65 views

Uploaded by api-341209699

- diffunit algebra8th dchandler
- Algebra - Linear Equation
- systemofequations mt 2014 revision
- week17a
- week17a
- 09xworkbook Modules567 2016 Unit12
- 7.1_bzpc4e
- 6 unit 6 practice test
- g8m4l24- solving systems of equations by substitution 2
- 11
- AI1 Solving Systems of Equations Part 1
- Guided Notes for Solving Systems by Graphing
- matlab
- ma unitplan
- lesson plan withformative assessments - revised
- ppt linear equations in 2 variables.pptx
- lessonplankmoralesfall2
- 20158thgradebpsplanningguide
- Advanced Engineering Math - Fourier Analysis of CTSS
- graphing2

You are on page 1of 16

Subject: Algebra

Grade level: 9

Unit: Reasoning with Equations and Inequalities

Length of LEP(days/periods/minutes): 25

minutes

Topic: Solving Systems of Equations

Content Standards: (include only standards addressed in this LEP)

A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by

the sum of that equation and a multiple of the other produces a system with the same solutions.

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),

focusing on pairs of linear equations in two variables.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will:

-Solve systems of linear equations

graphically and algebraically using the

Substitution Method in order to understand

how equations and graphs are related.

-Apply their knowledge of systems of

equations in order to understand how they

are used to solve real world problems or

situations.

- Graph two lines to find a point of

intersection in order to understand the

solution to a system of two linear equations is

the point of intersection of their graphs.

Exit Ticket- Phone Plan Problem

Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching

Provide guided notes and

additional examples to help

students understand steps.

Offer extra review after class.

On-level

Offer extra credit problems

or projects to encourage

them to reach the next

level.

Beyond

Provide more difficult, higher

level problems. Have them

research careers that involve

solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.

Systems of equations are used in economics to maximize profits, minimize costs and balance

production and consumption of goods. Careers in Production and Operations Management

involve skills used in solving systems of equations.

Materials

Procedures/Strategies

White Board

Markers

Graph

paper

String

Activity

Directions

Glossary

Class

Examples

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of

the concept to be learned)

Activity: X Marks the Spot!

1. Clear the center of the classroom and choose two students to help with the

activity.

2. Have each student start in adjacent corners of the room and then walk to

the opposite corner of the room.

3. Each student should leave a trail of string behind them and then pull the

string into a straight line.

4. Observe that two straight lines will only meet or cross at one point.

5. Have students imagine that the string goes on forever in both directions.

6. Review Line vs. Line Segment

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

What is a linear equation and what is a system of equations?

How are systems of equations applied in the real world?

How many times will two straight lines meet, cross or intersect?

What does the point of intersection mean? (solution to a system of equations)

Class discussion: teacher and students discuss what it means to solve a

system of equations.

Possible ideas: When the two lines cross, the two linear equations have the

same x and y values. EX: the linear system: x + 4y = 4 x- y = -6

Activating Prior Knowledge (what information will be shared with/among students to connect to

prior knowledge/experience)

Review how to solve equations with only one variable. EX: 9x-3=15

Review that two straight lines will only meet or intersect at one point.

Review how to graph linear equations using slope and y intercept.

Direct Instruction (input, modeling, check for understanding)

Step #1: Discuss the skills and concepts students need to know and key terms

before beginning the new lesson.

Choose several students to read vocabulary terms from the Glossary page.

Vocabulary: coefficient, Graphing Method, intersection, linear equation, slope,

solution of a system of linear equations, Substitution Method, systems of linear

equations.

Inform students they will have an opportunity to apply this knowledge to solve

exciting real life problems.

Step #2: Demonstrate how to solve the following example of a system of

equations graphically and by the substitution method.

y = x 3

y = 3x + 5

Substitution method:

x-3 = 3x+5

-3 = 2x+5

-8 = 2x

-4 = x

Graph:

Check:y = -4 - 3

y = -7

Solution: (-4, -7)

Step #3: Involve the students by asking them to help you and guide you

through another example in order to check if they understand what you have

done so far. (Graphing Method on graph paper)

y=2x+1

y=x-2

Substitution Method:

2x+1= x-2

Check: y = -3 -2

Solution: (-3, -5)

x+1 = -2

y = -5

x = -3

Step #4: Encourage students to ask questions. If students seem to have

successfully understood the new concepts, provide them with the formative

assessment (Airplane Problem) to work on problems and practice what they

have just learned. Allow them to work together in groups for collaborative and

successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)

Peer editing / tutoring: Students will exchange their formative assessment

(Airplane Problem) with another group and review the other groups work /

solutions. Students will compare their work to the work done by the other

group and comment on similarities and differences. Students will work

cooperatively to ensure all groups have the correct solutions and understand

the process involved in getting to it.

