Overview

Teacher: Ms. Huynh

Grade/Course: Math 8
Title of the Unit of Study: Expressions and Equations

Big Idea What 21st Century Themes

 The “Big Idea” is the central concept, provides a real-world context (Addresses 21st Century Themes) will students learn with
 Continues through to final authentic performance task (assessment) the Big Idea and Essential
Question?
Formulating and reasoning about expressions and equations, including modeling an association in bivariate data
Global Awareness
with a linear equation, and solving linear equations and systems of linear equations.
 Financial, Economic,
Business, & Entrepreneurial
Essential/ “Messy” Question Literacy
Civic Literacy
 Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry, understanding, and transfer of
Health Literacy
learning. (Connects Content Standards & Concepts to 21st Century Themes, & Skills)
Environmental Literacy
What is the relationship between the two variables, x and y?
Common Core Standards Addressed Concepts and Skills
 CCSS Clusters | CA Content Standards to be integrated  What concepts and skills must a student know/have in order to master these
 How do the clusters of standards illuminate the concepts in the “Big Idea”? standards and gain enduring understanding of the “Big Idea”?
 Consider order in which to scaffold concepts and skills within the Unit.
 8.EE.5 Graph proportional relationships, interpreting the unit
rate as the slope of the graph. Compare two different Compare a distance-time graph to a distance-time equation to
proportional relationships represented in different ways. determine which of two moving objects has greater speed. Graph
proportional relationships, interpreting the unit rate as the slope of
 8.EE.6 Use similar triangles to explain why the slope m is the the graph.
same between any two distinct points on a non-vertical line in
the coordinate plane; derive the equation y = mx for a line
through the origin and the equation y = mx + b for a line
intercepting the vertical axis at b.
Learning Outcomes of the Unit: End of Unit Assessment: Unit’s Instruction Includes
Students will…  How will students demonstrate what they know?  Create assignments for real
audiences and with real purpose
 Understand the connection between Randomly call out student to answer leading Focus on the learning process, not
proportional relationships, lines, and linear question. just content
equations. Ask classroom if this is easy or hard. Lead high-level, text-based
Making clear of what notes are important to write discussions
 Analyze and solve linear equations and pairs of down to study of Unit Test.
Teach argument writing which
simultaneous linear equations. appeals to logic and reason
 Through what authentic performance tasks (project) might
student demonstrate what they have learned or can do, as
 How to graph linear equations. a result of this Unit? Increase text complexity in both
literature and informational text
Show students how to grade their own Homework
with Rubric.

 How might we solicit student input and engage students in

co-designing their performance task(s)-project?

Show two different methods of solving problem.

Ask by show of hands, which method students like
better. Continue with the method of choice.
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a 21st
century collaborative environment while allowing time to meet students on an individual basis.

Intro Lesson: CCSS “Habits of Mind”

Purpose: Engage students, spark curiosity, “hook” and necessitate What teacher actions might encourage students to engage in
these “Habits of Mind”?
Beginning of class, 5 minute warm up exercise “Graphing ELA Capacities Mathematical DOK Level
Lines Slope” Simulation on https://phet.colorado.edu. What levels of Depth Of Knowledge
Demonstrate Practices will the lesson target to demonstrate
Timer set. independence
Build strong content Make sense of problems student understanding of the “Big
Idea”, concepts, and skills?
knowledge and persevere in solving
Respond to the varying them. Level 1: Recall & Reproduction
demands of audience, task, Reason abstractly and Level 2: Basic Skills & Concepts
purpose, and discipline quantitatively. Level 3: Strategic Thinking &
Reasoning 
Comprehend as well as Construct viable
critique arguments and critique the
Level 4: Extended Thinking
Value evidence reasoning of others
Use technology and digital Model with mathematics.
media strategically and Use appropriate tools
capably strategically.
Come to understand Attend to precision.
other perspectives and Look for and make use of
cultures structure.
Look for and express
regularity in repeated
reasoning.
Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further learning. Goal setting is a great
opportunity for students to personalize learning goals and provides teacher specific targets for differentiated instruction.

3-5 Reflection Activities: CCSS “Habits of Mind”

