Grade 8: Instructional Focus Unit10

Course:
Linear Algebra
Instructional Focus Unit(s):
10
Domain(s):
Expressions and Equations
Cluster(s):
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Standard(s):
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.
  1. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
  2. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
  3. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Verbs
Analyze
Solve
Understand
Graphing
Estimate
Inspect / Noun (phrases)
Linear equations
Pairs of simultaneous linear equations
Solutions to a system
Two linear equations
Two variables
Points of intersection
Graphs
Equations simultaneously
Two variables algebraically
Solutions
Equations
Simple cases
Real-world problems
Mathematical problems
Student will be able to:
  • Graph systems of linear systems
  • Solve systems algebraically (substitution and elimination)
  • Interpret the solutions in terms of graphical & contextual representations and the equations they are comparing
  • Make connections between algebraic and graphical solutions
  • Work with systems that include rational numbers
  • Compare equations to determine point of intersection
  • Identify point of intersection using tables and graphs
  • Write an equation from context
  • identify parts of an equation
  • estimate solutions graphically
  • explore systems using graphing calculator (optional)
  • change forms of an equation (given to slope intercept form)
  • analyze systems of linear equations
/ Student will understand:
1)the solution to a system of equations
2)a system can have zero, one, or infinite solutions
3)non-solutions in a given context
4)system
Revised Learning Goal(s) :
The student will be able to analyze and solve linear equations and pairs of simultaneous linear equations in context.
Learning Scale(s):
4 / 3 / 2 / 1 / 0
In addition to level 3.0 and above and beyond what was taught in class, I may:
  • Make connection with other concepts in math
  • Make connection with other content areas.
  • Justify most efficient method used for solving a system of equations
/ The student will be able to analyze and solve linear equations and pairs of simultaneous linear equations in context.
  • Solve system of equations by using substitution and elimination
  • Interpret the solution to the system
  • Compare algebraic and graphical solutions
/ The student will be able to solve linear equations and systems of linear equations in context.
  • Identify the system of equations
  • Solve system of equation bycreating a table and graph
/ With help from the
teacher, I have
partial successwith systems of equations. / Even with help, I have no success with the unit content.
Assessment Bank:
Attached
Sequencing of Learning Targets:
Throughout unit -Work with systems that include rational numbers
1)Understand a system
2)Write an equation from context
  • identify parts of an equation
3)Identify point of intersection using
  • tables and
  • Graph systems of linear systems
  • Graphs
  • estimate solutions graphically
4)Interpret the solutions in terms of graphical & contextual representations and the equations they are comparing
  • the solution to a system of equations
  • a system can have zero, one, or infinite solutions
5)understand non-solutions in a given context
6)Compare equations to determine point of intersection
Change forms of an equation (given to slope intercept form)
  • Solve systems algebraically (substitution and elimination)
  • Make connections between algebraic and graphical solutions
  • explore systems using graphing calculator (optional)

Revised 2/13/13Kyrene School DistrictWorking Document