Airplane Problem (Real Life Example)

An airplane is traveling along the line x -y = -1. Another airplane is traveling

along the line 5x + 3y = 19. If they continue along the same lines, at what point

will their flight paths cross?

x -y = -1

5x + 3y = 19

Check: 2 y = -1

-y = -x-1

5x+3(x+1) = 19

-y = -3

y = x+1

5x+3x+3= 19

y=3

8x+3= 19

8x = 16

Solution: (2, 3)

x=2

What does this point represent in the context of the problem?

It represents the crash point between the planes.

The coordinate point represents a geographical point on a map.

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, students will independently complete a HW worksheet

(formative assessment) which will be reviewed the next day to ensure their

understanding.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Teacher will hand out an Exit Ticket (formative assessment) to each student.

Students will complete the problem before they leave the classroom.

Phone Plan Problem (Real Life Situation)

Beth is comparing two phone plans. Plan A charges $15 per month plus 10

cents per minute she talks. Plan B charges $20 per month but only 5 cents per

minute she talks on the phone.

a. Write a system of equations to represent the monthly cost of each plan.

y= 0.10x+15

y= 0.05x+20

b. Solve the system using the substitution method.

0.10x+15 = 0.05x+20

0.10x = 0.05x+5

0.05x = 5

x = 100

c. How many minutes per month do the phone plans cost the same amount?

100 minutes

Subject: Algebra

Grade level: 9

Unit: Reasoning with Equations and Inequalities

Length of LEP(days/periods/minutes): 25

minutes

Topic: Solving Systems of Equations

Content Standards: (include only standards addressed in this LEP)

A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by

the sum of that equation and a multiple of the other produces a system with the same solutions.

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),

focusing on pairs of linear equations in two variables.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will:

-Solve systems of linear equations

algebraically using the Elimination Method in

order to understand how solving equations

algebraically and graphically are related.

-Apply their knowledge of systems of

equations in order to understand how they

are used to solve real world problems or

situations.

Admit Ticket

Group Work- Concession Stand Problem

Exit Ticket- Willy Wonka Problem

Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching

Provide guided notes and

additional examples to help

students understand steps.

Offer extra review after class.

On-level

Offer extra credit problems

or projects to encourage

them to reach the next

level.

Beyond

Provide more difficult, higher

level problems. Have them

research careers that involve

solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.

Systems of equations are used in economics to maximize profits, minimize costs and balance

production and consumption of goods. Careers in Production and Operations Management

involve skills used in solving systems of equations.

Materials

Procedures/Strategies

White Board

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of

the concept to be learned)

Activity: Admit Ticket

Markers

Glossary

Class

Examples

Ms. Ross told her class that tomorrows math test will have 20 questions and

be worth 100 points. The multiple-choice questions will be 3 points each and

the open-ended response questions will be 8 points each. Determine how

many multiple-choice and open-ended response questions will be on the test.

a. Write a system of equations. Describe your variables.

Let x represent the number of multiple-choice questions and y represent the

number of open-ended response questions.

X+Y=20

3X+8Y=100

b. Without solving the system of linear equations, interpret the solution.

The solution will represent the number of multiple-choice questions and the

number of open-ended response questions on the 100-point test.

c. Solve the system of equations using the substitution method.

X=20-Y

3(20-Y)+8Y=100

60-3Y+8Y=100

5Y=40

Y=8

X+8=20

X=12

(12,8)

d. Interpret the solution of the system in terms of the problem situation.

There will be 12 multiple-choice questions and 8 open-ended response

questions on the test.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

Recall from the previous lesson:

What does it mean to solve systems of equations?

How do we solve systems of equations using substitution?

How do we solve systems of equations graphically?

What does it mean to eliminate a variable?

Class discussion: teacher and students recap their discussion from yesterday

on solving systems of equations to solidify the concept, talk about how we

would like to find the x and y value that give us the intersection point

Activating Prior Knowledge (what information will be shared with/among students to connect to

prior knowledge/experience)

Review how to solve equations with substitution.

Review how to solve equations with graphing.

Review how to add and subtract equations containing constants and variables.