Sequence of Tasks, Problems, or Activities What teacher actions might encourage students to engage in
Purpose: To develop specific concepts, designed to scaffold, outcome these “Habits of Mind”?
is a delicate (fragile) understanding.
ELA Capacities Mathematical DOK Level
What levels of Depth Of Knowledge
Demonstrate Practices
1. Search “graphing lines” on www.brainpop.com independence
will the lesson target to demonstrate
for an interactive tool where students can Build strong content Make sense of problems student understanding of the “Big
Idea”, concepts, and skills?
manipulate the slope and the y-intercept of an knowledge and persevere in solving
equation to see how it will affect the graph of Respond to the varying them.
Level 1: Recall & Reproduction
demands of audience, task, Reason abstractly and
the equation. quantitatively.  Level 2: Basic Skills & Concepts
purpose, and discipline
2. Search “linear equations” on Comprehend as well as Construct viable Level 3: Strategic Thinking &
www.flocabulary.com for a related video. critique arguments and critique the Reasoning
3. Have students draw the side view of a steep Value evidence reasoning of others Level 4: Extended Thinking
ramp and the side view of a ramp that isn’t very Use technology and digital Model with mathematics.
media strategically and Use appropriate tools
steep. Allow students to discuss what makes one capably strategically.
ramp steeper than the other, and emphasize the Come to understand Attend to precision.
differences in the vertical change over the other perspectives and
horizontal change. cultures Look for and make use of
structure.
Look for and express
regularity in repeated
Craft Key Questions for each of lessons or set of lessons
reasoning.
• Key Question(s) requires students to address a variety of smaller,
more targeted Key Questions to scaffold learning and finding answer
to the Essential Question.
• Key Questions provides the vehicle for addressing specific content
standards and demonstration of student performance.

How do we interpret slopes from algebraic

representations and graphs?

Scaffold or differentiate student demonstration of concepts. (Build

depth, flexibility, & try same thing in different ways.)
 1. Have students in groups of 3-4 working on
Student Handout individually after Teacher
instruction. Timer set for 3 minutes.
2. Then allow students to talk amongst group
members on how they got their answers. Timer
set for 1 minute.
3. Lastly, ask leading questions and randomly
calling out 2-3 students for answers.

Co-Design Authentic Performance Task(s ):

Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student voice and choice in their end
product. Students write their Essential Question to guide learning outcomes for their end of Unit performance task (Project).
Craft a project that will support your intended outcome.

Have students log onto website https://edu.pixton.com to create a comic strip with their Avatar reflecting the expressions and equations
lessons. Must include the connection between proportional relationships, lines and linear equations with one graph in a real world situation of
their choice.
Assessment

Formative Assessment Lesson: CCSS “Habits of Mind”

Through what authentic performance task(s) will students What teacher actions might encourage students to engage in
demonstrate their skills and understandings? How will this inform these “Habits of Mind”?
their future learning?
ELA Capacities Mathematical DOK Level
What levels of Depth Of Knowledge
Demonstrate Practices will the lesson target to demonstrate
independence
Notebook check on Mondays at the beginning of class. Checking for
homework completion, proper notes taken and pertinent lesson
Build strong content Make sense of problems student understanding of the “Big
and persevere in solving Idea”, concepts, and skills?
knowledge
information saved.
Respond to the varying them.
Reason abstractly and Level 1: Recall & Reproduction
demands of audience, task,
purpose, and discipline quantitatively.  Level 2: Basic Skills & Concepts
Comprehend as well as Construct viable Level 3: Strategic Thinking &
critique arguments and critique the Reasoning
Value evidence reasoning of others Level 4: Extended Thinking
Use technology and digital Model with mathematics.
media strategically and
capably Use appropriate tools
Come to understand strategically.
other perspectives and Attend to precision.
cultures Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Summative Assessment: CCSS “Habits of Mind”
How will students demonstrate what they know as a result of this What teacher actions might encourage students to engage in
Unit? these “Habits of Mind”?
ELA Capacities Mathematical DOK Level
Through what authentic performance tasks (project) will student What levels of Depth Of Knowledge
Demonstrate Practices
demonstrate what they have learned (concepts, skills, will the lesson target to demonstrate
independence
understandings, “Big Idea”) and can do?
Build strong content Make sense of problems student understanding of the “Big
and persevere in solving Idea”, concepts, and skills?
knowledge
Unit Test: 10 multiple choice, 5 word problems assigned Respond to the varying them.
every other Friday on Google Classroom and can be Level 1: Recall & Reproduction
demands of audience, task, Reason abstractly and
done at home but due by Sunday 9pm. purpose, and discipline quantitatively. Level 2: Basic Skills & Concepts
Comprehend as well as Construct viable
arguments and critique the
Level 3: Strategic Thinking &
critique Reasoning
Value evidence reasoning of others
Level 4: Extended Thinking
Use technology and digital Model with mathematics.
media strategically and
capably Use appropriate tools
Come to understand strategically.
other perspectives and Attend to precision.
cultures Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
 How will you and your students reflect on and
Individual Student Reflection & Peer Reflection: evaluate the performance task (project)?

Students reflect on their end product: authentic performance tasks (project)

Class discussion Fishbowl
Student-facilitated formal debrief
 I like…
 I wonder… Teacher-led formal debrief
 I now understand… Student-facilitated informal debrief
 In the future… Individual evaluations
Group evaluations
Other:
We will have a 5-10 minutes classroom discussion of what was learned.
Each student then will write down one thing that they took away from the lesson on a sticky note
and post it on their class wall.

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf