EMS 480

Linear Equations
Pool

Math I
Linear Equations Pool

Mathematics Learning Objectives:

Students will be able to create and graph linear equations.

Students will be able to identify when to use domain and range restrictions in the context of a problem.

Students will be able to identify when to appropriately use the main forms (point-slope form, standard form, and
slope-intercept form) of linear equations.

Language Demands:
1. Language function: Explain. Students will be able to explain the linear equations they create and why they
created them.
2. Vocabulary/Symbols: Domain, Range, Equation, Slope-Intercept Form, Point-Slope Form, Standard Form,
Coordinates
3. Mathematical Precision: In this lesson, students will need to use mathematical precision to create linear
equations between two points. Using a graph, they will create the equations with domain/range restrictions to
accurately hit a ball in the pocket on the pool table.
4. Discourse and/or Syntax: This lesson uses discourse as students analyze a graph to determine a path for the
ball to reach the pocket. Once they have identified the path they would like to take, they must create linear
equations to represent their path. Additionally, they must be able to justify how and why they created their
equations.
5. Language supports: I will set students up for success by ensuring that directions are stated clearly, students
know what we are doing, and all the information and vocabulary they need to complete the task is
established. Throughout the lesson, especially while students are working on the task, I will make sure to
continually circle the room and help students. I will ensure that they understand how to interact with the
content and explain their solutions so that they meet all the learning goals of this lesson.

Essential Question:
How do linear equations relate to the game of pool?

NC Math Standards:

NC.M1.A-CED.2 Create and graph equations in two variables to represent linear, exponential, and quadratic
relationships between quantities

NC.M1.F-IF.5 Interpret a function in terms of the context by relating its domain and range to its graph and, where
applicable, to the quantitative relationship it describes.

Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

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Materials and Technology:

Launch Video
Launch Jamboard
Projector
Projector Screen or whiteboard
Desmos Pool Task
Desmos Pool Task Completed

Differentiation:
The launch of the task is used to introduce students to the idea of a pool game and establish common knowledge for
the context of the task. By establishing common knowledge before beginning the task, any questions they may arise
about the context of the problem should be addressed. Any IEP/504 plans for students in the class can be addressed
in the desmos task. If the structure of the task needs to be modified, a separate join code for the edited desmos
activity can be given to the student(s). While the task is being completed by students the teacher will constantly
circle the room. This way they can address any issues that may arise or help any student. In this circulation, the
teacher can provide assistance to individual students, addressing the diverse needs of their students.

Notes to the reader:

To complete this task, students should know the different forms of linear equations (slope-intercept, point-slope,
and standard form). Students should also be familiar with creating linear equations and using domain and range
restrictions. They do not need to be experts but they should have a basic understanding of the topic. This lesson
may be beneficial as a Day 2 lesson where Day 1 was spent introducing linear equations, their forms, domain,
and range.

Detailed Plan for Instructional Time

Time: 90 minutes
Time What is the teacher doing? (Be sure to include What are students doing? If they are
questions the teacher will ask and academic interacting with a technology tool or other
language supports and details of technologies materials, please describe.
or
other materials used)
10 A clip of a video (0:21-0:46) of someone playing a Students will record what they notice and what they
minutes: virtual pool game will be played through a wonder from the video on the provided jamboard.
Launch projector without sound. The teacher will introduce Once students have watched the video clip twice,
the video and ask students to write down what they they will have a whole-class discussion about what
notice and what they wonder about on a provided they recorded from the video. In the discussion
jamboard while watching the video. The video clip students may mention how they notice a path from
will be played twice. Once students have watched the ball to the pocket or how the ball travels in a
the video twice and recorded their notes on the straight line.
jamoard, the teacher will ask them to share what
they discovered. The jamboard can be displayed via
the projector so all students’ responses are shown.
The teacher should make sure to emphasize the
straight-line path that the cue (white) ball makes to
the other balls, then from the ball to the pocket. The
teacher may ask “What does the path of the balls
look like? Could we represent this graphically?”.
The teacher may sketch a path of the ball on the
whiteboard and point out how the path could be
represented by a linear line. Students may need to
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be reminded what a linear line is. If so, the teacher
can remind the students before they begin the task.
5 The teacher will now instruct students to open the Students will open the task using the desmos code.
minutes: task on demos. The class code can either be written They will listen to the introduction of the task and
Introduc on board in the front of the class or displayed on the begin working on the task when instructed. If
e and projector. As students are opening the task, the students have any question about accessing the task
open the teacher will introduce the task. They will tell or the task itself, they may ask the teacher.
task students that the goal of this task is to create the
pathway from the cue ball, to a color pool ball, to
the pocket with equations. They will let students
know that they will begin the task by practicing
creating linear equations. Then they will move to
creating the pathway of the pool game. The teacher
should briefly go over the three types of linear
equations to remind students (slope-intercept form,
point-slope form, and standard form). Students
should have already learned them, they may just
need a refresher. The teacher may want to write the
equations for the three forms on the board to
remind students throughout the task. Once the task
has been introduced, the students will be instructed
to begin the task. Students should do their own
work but they may talk to those around them.
60-65 The teacher will be circulating the room while Students will work through the task. They should do
mins: students are completing the task. They will help any their own work but they may talk with those around
The task student who may be stuck and ensure that students them. If they have questions or need help, they may
are moving at a good pace. If there is a question ask the teacher. Some questions that may arise are
that many students are struggling with, they may how to begin creating the equations, how to know
ask everyone to pause and go over the question where to begin the lines, or what the domain/range
with the whole class. Once they feel students restrictions do.
understand that question, they may allow everyone
to resume working on the task. As the teacher is
circulating, they should pick a few questions to
discuss as a whole class. They should strategically
choose a few student’s work to display (with their
permission) and sequence to ensure that all students
can create linear equations with domain/range
restrictions to represent the path of the ball to the
pocket. If a student finishes early, they should
create a path for the challenge shot created by a
classmate (last question of the desmos activity). If
no other student has created a challenge shot yet,
the teacher should create one for that student to
complete.
10-15 Once students have completed the task, they will be Students will participate in the whole-class
mins: instructed to come together for a large group discussion. If their work has been chosen, they will
Closing discussion. With the student work that was chosen discuss what they did for that question of the task.
discussi and sequenced during the task, the teacher will lead Even if their work is not chosen, all students will
on students in a discussion about the task and what participate in the discussion that is led by the teacher.
students have learned. The learning goals for the Students may share their strategies for creating
task should be the main focus of the discussion and equations and justify their responses. Students may
the teacher should be able to determine whether or also compare their pathways to other students and
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not students have met the learning goals based on discuss whether or not they both were correct. Once
the discussion and students’ contributions. The the discussion is over, they will wait to be dismissed
teacher may ask students how they created their by the teacher.
equations, what form(s) the equations they created
were in and why or how they knew what
domain/range restrictions to give. Once the
discussion is over, it will be the end of the class
period and students will be dismissed.
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