Direct Instruction (input, modeling, check for understanding)

Step #1 Discuss the methods students have learned for solving systems of

equations (graphing and substitution). Share with the class that today they will

learn a third method for solving systems of equations. Ask one of the students

Vocabulary: Elimination Method

Inform students they will have an opportunity to apply this knowledge to solve

exciting real life problems.

Step #2: Demonstrate how to solve the following examples of a system of

equations from the previous day by using the elimination method.

y = x 3

y = 3x + 5

Elimination Method:

Combine the equations using addition or subtraction to eliminate a variable.

y=3x + 5

-(y= x - 3)

0=2x + 8

Solve for the remaining variable.

0=2x + 8

-8

-8

-8 = 2x

/2 /2

-4 = x

Plug the variable you just solved for into one of the original equations to solve

for the variable you eliminated.

y = (-4) - 3

y = -7

Solution: (-4, -7)

Check: Plug both variables into both equations to make sure the left sides are

equal to the right sides.

(-7) = (-4) - 3

(-7) = 3(-4) + 5

-7 = -7

-7 = -7

Step #3: Involve students by asking them to help and guide you through

another example in order to check if they understand what you have done so

far.

3x + y = 10

2x y = 5

Combine the equations using addition or subtraction to eliminate a variable.

3x + y = 10

+2x y = 5

5x = 15

Solve for the remaining variable.

5x/5 = 15/5

x=3

Plug the variable you just solved for into one of the original equations to solve

for the variable you eliminated.

3(3) + y = 10

9 - 9 + y = 10 9

y=1

Solution: (3,1)

Check: Plug both variables into both equations to make sure the left sides are

equal to the right sides.

3x + y = 10

2x y = 5

3(3) + 1 = 10

2(3) 1 = 5

9 + 1 = 10

61=5

10 = 10

5=5

Step #4: Encourage students to ask questions. If students seem to have

successfully understood the new concepts, provide them with the formative

assessment (Concession Stand Problem) to work on problems and practice

what they have just learned. Allow them to work together in groups for

collaborative and successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)

Peer editing / tutoring: Students will exchange their formative assessment

(Concession Stand Problem) with another group and review the other groups

work / solutions. Students will compare their work to the work done by the

other group and comment on similarities and differences. Students will work

cooperatively to ensure all groups have the correct solutions and understand

the process involved in getting to it.

Concession Stand Problem

You are running a concession stand at a basketball game. You are selling hot

dogs and sodas. Each hot dog costs $1.50 and each soda cost $0.50. At the

end of the night you made a total of $78.50. You sold a total of 87 hot dogs

and sodas combined. You must report the number of hot dogs sold and the

number of sodas sold. How many hot dogs were sold and how many sodas

were sold?

Step 1: Define variables

x = the number of hot dogs sold

y = the number of sodas sold

Step 2: Write two equations. One will be related to price and the other will be

related to quantity (or number) of hot dogs and sodas.

1.50x + .50y = 78.50

x +y = 87

To solve: Multiply the top equation by 2 and subtract.

3x + y = 157

- (x + y =87)

Once one variable is remaining, solve for it.

2x=70 (Divide both sides by 2)

x=35

Now plug x = 35 into x + y =87 to solve for y.

35 + y = 87

y = 52

35 hot dogs were sold at the basketball game.

52 sodas were sold at the basketball game.

Check:

1.50(35) + .50(52) = 78.50

35 + 52 = 87

78.50 = 78.50

87 = 87

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, students will independently complete a HW worksheet

(formative assessment) which will be reviewed the next day to ensure their

understanding.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Teacher will hand out an Exit Ticket (formative assessment) to each student.

Students will complete the problem before they leave the classroom.

Willy Wonka Problem

You are an employee at Willy Wonkas Chocolate Factory. He has gone on

vacation for the week and left you in charge. There will be a big tour of the

factory where people all over the world can come and buy candy from the

factory. Unfortunately, due to the mass amounts of customers, the scanner on

the cash register malfunctions and you do not know the individual price of the

candies. Luckily, you do know the sale that is going on which is 3 Everlasting

Gobstoppers and 5 Wonka Bars cost $7.30 and 2 Everlasting Gobstoppers

and 2 Wonka Bars cost $3.40. How much does 1 Everlasting Gobstopper

cost? How much does 1 Wonka Bar cost?

a. Write a system of equations to represent the cost of each candy.

7.30= 3x+5y

3.40= 2x+2y

b. Solve the system using the elimination method.

