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Grade Level: 8-9

Lesson Objectives: - The student will be able to create and solve equations from real life problems. Ohio Standards, Benchmarks, and Grade Level Indicators Benchmarks: Patterns, Functions and Algebra, 8-10 D. Use algebraic representations, such as tables, graphs, expressions, functions and inequalities, to model and solve problem situations. H. Solve systems of linear equations involving two variables graphically and symbolically. Grade Level Indicators (Grade 8) Patterns, Functions and Algebra (Use 7. Use symbolic algebra (equations Algebraic Representations) and ineqalities), graphs and tables to represent situations and solve problems. Patterns, Functions and Algebra (Use 8. Write, simplify and evaluate Algebraic Representations) algebraic expressions (including formulas) to generalize situations and solve problems. NCTM Content Standards and Process Standards Alignment NCTM Content Standards: Algebra (9-12) -Write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency-mentally or with paper and pencil in simple cases and using technology in all cases. -Use symbolic algebra to represent and explain mathematical relationships. NCTM Process Standards:

Problem Solving -Solve problems that arise in mathematics and in other contexts. -Apply and adapt a variety of appropriate strategies to solve problems. Connections -Recognize and use connections among mathematical ideas. -Recognize and apply mathematics in contexts outside of mathematics. Materials, Technology, and Resources Three different worksheets with real life amusement park related questions. Smart board is used to write down directions for the amusement park activity. Lesson Procedures (Launch, Explore, Share/Summarize) A. Launch (10 min) Start off class by telling students that today will be an activity day. Explain that there are three stations with worksheets related to real life situations at an amusement park. Tell students to get into groups of 3 or 4. All group members must write answers down to the worksheet on a separate sheet of paper. The first station is where the students solve problems about ticket prices to get into the amusement park. The second station deals with buying food, drinks, t-shirts, and pictures at an amusement park. The third station involves the wait time for rides, and calculating the speed of certain roller coasters. The order of the stations does not matter. All groups must go to each station by the end of class. Give students ten minutes for each station’s worksheet. B. Explore (30 min) Let students get started on the worksheets. Walk around to answer any questions on the worksheets. Tell students when ten minutes has passed for all three stations. This helps keep students on track with completing the three stations. Ask students, “ What information does the problem give you to start with?” Also can ask, “ What was the first step you used to solve this question?” Another question the teacher could ask is “What are you trying to find/solve for in this question?” “What does a certain equation represent in the problem?” Have students show their work used in solving the problems. Make sure students are using correct equations when trying to solve the problems.

C. Share / Summarize (10 min) Ask students “How did you solve the problems in each station?” Hopefully students created equations from the information given in the problem and then solved the equations for the right variable. Go over any questions the students have on any of the worksheets. No homework assignment for the students. Student Summative Assessment Students will turn in their work for each of the three station’s worksheets. The teacher will grade these worksheets to measure the students understanding. Students will eventually take a test that will have a couple word problems. They will need to be able to create and solve equations in order to get all of the points for the questions. Differentiation / Accommodations I will provide students with disabilities with a copy of each worksheet if needed. All materials will be accessible to these students. ELL students will be placed in appropriate groups in order to help with expressing ideas on paper. Place them in groups with students who are willing to help and work together. Homework Options and Home Connections: No homework for students. References:

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