 chart topic from below.
ahUKEwiHpOaY1MXTAh -graph
VISyYKHfc- -table
DRoQ_AUIBigB&biw=12 -elimination
00&bih=616#imgrc=sRY6 -substitution
R6lfd8FUzM:&spf=204
(Prior knowledge
concept)

Scoring rubric

Collaborative document Groups create anchor charts and

and Voicethread for submit final product via LMS by
student-shared ideas 5:00pm that evening.

Homework: Analyze at least two

 other anchor charts to provide
constructive feedback.

Session 6 I can create a Model(s) of Concept Concept Map Lesson

Day 8 concept map in Map Asynchronous session
R2D2 Model order to make https://www.google.co
Display mathematical m/search?q=anchor+cha
Do connections within rts+systems+of+equatio
systems of ns+images&source=lnms
equations. &tbm=isch&sa=X&ved=0
ahUKEwiHpOaY1MXTAh
VISyYKHfc-
DRoQ_AUIBigB&biw=12
00&bih=616#tbm=isch&
q=concept+map+math+i
mages&imgrc=bBtS9vc5t
_B_JM:&spf=444
(Prior knowledge
concept)

Graphic organizer sites: Students will be provided a

Popplet variety of graphic organizer
Creately options to create a concept map.
Mindmup The topics should include, but
Instagrok are not limited to:
wisemapping -Vocabulary
-Solution methods
(tables, graphs, elimination and
substitution)
-Solution outcomes (one, none,
or infinite)

Concept map, including student-

Scoring rubric created example problems will
contribute to their overall grade
and promote review material for
upcoming assessment.

Session 9 I can solve systems Summative assessment Summative Assessment

Day 9 of equations using a Asynchronous
 Summative variety of methods. Students have one opportunity
Assessment to complete ten randomly
chosen skill based questions
evaluating their knowledge of
systems of equations.
Use this space to keep track of additional possible resources and/or content delivery methods you
might consider using in your e-learning initiative.

Throughout session(s), additional resources found at here for activities and skill-building that help
deliver content to students who may need additional instruction. This site is geared towards pair work
(social presence) or individual work (cognitive). All work is visible to instructor for feedback (teacher
presence).

www.desmos.com will be used as an ongoing resource and students will have experience with this
website as it is a site that was used for linear equations, linear inequalities, and other units prior to
systems of equations.

https://bcps.discoveryeducation.com/ - Discovery Education resource accessed via LMS as an additional

resource.

https://my.hrw.com/dashboard/home - Online textbook and interactive resource to support learning.