3x + 5y = 7.30

2x + 2y = 3.40

6x + 10y = 14.60

- (6x + 6y = 10.20)

4y = 4.40

y = 1.10

2x + 2y = 3.40

2x + 2.20 = 3.40

2x = 1.20

x = .60

Everlasting Gobstoppers cost $0.60 each and Wonka Bars cost $1.10 each.

c. Check:

3(.60) + 5(1.10 ) = 7.30

2(.60) + 2(1.10 ) = 3.40

7.30 = 7.30

3.40 = 3.40

Subject: Algebra

Grade level: 9

Unit: Reasoning with Equations and Inequalities

Length of LEP(days/periods/minutes): 25

minutes

Topic: Solving Systems of Equations

Content Standards: (include only standards addressed in this LEP)

A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by

the sum of that equation and a multiple of the other produces a system with the same solutions.

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),

focusing on pairs of linear equations in two variables.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will:

-Solve systems of linear equations

graphically and algebraically using the

Substitution Method and the Elimination

Method in order to understand how equations

and graphs are related.

-Compare and contrast all three strategies in

order to determine the most efficient method

to solve systems of equations.

-Apply their knowledge of systems of

equations in order to understand how they

are used to solve real world problems or

situations.

Exit Ticket Problem

Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching

Provide guided notes and

additional examples to help

students understand steps.

Offer extra review after class.

On-level

Offer extra credit problems

or projects to encourage

them to reach the next

level.

Beyond

Provide more difficult, higher

level problems. Have them

research careers that involve

solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.

Systems of equations are used in economics to maximize profits, minimize costs and balance

production and consumption of goods. Careers in Production and Operations Management

involve skills used in solving systems of equations.

Materials

Procedures/Strategies

White Board

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of

the concept to be learned)

Activity: Solving Systems Memory

1. Give each set of partners 20 index cards.

2. Have them write the following problems on 10 cards.

2x + 3y = 5

x = 2y 3

x = -2y + 2

x = 5y + 9

4x 5y = -3

7x 3y = -20

Markers

Graph

paper

Activity

Directions

Glossary

Class

Examples

3.

4.

5.

6.

7.

8.

3x + 2y = 6

y = -2x + 2

y = x 17

3x + y = -17

3x + 2y = 10

y = 2x 9

x = -3y 2

-4x 5y = 8

y = 3x 7

5x = 2y + 12

x = 2 2y

4y = -3x 4

x = -4

2x + y = -10

Have them write the following answers on 10 cards.

(4, -1)

(3, 3)

(-2, 2)

(-2, 6)

(0, -17)

(4, -1)

(-2, 0)

(2, -1)

(-8, 5)

(-4, -2)

Place all cards upside down in two separate piles: 10 questions and

10 answers.

Partner A flips over one question card. Both partners work out the

problem. When they have reached an answer, have them flip over 1

answer card.

If the answer matches the problem, Partner A keeps the two cards

and flips over another problem card. His/her turn continues.

If the answer does not match the problem, turn the two cards back

over. Partner B then flips a different question card and repeats step 5.

Continue until all cards are paired up.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

Recall from the previous two lessons:

What does it mean to solve systems of equations?

How are systems of equations applied in the real world?

How do we solve systems of equations graphically and algebraically?

Class discussion: teacher asks students to think about the three strategies.

How do you determine which method to use to solve systems of equations?

Activating Prior Knowledge (what information will be shared with/among students to connect to

prior knowledge/experience).

Review how to solve equations graphically.

Review how to solve equations algebraically with substitution or elimination.

Direct Instruction (input, modeling, check for understanding)

Step #1 Discuss the three methods students have learned for solving

systems of equations (graphing, substitution and elimination).

Ask student to refer to the vocabulary terms on the glossary page.

Inform students that today they will be using all three of the strategies they

learned for solving systems of equations to solve real life problems.

Step #2: Demonstrate how to solve the following example of a system of

equations graphically and by the substitution method.

Solve the following system of equations:

y = 7x 12 and 4x - 2y = 34

Check: y = 7(-1)-12

Substitution method:

y = - 19

4x - 2(7x-12) = 34

4x 14x + 24 = 34

Solution: (-1,-19)

-10x = 10

x = -1

Graph:

Step #3: Involve the students by asking them to help and guide you through

another example this time using the elimination method in order to check if

they understand what you have done so far.

y = 4x+1

y=x-5

Elimination Method:

y = 4x + 1

-(y = x - 5)

0 = 3x + 6

-6

-6

-6 = 3x

/3 /3

-2 = x

Check:

y = 4(-2) + 1

y = -2 - 5

y = -7

y = -7

Solution (-2, -7)

Step #4: Encourage students to ask questions. If students seem to have

successfully understood the new concepts, provide them with the formative

assessment (Candy Problem) to work on problems and practice what they

have just learned. Allow them to work together in groups for collaborative and

successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)

Peer editing / tutoring: Students will exchange their formative assessment

(Candy Problem) with another group and review the other groups work /

solutions. Students will compare their work to the work done by the other

group and comment on similarities and differences. Students will work

cooperatively to ensure all groups have the correct solutions and understand

the process involved in getting to it.

