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Day 2

Day 2

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Published by Bethani Scott

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Published by: Bethani Scott on Dec 08, 2011
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Lesson Title and Grade LevelLesson Title: Systems of EquationsGrade Level: 8-9Lesson Objectives
 
The students will understand relations and functions and select, convert flexibly among, and usevarious representations for them
 
The student will communicate his or her mathematical thinking using correct mathematical languagewith classmates and teacher.Ohio Standards, Benchmarks, and Grade Level Indicators
Benchmarks:
Patterns, Functions and Algebra Standard (8-10)
 
Translate information from one representation (words, table, graph or equation) to anotherrepresentation of a relation or function.
Grade Level Indicators:
Grade 9
 
Patterns Functions andAlgebra Standard (Usepatterns, relations andfunctions)
 
3. Describe problem situations (linear, quadratic and exponential)by using tabular, graphical and symbolic representations
.
 
 
NCTM Content Standards and Process Standards Alignment
NCTM Content Standards:
Algebra (9-12)
 
understand relations and functions and select, convert flexibly among, and use variousrepresentations for them
 
Materials, Technology and ResourcesLesson Procedures (Launch, Explore, Share/Summarize)
A. Launch
(10 minutes)1.
 
At the start of class, present students with the new topic of “Systems of Equations” on
theopening slide of the smart board with a brief introduction.2.
 
Present the topic of systems of equations to the class by the notes on the smart board which thestudents also have a hard copy of to take home.3.
 
Transition: Assign students to small groups fo
r a “Think Pair Share” strategy and pass out
individual whiteboards to each student.
B. Explore
(30 minutes)1.
 
Think a.
 
Present students with problems on the smart board for systems of equations.b.
 
Have students individually work on the problems that are presented.c.
 
Circulate around the room to keep students on track and check their progress by thework on their whiteboards.2.
 
Paira.
 
Have students share their answers with their group.b.
 
Make sure groups have thought about different ways that students could have cameto
the same answer by saying “Be sure to have each student present their work to
the group for the benefits for the entire group of possibly seeing different thinking
 
strategies. You all will benefit from learning different ways to approach this
 problem”.
 3.
 
Sharea.
 
After each group has discussed the problem and shared their answers, have eachgroup present their findings.b.
 
While groups are presenting ask them to “Please explain how you came to this
answer and what approach or thought process did you take to come to your
conclusion?”
 c.
 
After each group has presented their answer, write the correct answer on the smartboard along with some steps taken.d.
 
Make sure to note the different approaches taken to solve the problem and ask theclass as a whole to be thinking of the advantages and disadvantages of differentapproaches to the problem.4.
 
Repeata.
 
Repeat the “Think Pair Share” strategy for more problems that are presented in
their notes on the smart board.
C. Recapture/Closing
(10 minutes)1.
 
Briefly go over what was learned and high light the main points of the lecture2.
 
Pass out note cards, called “EXIT SLIPS”, and have students write down a question they
have from the lesson or something they learned.3.
 
Inform the students that the questions on the note card will be looked at that evening by theteacher and at the beginning of the next class the questions will be answered or specificconcepts will be gone over more in depth.References
“Think Pair Share” strategy and “Exit Slips”
were found from the book called Subjects MatterDaniels, H., & Zemelman, S. (2004).
Subjects Matter 
. Heinemann.
 
AttachmentsSlides from SmartBoard Lesson

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