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Mathematics Siop Unit Plan - Linear Equations
Mathematics Siop Unit Plan - Linear Equations
Demonstrate understanding by The actual terminology itself is less important than the ability to
solving for unknown quantities recognize the consistency of change in the ratio as one quantity changes
in proportional relationships. in relationship to the other.
Define a proportional Therefore, the teacher will be providing graphical visual aids as well as
relationship between two performing two physical enactments that demonstrate proportional
quantities as one where the growth in the form of a unit rate.
quantities change at a constant
rate.
Evaluate proportional
relationships and complete a
values table based on those
relationships.
Language Through discussion with a partner, Learners will be given multiple copies of the following 4-Corner
Objectives learners will collaboratively complete a Vocabulary Chart and work with a partner to complete it:
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
(WIDA 3-4)
Pencil, worksheet, 4 Corner Vocabulary The directions and tables for all activities, including the Warmup, will be
graphic organizer, flash cards with provided on a worksheet that each learner will work from. Directions for
each relationship from Activity 2 on each activity will also be given by the teacher verbally and repeated.
the front and the ratio expression on
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
Materials the back, Monopoly Money for Activity Learners will be provided with flash cards that have the following
3. information on the front and back:
20 miles for every 1 20 miles
Front: Back:
gallon of gas used. 1 gallon Learners will also be provided with Monopoly money so
they can physically count the money earned as described
in Activity 3.
Warm Up: Building on their prior There will a picture of an empty cup as well as a picture of pencils on the
knowledge of counting and adding, board with an arrow in between them. The teacher will also
learners will work in groups to answer demonstrate this process in front of the class, and they will be able see
questions about the following 2 pencils going into a cup and count them as the add up.
scenario:
Activity 1 Every hour Mr. Vincent will put 2 Learners will have their own copies of the table and shown a completed
pencils into an empty cup. one with the correct quantities at the end of this exercise.
How many pencils will be in the
cup after 2 hours?
Number of Number of
hours (x) pencils (y)
0
1
Relationship Description 2 Ratio
20 miles for every 13 ¿¿ miles
gallon of gas used. ¿ gallon
4
5
6
Learners will be asked to answer the Learners will be supported by flash cards that have the following
following question on their worksheet: format.
Front: Back:
Express each of the relationship
Activity 2 statements below as a ratio. These graphic tools will serve as sample products for this activity.
Learners will be given the following Learners will have their own copies of the table. The directions will be
scenario and asked to complete a table provided in small visual chunks:
with the appropriate data and answer
Activity 3 the corresponding questions: Given: $20 per/hour- Hourly Pay
You got a job as a math tutor at the Calculate: The total money earned ($) after _____ hours.
college learning center. The job
pays you $20 for each hour of Learners will have the opportunity to interact with their peers using the
tutoring you do. following sentence stems:
Based on this information Based on an hourly pay rate of $20 per hour if I tutor for _______ hours,
complete the table below: I will earn a total of _______ dollars.
Based on an hourly pay rate of $20 per hour I will need to tutor for
_______ hours, in order to earn $100 (100 dollars).
Number of Total
hours (x) Money Based on an hourly pay rate of $20 per hour if I tutor for 10 hours, I will
Earned (y) earn a total of _______ dollars.
0
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
1
2
3
4
5
6
7
8
Language Through discussion with two other Based on their group discussions, learners will be asked to label the
Objectives classmates, learners will elements of a linear equation using the following graphic organizer:
collaboratively identify the
dependent variable, independent
variable, and rate of change
coefficient in a proportional
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
relationship scenario. (WIDA 3-4) The teacher will walk around and work with each learner individually and
make sure they are on the right track.
Through discussion with two other
classmates learners will
collaboratively identify the
dependent variable, independent
variable, and rate of change
coefficient in a proportional
relationship scenario by using
sentence stems “The quantity that I
believe is the _________ in this
relationship is ______. “ and state
the rationale using the sentence
stem, “My reason for this is ______.
(WIDA 2,3)
Pencil, Worksheet, Linear Equation All instructions and tables will be provided on the worksheet. The flash
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
Graphic Organizer, Flash Cards, cards will have the scenarios written on them with each component
Monopoly Money highlighted. On the back the component name will be written in the color
used to highlight it on the front side. The Monopoly money will be used to
Materials provide a concrete visual for Activity 3.
Warm Up: Building on their prior Learners will be given the following sentence stems and word bank to
knowledge from the proportional support their participation in this activity:
relationships modeled on Day 1,
students will be given the following The relationship of 3 miles for every 1 hour is an example of a _________.
scenario and asked the
Activity 1 corresponding questions. Word Bank
Over the weekend Mr. Vincent Expression Equation
rode his bike for several hours. Unit Rate Sum
He traveled at a constant speed
of 3 miles per hour.