Candy Problem (Real Life Example)

Ms. Rubino decided to purchase candy for her whole class. She bought

Skittles and Tootsie Rolls for their next exam. Each bag of Skittles cost $7.00

(including tax). The bag of Tootsie Rolls cost $8.50 (including tax). She ended

up spending $60.50 on her purchase of 8 items. (Elimination method)

1. Define the variables.

x = number of Skittles bags

y = number of Tootsie Roll bags

2. Write a system of equations to model the situation.

Items: x + y = 8

Cost: 7.00x + 8.50y = 60.50

3. How many bags of Skittles did Ms. Rubino buy?

Finding the number of Skittles bags means I should eliminate y since that is

the variable that defines Tootsie Roll bags.

x+y=8 (multiply this equation by -8.50 to eliminate y) -8.50x -8.50y = -68

7.00x + 8.50y = 60.50(nothing needs to change here)+7.00x + 8.50y = 60.50

-1.50x = -7.50

X=5

4. How many bags of Tootsie Rolls did Ms. Rubino buy?

Finding the number of Tootsie Roll bags means I should eliminate x since that

is the variable that defines Skittles bags.

x = y = 8 (multiply this equation by -7.00 to eliminate x) -7.00x -7.00y = -56

7.00x + 8.50y =60.50 (nothing needs to change here) +7.00x + 8.50y = 60.50

1.50y = 4.50

y=3

For homework, students will independently complete a HW worksheet

(formative assessment) which will be reviewed the next day to ensure their

understanding.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Teacher will hand out an Exit Ticket (formative assessment) to each student.

Students will complete the problem before they leave the classroom.

Solve the following system of equations using one of the methods we learned.

y = 3x + 1 and 2x + y = 16

Check: y = 3(3) + 1

2x + (3x + 1) = 16

y = 10

5x + 1 = 16

5x = 15

Solution: (3,10)

x = 3

Resources

http://www.fredonia.edu/org/projectprime/resources/lessons/watchyourstep.pdf

http://math.buffalostate.edu/~it/projects/Stephens.pdf

https://www.thestemnet.com/sites/default/files/resources/Systems%20of%20Equations%20Less

on%20Plan.docx

http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c80532636

http://betterlesson.com/common_core/browse/1989/ccss-math-content-hsa-rei-reasoning-with-e

quations-inequalities?from=megamenu_domain

http://schools.nyc.gov/NR/rdonlyres/37BEA54D-7761-4BC3-B036-01889BED352D/0/NYCDOE_

G8_Math_TxtandTalk_Final.pdf

http://schools.nyc.gov/NR/rdonlyres/0D9AA86E-F601-4F26-9598-CF57C4FA7CAB/0/NYCDOE

HSAlgebraTheCycleShop_Final.pdf

http://www.ilovemath.org/index.php?option=com_docman&task=cat_view&gid=53

http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOURCE/

U14_L2_T2_text_final.html

http://jwilson.coe.uga.edu/EMAT6680Fa2012/Warrayat/EMAT%206690/Unit%20Plan/UnitPlan.h

tml

https://redlandsusd-my.sharepoint.com/personal/caleb_rothe_redlands_k12_ca_us/_layouts/15/

