Lesson: 62 Graphing Calculator Lab and Applications  Linear Equations (graphs)
1202
Views
29
Downloads
0
Favorites
Lesson Objective
SWBAT solve systems of equations using a graphing calculator.
Lesson Plan
Teacher: Hall
Course: 8^{th} 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
1what is 200% of 6? (12)
2what is 250% of 80? (200)
3what is 20 ½  8 ½ = (12)
4what is 26 – 14 ½ ? (11 ½ )
5what 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 sixsided 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
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 62 – 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 testprep, 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?


Homework
62


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 
399

6 2 LP graphing calc lab and applications 
455

6 2 HW 
233

6 2 EX 
208

6 2 DN 
205

No comments at this time.
Add Comment
Comments