Linear Equations 

Stage 1 Desired Results 

ESTABLISHED GOALS   Transfer 

  
Students will be able to independently use their learning to…  
A.SSE.1 Interpret expressions that 
 
represent a quantity in terms of its 
context.  Use the structure of expressions to recognize linear equations
  and apply them in real life contexts. 
A.SSE.2 Use the structure of an 
expression to identify ways to  Meaning 
rewrite it  UNDERSTANDINGS   ESSENTIAL QUESTIONS  
  Students will understand that…  - What is the best way to 
A.APR.1 Understand that polynomials  - Linear relationships and  represent a relationship? 
form a system of analogous to the  their models are great ways  - What are the different 
integers, namely, they are closed  of representing relationships  characteristics of a linear 
under the operations of addition,  with constant rates of  relationship  
subtraction, and multiplication   change.  - When should I use an 
- There is more than one way  equation? A graph? A table? 
to represent these linear  And how would I know. 
relationships.  - When would I prefer one 
- Graphs of lines can show us  algebraic representation of 
information that can be  a line over another? Is there 
summarized into an  always only one best option? 
equation.   
- Some students get mixed up 
with negative slopes. Stress 
that they can place the 
negative in the numerator 
(“down and to the right”) or 
the denominator (“up and to 
the left”) and get the same 
result. 

Acquisition 

Students will know…   Students will be skilled at…  

- Formula for finding slope  - Finding distance between 
- Distributive Property  two points. 
- The correlation between  - Finding the slope between 
parallel lines and their  two points and its intercept 
slopes.  - Writing equations and 
- Form of an equation of a  graphs with two points. 
vertical line.  - Transferring an equation to 
- How to create equations,  a graph and vice versa. 
graphs or tables.   
 

Stage 2 - Evidence 
Evaluative Criteria  Assessment Evidence 

Accuracy of Mathematics  PERFORMANCE TASK(S):  

Work Quality   Task (Creating my own Linear Model): Linear Equation Model: Students will be 
Legibility of Equations/Model  tasked in creating their very own linear models throughout the course of the 
Clarity of the Materials  unit. Students will first learn the properties and functionalities of the linear 
Thoroughness of the Guide  model, then being asked to pick a topic. Through the remaining learning 
segments, students will craft a linear equation, table, and graph, justifying 
each component and its relativity to the alternate models. The model can 
simply be about anything of their interest, it must follow a linear model 
though. 
 
Task: (Linear Sampler)(From Unit Sample) students will use their accumulated 
knowledge and recent experiences to write and illustrate the different types 
of problems and issues that they have addressed that involve linear 
relationships. They should give algebraic and graphic representations and 
identification tips. A comprehensive guide would include lines with positive 
slope, negative slope, horizontal, vertical, inequalities, absolute value, and 
pairs of lines that are parallel or perpendicular.  

Accuracy of Mathematics  OTHER EVIDENCE:  

Work Quality   Quiz 
Legibility of Equations/Model  Exit Tickets 

Stage 3 – Learning Plan 

Summary of Key Learning Events and Instruction 
- Graphing Instruction: Students will receive direct instruction in the graphing of ordered pairs and how to 
find the distance between two points and their midpoint 
-  
- Name that Spot: Teacher provides different points on a graph, calling upon students to locate each 
individual dots on the plot. Students will then create a line from each point, using the difference between 
points to create an equation based on the graph. 
-  
- Students will receive direct instruction in simple linear relationships and graphing them by plotting points. 
Give students practice writing simple linear equations from verbal descriptions 
-  
- Is it a Line? Make Meaning: In this event, students will explore sets of points that do not create a line and 
the special cases of horizontal and vertical lines.1. Give students the following four sets of points and have 
them graph them on separate sets of axes: a. (-3, -4), (1, 0) and (5, 4); b. (-3, -4), (1,0) and (5,5); c. (3, 
-5), (3, 0) and (3, 6); d. (-4, 3), (0, 3) and (2, 3). First question - for each line is there a line that hits all 
three points? (Yes, except for (b).) If so, draw the line. For example (b), how many lines are there that hit 
at least two points? (3 distinct lines.) For all combinations of points (3 per exercise), evaluate slope. (From 
Unit Sample) 
-  
- Parallel Lines for Creating my own Linear Model: Students will swap Linear Models created throughout the 
unit project, and create parallel lines based on swapped linear models. 
-  
- How Far From Home? Students will consider the difference between location relative to a certain point and 
distance from that point, motivating absolute value equations. Draw a line on the board, representing a 
road that stretches from East to West. Draw a house at 0 and a person 10 miles to the left. Justify labeling 
this position as -10 based on past experience with the number line (From Unit Plan)