download.aspx?guestaccesstoken=pEepeEP4rIkAJ%2FLsx6SzPRU6SlVMTGzFXFmb2Yikjtw%

3D&docid=09c0d4f4c3bbd4755a9f4d3d231873da0

- diffunit algebra8th dchandlerUploaded byapi-268937856
- Algebra - Linear EquationUploaded byMichelle Salazar Suniga
- systemofequations mt 2014 revisionUploaded byapi-249308009
- week17aUploaded byapi-232678768
- week17aUploaded byapi-232678768
- 09xworkbook Modules567 2016 Unit12Uploaded byPETER
- 7.1_bzpc4eUploaded bydavogezu
- 6 unit 6 practice testUploaded byapi-286079895
- g8m4l24- solving systems of equations by substitution 2Uploaded byapi-276774049
- 11Uploaded byapi-332361871
- AI1 Solving Systems of Equations Part 1Uploaded byKevin Roberts
- Guided Notes for Solving Systems by GraphingUploaded byjbaileymath
- matlabUploaded byMark Reurison
- ma unitplanUploaded byapi-262199101
- lesson plan withformative assessments - revisedUploaded byapi-248778922
- ppt linear equations in 2 variables.pptxUploaded bySaleema Hussain
- lessonplankmoralesfall2Uploaded byapi-136786052
- 20158thgradebpsplanningguideUploaded byapi-255155256
- Advanced Engineering Math - Fourier Analysis of CTSSUploaded bysam nacion
- graphing2Uploaded byBiane Esperanza
- Systems of Linear EquationUploaded bySarah Guimary Pelaris
- The Straight Line - SlideUploaded byNova Adila Erizal
- NC Math 1 StandardsUploaded byyostgb
- 2015hsprealgebrabpsplanningguideUploaded byapi-255155256
- milessonplanUploaded byapi-136786052
- Proof 2Uploaded byKaushik Guha
- Ringkasan Rpt Math f1bm 2018 Bi Version (1)Uploaded byNorhidayu Mohamad
- investigation 4 aceUploaded byapi-234362213
- 3Uploaded byshivam12365
- final reflectionUploaded byapi-324366748

- rubino formative writing lepUploaded byapi-341209699
- rubino post reading lepUploaded byapi-341209699
- rubino pre-reading lepUploaded byapi-341209699
- educ 403 vocabulary mini lessonUploaded byapi-341209699
- educ 378 subtracting integers lesson planUploaded byapi-341209699
- educ 403 action research paper 1Uploaded byapi-341209699
- rubino summative writing taskUploaded byapi-341209699
- rubino during reading lepUploaded byapi-341209699
- educ 378 signature pedagogy action researchUploaded byapi-341209699
- assessments 1Uploaded byapi-341209699
- reactionpapereduc206Uploaded byapi-341209699
- evaluativecriteria 1Uploaded byapi-341209699
- educ360lesson4 1Uploaded byapi-341209699
- performancetask 1Uploaded byapi-341209699
- educ360lesson3Uploaded byapi-341209699
- educ360lesson1Uploaded byapi-341209699
- educ360feessay 1Uploaded byapi-341209699
- educ360lesson2Uploaded byapi-341209699

- Learn From Our Mistakes - Science Essays (Grade 9/10)Uploaded bydebsci
- resume updated 11-12-17Uploaded byapi-382167038
- DLP - QUIZUploaded byJaywarven Leuterio Gonzales
- Lesson Plan GoldilocksUploaded bytundedomo
- ucquestion1 1Uploaded byapi-330184191
- properties of parabolasUploaded byapi-352927285
- Me n Mine English Solutions x Second Term for Website 8 Aug 2011Uploaded byAnkish Gupta
- auto biographyUploaded byapi-239588480
- SEN Booklet for Parents.pdfUploaded byMonica Jain
- Introduction to Psychology - CBSE XIUploaded byRupesh Nath
- diversity paper 2Uploaded byapi-282247854
- What is Jolly PhonicsUploaded byMaia Kling
- Student/Parent HMBHS Handbook 2015-2016Uploaded byzammitt
- CalambafUploaded byRonnie Tosita Cleto
- eng 1 syllabusUploaded byapi-262318405
- The-inclusive-learning-and-teaching-handbook.pdfUploaded byalexyna
- CILS CommentsUploaded byvacceo15
- Textbook EvaluationUploaded byMiranda Thames
- Corruption in education ministryUploaded byTahmid Sadat
- madeline hunter lesson plan modifiedUploaded byapi-318256564
- swot torisincoUploaded byapi-324301183
- Republic Act NoUploaded byFranco Razon
- Key Competences LomceUploaded byencanni2395
- Secrets_of_Success.pdfUploaded byAbdul Basit Mughal
- Noti.pdfUploaded byArockia Raja
- Essay #1- "Preflection"Uploaded byAnonymous p1Gywqf
- A New Learner-centered Lesson Plan in Teaching Grammar to Esl-efl LearnersUploaded byPribadi Hadhi
- A Junk Project IgpUploaded byHercules Verdeflor Valenzuela
- composers timeline musicUploaded byapi-340955181
- phpB9LoSbUploaded byChrist's School