The Common Core Standards that will be met by the end of the entire unit are the following

: •CCSS.Math.Content.8.EE.C.8 Analyze and solve pairs of simultaneous linear equations. • • •
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.

Systems of Equations Unit (This lesson may have to cover two days) Standard
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.

Behavioral Objective After reviewing as a class, the students will be able to graph two linear equations on the same axes and identify the point that the two lines share. Objective/Purpose Yesterday, we started brainstorming our ideas for a business and you made groups to form your business. We talked about all the things we think we will need to start our business and we started theorizing what sort of costs will go into this endeavor. Not only that, but we discussed when we will start making money! Today, we are going to look at a way to figure out the exact point we will get out of debt and begin making a profit on our amazing products! Input Task Analysis a. The students will review the ideas they wrote down the previous day for their projects. b. As a class, we will make a list on the board of the things we thought of the previous day in regards to when we could start making money on our products. c. State our Objective for the day. d. The teacher poses the question, since we have already worked with creating functions from given situations, what functions can we write to help us figure out when we will start making some money? e. Students work in their business groups on the posed question while the teacher walks around the room assisting students who are struggling. f. After some time, the teacher brings the class back together and has two or three student volunteers present their functions. The entire class discusses as a group whether they agree with how the functions have been written. The teacher guides the class in the right direction until the class has agreed on the correct way to write the two desired functions. (Cost Function and Revenue Function)

g. The teacher guides the class to recall how to graph linear equations. After this short discussion, the teacher asks the students to graph the two linear equations they have written for their group. h. After the students have graphed their equations, the teacher asks them to point out what they notice about the relationship between the two lines. This should guide the students to see that there is a point at which the two lines intersect. i. As a class discuss what this point means in terms of the linear equations each group wrote. The teacher can at this point tell the students what this point means in terms of business (the break-even point) in order to hint to the students what this point means. j. Closure Thinking Levels By the end of this lesson, student will be using Application to use their knowledge of linear equations and how to graph them in a new situation. They will also be at the level of Create, because the students are creating their own equations from the given situation. Learning Styles and/or Accommodations On the previous day when students are forming their groups, the teacher will ensure that students who need particular assistance are placed with students who can help them and keep them in on the plans and work within the group. Method and Materials This will be mostly a group discussion lesson. Closure The Closure for this lesson will be an exit slip. The groups will put together in the last two minutes a page that displays their product idea, the two equations they created and a rough graph of their system of equations.