# 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 Do now (5 ) Cranium Crunch (5 ) 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 404 6 2 LP graphing calc lab and applications 459 6 2 HW 237 6 2 EX 213 6 2 DN 209

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