Learners will have the opportunity to interact with their peers using the
Mr. Vincent’s speed is an following sentence stems:
example of what kind of
relationship? Based on a unit rate of traveling 3 miles every 1 hour, Mr. Vincent will
travel a total of ______ miles.
If the variable x represents
time in hours and the Based on a unit rate of traveling 3 miles every 1 hour, Mr. Vincent’s total
variable y represents the number of miles increases by ________ for each full hour he rides.
total distance Mr. Vincent The constant rate of 3 miles per hour that Mr. Vincent travels is known as
traveled, complete the table the _________ of change.
below.
On the board the teacher will have a graphic of person running and an
image of a Fitbit mileage counter. The two images will be separated by a
Number of Total bi-directional arrow symbolizing their relationship.
hours (x) Number of
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
miles (y)
0
1
2
3
4
5
Learners will be asked to translate The instructor will provide the first three examples on the board.
each row of the table from the Learners will also be given the opportunity to interact with a partner using
Warm- Up into a numeric equation. the following sentence stems.
For example; for row 1 they should
Activity 2 write the equation as 0 = 0, for row At a rate of 3 miles per hour, the total distance Mr. Vincent traveled after
2 they should write the equation as _____ hours equal ______ miles.
5=5, row 3 as 5 + 5 =10, and so on.
Learners will be given a chance to interact with a partner and discuss any
Learners will then be asked to patterns they notice by completing and using the following sentence
identify a pattern in the equations stems:
and if they can represent change in
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
total hours as an operation of The pattern I noticed is that to find the total number miles traveled, you
multiplication instead of addition. add the _______ of change value of 3 miles per hour to itself the number of
times that is equivalent to the total amount of hours traveled.
Learners will finally need to convert
the Warm-Up into a general form Therefore, I conclude that the total number of miles traveled is equal to the
equation using the designated rate of change of ________ per hour multiplied by the total number of
variables of x and y. They will then hours.
be asked to answer the following
question: Learners will be given the following graphic organizer flash card breaking
How many miles did Mr. down the equation components.
Vincent bike last weekend if Front: Back:
he biked a total of 10 hours?
Components of an Equation of
Learners will be given the following Learners will have access to Monopoly money that they canRelationship
a Proportional count to
scenario and asked to complete the develop a concrete sense of how the money is accumulating after each
corresponding questions: hour passes.
Activity 3
You’ve got a summer job that pays Learners will be given the following graphic organizer to help support them
you $15.00 per hour. Based on this with completing this task:
information:
Since I am being paid at a constant hourly rate of $15 per hour, the rate of
Write an equation that change for this equation is ________.
models this relationship.
The total amount of money I earn depends of the total number of hours I
You are trying to save up for work therefore, the number of hours (x) is the __________variable of this
a new bike that costs $600. equation, while the total money I earned (y) is the ________________
How many hours will you variable of this equation.
need to work in order to
earn enough money to
purchase the bike?
Connect the coordinate points of a proportional relationship Given these learning goals, the supports
with a straight line thereby establishing that linear here will be visual graphics and extensive
relationships are proportional relationships that are cooperative group and partner work.
graphically represented by a straight line.
Language Through discussion with a partner, learners will collaboratively label Learners will be given the graph shown
Objectives the graph to demonstrate comprehension of key vocabulary items below and will work with a partner to label
such as { x-axis, y-axis, origin, horizontal, vertical}(6) that are related the terms from the word bank also
to graphing linear equations. (WIDA 3-4) provided below:
Pencil, Worksheet, Graphic Organizer, Monopoly Money The learners will be given all the graphs
they need to plot on. The graphs will be
scaled as appropriate for the question.
Materials
Warm Up: Building on their prior knowledge from math and other The teacher will provide additional
areas of life learners will be engaged in a Notice and Wonder routine instructions that will include large text and
described as follows: graphics stating:
Learners will be asked to plot the points from the table below on the Learners will be given the opportunity to
graph provided: work with a partner for both examples
given.
Activity 2
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
x y
-1 -1
0 0
1 1
2 2
3 3
4 4
5 5
After plotting the points, the learners will be asked to connect them
with a straight line.
translate this equation into the table below and then plot the points
from the table onto the graph provided.
x y
0
1
2
4
5
After plotting the points, the learners will be asked to connect them
with a straight line.
Learners will be asked to revisit the scenario from Day 1 and asked to Learners will work in groups of 3.
translate it into a table, an equation, plot the points on the given
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
graph, and then connect those points with a straight line. Learners will be given Monopoly money to
Activity 3 provide a concrete representation of the
You decide to take up a part time job delivering for Door Dash. If you total money being accumulated after each
make $12 off each delivery: delivery.
Graph the points from your table on the graph below and connect
the points with a straight line.