SSHS INTENTIONAL UNIT PLANS 2018-2019

Title of Unit / Lesson Title: Duration of Lesson Date:

(Days):

Solving Linear Equations

Essential Question(s):
• What characteristics are meaningful in choosing
a summary statistic appropriate for a data
distribution?
• What do each of the following terms mean in
relationship to the context of a word problem:
slope, y-intercept, growth rate, constant, and
coefficient? 4th Quarter
• What is the difference between correlation and 22 DAYS March 14, 2019-
causation?
• How would you choose two variables that could May 28, 2019
be correlated even though neither could
reasonably be considered to be the cause of the
other? How would you defend and justify your
selection of variables?
• Why would it be important to be able to
rearrange a formula or solve it for one specific
variable?
• What methods can be used to find an average
rate of change and how does each method
work to find an average rate of change?

Student Learning Outcomes (SLOs)

ACADEMIC EXCELLENCE:
✓ through creative and critical
thinking skills
✓ through effective communication
skills
✓ through being goal oriented and
self-discipline individuals
CAREER PREPARATION CIVIC ENGAGEMENT
✓ taking initiative and demonstrating ✓ awareness of local and global
innovation issues
✓ demonstrating professional ✓ contributing time and talent to
conduct, collaboration and other community needs
interpersonal skills
✓ efficient use of time and resources
to achieve goals
✓ demonstrating the ability to
understand and effectively use
relevant technology

Design Question Focus of the Lesson (elements from other DQ’s may be used as support)

Introducing New Knowledge Deepening or Practicing Generating and Testing Hypotheses

Learning Goal/ Objective: (based on Standards ) (teacher

language)
CCSS.MATH.CONTENT.HSA.REI.D.10

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).(Supporting Standard A.FIF.1)
CCSS.MATH.CONTENT.HSA.CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (Supporting Standards: A.CED.3, A.CED.4, F.IF.
2, F.IF.6)
CCSS.MATH.CONTENT.HSA.REI.D.12

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the
case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables
as the intersection of the corresponding half-planes. (Supporting Standards: A.REI.3)
CCSS.MATH.CONTENT.HSS.ID.B.6

Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.(Supporting Standards: S.ID.6.A-C,S.ID.7 THROUGH S.ID.9)

Learning Targets: (write in the scale below) (student

language)
2.0 Simpler Content: 3.0 Target (Objective/Learning Goal): 4.0 More Complex:

I can…… I can…… I can…

Level 1 (Recall) Level 2 ( Skill/Concept) Level 3 (Strategic Thinking) Level 4 (Extended

Recite, tell, recall, state, repeat, use,
name, match, 5 Ws, define, draw,
identify, list, label, measure,
illustrate, memorize, arrange, report,
quote, calculate….
Graph, classify, separate, cause/
effect, estimate, compare, relate,
infer, identify patterns, organize,
construct, modify, predict, interpret,
distinguish, make observations,
summarize, show, categorize
Revise, assess, apprise, construct,
critique, compare, investigate,
differentiate, draw conclusions,
hypothesize, formulate, cite
evidence, critique, develop a logical
argument…
Thinking)
Design, connect, synthesize, apply
concepts, critique, analyze, create,
prove

Assessment and Monitoring: (checks for content and desired effect)

Common Formative Assessment Common Summative Assessment

• Pre-Test • Post-Test
• Exit Tickets • Tests
• Seatwork
• Quizzes
• Homework

Critical Information Chunks (as determined by learning targets) i.e. vocabulary

• Coordinate Plane • Linear Equations • Constant of Variation
• Ordered Pair • Solution of an Equation • Direct Variation
• X-Coordinate • Graph of an Equation • Slope-Intercept Form
• Y-Coordinate • X-Intercept • Parallel
• Graph • Y-Intercept • Relation
• Scatter Plot • Slope • Function Notation
• Graph of a Function
Learning Plan: Instructional Strategies /Lesson Activity: (Identify your CFAs and CITW strategies in
your plan)
Anticipatory Set:
Review previous lesson, open with lesson opener from resources for each section, an activity, or
relate concepts to real world.
L4.1 Review students on graphing a number on the number line. Introduce the concept of a
coordinate plane and show video called The Coordinate Plane: “The Treasure Hunt” from
Flocabulary.
L4.2 Review on how to do input-output tables and graphing on a coordinate plane.

L4.3 Graph a linear equation in standard form using a table. Then graph the same equation by
solving for x- and y- intercepts.

L4.4 Ask students “What is slope? Does anyone know any examples of slope or
what slope is used for?”

L4.5 Ask students if they know what direct proportion is. Formally introduce definition of direct
variation. Give an example (e.g. you are paid $20 an hour; How much you earn is directly
proportional to how many hours you work; Work more hours, get more pay; in direct variation)
L4.6 Using one linear equation, review on graphing the equation using a table and solving for x-
and y-intercepts. Then introduce the method of using slope-intercept form with the same
equation.
L4.7 Review students on solving the equation and checking the solution algebraically.

Engaging the student in learning the content:

Students come to class prepared, take notes, participate in class activities and actively engage in class
discussion. Work to be turned in at the end of class if completed (unless otherwise specified by the
teacher). The incomplete work will be taken home for homework and due the next class period.

Day 1-2: L4.1 Coordinate Plane

Pre-Test Quarter 4
Goals:
Plot points in a coordinate plane.
Key Terms:
• Coordinate plane
• Ordered pair
• X-coordinate
• Y-coordinate
• Graph
• Scatter plot
Copy: Notes on key terms and examples of problems to be solved in seatwork.
Seatwork/Homework: Complete problems for 4.1 worksheet or problems in the textbook. Provide
supplementary materials for graphing on a coordinate plane.

Day 3: Quiz 4.1

Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who lack
support for school)


Extra Time

Open Book

Shorter Assignments

Other (specify): Handouts/Oral Testing

Homework

One-to-one Assistance

Simplified Instructions
Multiple Choice

Peer Tutoring

Take Home Quiz

Note-Taking Assistance

Samples of Expectations

Visuals

Assignment(s):

See Learning Plan

Resources and Materials:



Elmo

Magazine/Newspaper

Study Guide

Workbook
Handout

Multimedia Projector

Textbook

Other (specify):

Internet/Computer

Promethean Board

Transparencies

Laboratory Manuals

Supplemental Books

Monitor