Sticky Note Substitution

I. Benchmark/Standard a. CCSS.MATH.CONTENT.8.EE.C.8.B Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. Behavioral Objective a. The learner will be able to identify situations calling for usage of substitution to solve systems of linear equations. b. The learner will be able to solve systems of linear equations using substitution. Anticipatory Set a. Have students review how to graph linear functions. b. Give them two equations in the form , a system of linear equations, and have them graph them on a coordinate plane. c. Formative assessment: Have all of the students solve this problem on dry erase boards, drawing out the graphs. I will monitor their progress as they work by walking around the class. Everyone will be asked to hold up their graphs when they are done. d. After they have completed this on their own they should discuss what the solution to the system of equations is and what it means. Objective/Purpose a. I can identify situations calling for the use of substitution to solve a system of linear equations. b. I can solve systems of linear equations using substitution. Input a. Task Analysis i. On the board, the Anticipatory Task will be displayed. The students will be asked to think about and complete the problems during the first 5 minutes of class individually (intrapersonal). ii. Have individuals hold up their graphs and then help to solve the problems during a class discussion on the board (linguistic). iii. Have students discuss in pairs what the solution to the system is and what it means (interpersonal). iv. Tell the students what the objective of todays lesson is and tell them what they should be able to do by the end of the class. v. When we have completed the warm-up review, the students will be introduced to the sticky note activity. vi. Two equations will be displayed on the board using sticky notes, and . We will discuss how we can move the sticky notes and substitute x to find out what y is (visual). vii. We will then move on to examples involving two equations in slopeintercept form and when one equation is in standard and one in slopeintercept. Moving the sticky notes around will demonstrate the

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substitution part (logical). The lesson will be led by the students discussion. viii. We will then try some examples without the sticky notes. When the students demonstrate they understand substitution by performing correctly on their own when solving a system using substitution on their white boards we will move on to the activity. ix. The student will work on a worksheet that requires them to solve multiple systems of linear equations in multiple forms using substitution. I will monitor their progress as they work. x. The students will complete the exit slip before leaving. b. Thinking Levels i. Comprehension: I can identify situations calling for the use of substitution to solve a system of linear equations. ii. Application: I can solve systems of linear equations using substitution. c. Learning Styles i. Linguistic: The students will be able to hear how to solve these problems during class discussion. ii. Visual: The students will be able to see how to solve the problems as the teacher writes what is happening in the class discussion on the board. iii. Intrapersonal: Students may choose to work on the worksheet on their own and they will have time to work on some problems during class discussion on their own. iv. Interpersonal: Students may choose to work on the worksheet with their group members. v. Logical: The sticky notes are similar to a puzzle, they need to think logically about how to move them in order to get the correct set up. The same is true for setting up a system to solve using substitution without the sticky notes. d. Methods and Materials i. Ways of presenting: Modeling and open class discussion (where students lead and the teacher guides) ii. Materials: worksheet, whiteboards, pencils, whiteboard markers, sticky notes Modeling a. The teacher will model the correct way to graph if the students are struggling with the warm up problem but the students will still be required to complete the discussion about the solution after that. b. This is lesson is based on discussion and trial and error with moving the sticky notes around. I would like the students to figure out how to do so on their own. Once they get the sticky notes moved to the right spots they should be able to solve the new equation using their previous knowledge. c. I will model how to use what one variable equals to find out what the other variable is, then the students will try a problem on their own. Checking for Understanding

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a. We will bring students back together at the end of the class period to discuss and questions they have about the worksheet. b. Ask the students which problems they are having a hard time with and go over them as a class. This will be a student led discussion. c. Formative assessment: Use whiteboards to have students pose solutions to the problems that they have questions on. Then have them hold up their boards for review before going over the questions as a class. Guided Practice a. Students will work independently or with their group members to complete the worksheet. b. The teachers will walk around the room to assist any students who have questions and to monitor students understanding. Independent Practice a. Students will be required to finish any problems that they did not complete in class at home. b. The teacher may assign additional problems if the students seem to need more practice by the end of the lesson. Closure a. Exit slip: What did you learn today? What do you need more practice with? b. Have students fill out the exit slip in the last few minutes of class and leave it with the teacher on the way out the door.