# Lesson Title and Grade Level Lesson Title: Systems of Equations Grade Level: 8-9 Lesson Objectives  The students

will understand relations and functions and select, convert flexibly among, and use various representations for them  The student will communicate his or her mathematical thinking using correct mathematical language with classmates and teacher. Ohio Standards, Benchmarks, and Grade Level Indicators Benchmarks: Patterns, Functions and Algebra Standard (8-10)  Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. Grade Level Indicators: Grade 9 Patterns Functions and 3. Describe problem situations (linear, quadratic and exponential) Algebra Standard (Use by using tabular, graphical and symbolic representations. patterns, relations and functions) NCTM Content Standards and Process Standards Alignment NCTM Content Standards: Algebra (9-12)  understand relations and functions and select, convert flexibly among, and use various representations for them Materials, Technology and Resources Lesson Procedures (Launch, Explore, Share/Summarize) A. Launch (10 minutes) 1. At the start of class, present students with the new topic of “Systems of Equations” on the opening slide of the smart board with a brief introduction. 2. Present the topic of systems of equations to the class by the notes on the smart board which the students also have a hard copy of to take home. 3. Transition: Assign students to small groups for a “Think Pair Share” strategy and pass out individual whiteboards to each student. B. Explore (30 minutes) 1. Think a. Present students with problems on the smart board for systems of equations. b. Have students individually work on the problems that are presented. c. Circulate around the room to keep students on track and check their progress by the work on their whiteboards. 2. Pair a. Have students share their answers with their group. b. Make sure groups have thought about different ways that students could have came to the same answer by saying “Be sure to have each student present their work to the group for the benefits for the entire group of possibly seeing different thinking

strategies. You all will benefit from learning different ways to approach this problem”. 3. Share a. After each group has discussed the problem and shared their answers, have each group present their findings. b. While groups are presenting ask them to “Please explain how you came to this answer and what approach or thought process did you take to come to your conclusion?” c. After each group has presented their answer, write the correct answer on the smart board along with some steps taken. d. Make sure to note the different approaches taken to solve the problem and ask the class as a whole to be thinking of the advantages and disadvantages of different approaches to the problem. 4. Repeat a. Repeat the “Think Pair Share” strategy for more problems that are presented in their notes on the smart board.

C. Recapture/Closing (10 minutes) 1. Briefly go over what was learned and high light the main points of the lecture 2. Pass out note cards, called “EXIT SLIPS”, and have students write down a question they have from the lesson or something they learned. 3. Inform the students that the questions on the note card will be looked at that evening by the teacher and at the beginning of the next class the questions will be answered or specific concepts will be gone over more in depth.

References “Think Pair Share” strategy and “Exit Slips” were found from the book called Subjects Matter Daniels, H., & Zemelman, S. (2004). Subjects Matter. Heinemann.

Attachments Slides from SmartBoard Lesson