Lesson: 6-2 Graphing Calculator Lab and Applications - Linear Equations (graphs)

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Lesson Objective

SWBAT solve systems of equations using a graphing calculator.

Lesson Plan

Teacher: Hall
Course:    8th Math
Date: Jan 5, 2009
Objective: 
SWBAT use graphing calculators to solve systems of equations
SWBAT apply systems of equations to word problems
Unit Title: 4
Objective Number:
Materials: do now, cc, packet, graphing calculators, HW, EX
 
Vocabulary: solution, system of equations
 
Do now:
 
Purpose of the do now: 
xCumulative Review _____________
â–¡Activate Prior Knowledge
â–¡Introduce Lesson
â–¡Other ___________________
Total Recall / Hook: How will you transition from the Do Now into today’s objective? How will you tie your recall to the importance of today’s objective?
 
 
MENTAL MATH
1-what is 200% of 6? (12)
2-what is 250% of 80? (200)
3-what is 20 ½ - 8 ½ = (12)
4-what is 26 – 14 ½ ? (11 ½ )
5-what is 9 – 3 and 2/3 = (5 and 1/3) 
6- what is twenty divided by two and a half? (8)
7- What is -4 + -5 + -6? (-15)
8- What is the probability of rolling a one on a six-sided die? (1/6)
9- what is the probability of rolling two ones in a row? (1 / 36)
10- What is the probability flipping heads on a coin three times in a row? (1/8)
Agenda: Outline of your lesson
  1. Do now (5 )
  2. Cranium Crunch (5 )
  3. Review CC/DN (10)
4.      Mental Math (5 )
5.      Hook (5 )
6.      INM1 (5 )
7.      GP1 (10 )
8.      CFU1 (2 )
9.      IP1 (10 )
10. INM2 (5 )
11. GP2 (10 )
12. CFU2 (3 )
13. IP2 (25 )
14. Share (5 )
15. Exit Ticket (10 )
16. Closing (5 )
 
 
 
 
 
 
Intro to NM
 
Quick Review:
What is an equation?
How do you solve an equation?
What is a system of equations?
How do you solve a system of equations?
 
Notebooks – graphing calculator lab
 
Model the example, then have them complete in partners
 
Key questions to ask during GP: (Question Script) 
-           
IP 1 
 
Students complete page 259 in partners
 
Intro to NM
 
Lesson 6-2 – word problem application
 
When you read this problem, what do you notice first? Anything different?
 
What information are we given? What two situations are presented here?
How can we translate this into an algebraic statement?
 
Let students try to write equations, then poll for answers – which is correct? How can we check?
 
Then have students make the graph on their own – then use the graph to answer the questions.
 
Key questions to ask during GP: (Question Script) 
 
Which graph is steeper? Why? What does that tell us about the problem?
Why does one graph start higher than the other?
What does the intersection represent?
 
Key questions to check for understanding before IP (Last three questions you will ask) 
 
Independent Practice Activity:
 
Students complete packet (Coach test-prep, Kuta graphing practice, and word problem applications)
 
Closure: How will you close the lesson? 
 
Share out answers from IP
Exit ticket
 
 
 
Assessment: How will you assess mastery of the objective?
  •     Exit ticket
Homework
 
6-2
 
Anticipated Challenges
 
 
Reflection: I had to take out the IP for the graphing calculator lab, but you can probably make a few practice problems pretty easily.

Lesson Resources

6 2 packet  
354
6 2 LP graphing calc lab and applications  
413
6 2 HW  
208
6 2 EX  
176
6 2 DN  
181

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