## Loading...

# Selling Cake Pops Day 5 of 5

Lesson 10 of 15

## Objective: Students will be able to explain what type of linear equations have one solution, no solutions or infinite solutions.

## Big Idea: Extend writing expressions into solving equations through modeling a student run business. Linear modeling as entry point to build students' algebra confidence.

*35 minutes*

#### Warm up

*5 min*

I include **Warm ups **with a **Rubric **as part of my daily routine. My goal is to allow students to work on **Math Practice 3 **each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. The Video Narrative specifically explains this lesson’s Warm Up- Selling Cake Pops Day 5, which asks students to explain why a specific equation has either infinite or no solutions.

*expand content*

#### Three Types of Solutions

*15 min*

This lesson was begun on previous day. Narrative for any unfinished portions can be found at Selling Cake Pops Day 4.

Here is how this activity runs. I pull up an equation and the students will need to determine whether it has one, none or infinite solutions without solving it first (**Math Practice 7**). It will start with pretty easy problems and then work up into trickier problems. I give them a chance to look at each problem (wait time) and then they will give a thumbs up for one solution, a thumbs down for no solution and a closed fist for infinite solutions. I then call on a student with the correct solution to explain the rationale for their answer.

I request that the students wait to show their answer until I ask them. Without that structure, the fastest students will shoot their answer up right away and the students who take a bit longer my just end up copying those answers. It is also good to have the students keep their answer right in front of their chest rather than high in the air as this also leads to more authentic answers.

*expand content*

This will be the first quiz the students will be taking in my class. I always make two versions, Quiz A and Quiz B and pass them out checkerboard style. When they finish they should start the assignment.

This quiz assesses how comfortable they are with our initial concepts. While I do provide one equation to solve, the remainder of the quiz assesses their ability to model with and reason about the skills we have discussed. These are equally, if not more, important as the ability to perform a skill in the Common Core.

*expand content*

#### Homework

*1 min*

This short assignment gives the students four equations with graphs of each side of the equation. They are asked to determine the solution from the graph and then solve it to reaffirm the solution. The goal is to reinforce the lesson from the last two days. This can be done after the students finish their quiz.

#### Resources

*expand content*

#### Exit Ticket

*2 min*

I use an exit ticket each day to provide a quick formative assessment to judge the success of the lesson.

Today's Exit Ticket asks the students to write an equation that has infinite solutions.

*expand content*

##### Similar Lessons

###### What is Algebra?

*Favorites(36)*

*Resources(19)*

Environment: Suburban

###### Inequalities: The Next Generation

*Favorites(2)*

*Resources(19)*

Environment: Suburban

###### Graphing Systems of Linear Inequalities (Day 1 of 2)

*Favorites(12)*

*Resources(16)*

Environment: Urban

- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Turn Your Words Into Money
- LESSON 2: Crossing the Snake River
- LESSON 3: Interpreting Algebraic Expressions Day 1
- LESSON 4: Interpreting Algebraic Expressions Day 2
- LESSON 5: Mind Reading with Algebra
- LESSON 6: Selling Cake Pops Day 1 of 5
- LESSON 7: Selling Cake Pops Day 2 of 5
- LESSON 8: Selling Cake Pops Day 3 of 5
- LESSON 9: Selling Cake Pops Day 4 of 5
- LESSON 10: Selling Cake Pops Day 5 of 5
- LESSON 11: Representing Inequalities
- LESSON 12: Modeling Compound Inequalities
- LESSON 13: Modeling Expressions and Equations Review Day 1
- LESSON 14: Modeling Expressions and Equations Review Day 2
- LESSON 15: Modeling Expressions and Equations Test