Name: Grade/Subject: Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

8.9 Expressions, equations, and relationships. The student applies mathematical process standards to use multiple
representations to develop foundational concepts of simultaneous linear equations.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

8.9 Identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the
intersections of the graphed equations

3. SMART By the end of the lesson, students will use data from a graph to determine the rate of change in a
Objective(s): (C3) mathematical equation. 

Essential Question: What strategies would you use to find the rate of change of a linear function shown on
a graph?

4. Central Focus
(C4) The students will explain the process to find the rate of change for a linear equation. This will
How will this lesson link then be applied in future lessons with simultaneous linear equations presented on a graph.
with other lessons in the Students will use a plot diagram to explain the process and steps that are taken to find the
unit? solution of simultaneous linear equations.

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
Upon completion of this lesson, I can recognize and identify mathematical process standards
and apply them to solve linear equations.
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Identify, verify, recognize, apply, explain
of the discipline that
students need to learn Vocabulary (words, phrases, and/or symbols that are used within disciplines):
and use to engage in the
content area in Linear equations, variables, solution, plot diagram
meaningful ways.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
There are 4 language knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demands to consider as
you require students to Students will work in pairs to create the plot diagram explaining their understanding of the steps
read, write, speak, listen, and mathematical processes needed to find the solution of simultaneous linear equations. They
demonstrate and perform. will use the steps they list to solve a given problem to demonstrate their understanding.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students will use a plot diagram to explain their steps to solve as and apply them when
solving.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will teach the steps required to solve of simultaneous linear equations through demonstrations
The resources, so student can recognize and identify information needed to apply to similar problems and
representations, and explain their reasoning.
strategies you will
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. Repetitive exposure to words
language they need to
learn within the
discipline 2. Learning vocab verbally and written text

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Concept mapping

-Talk: Jigsaw method

Scaffolding

Syntax - (GO TO Page)

1. Plot Diagram

2. Cornell Notes

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, Impromptu quizzes/anonymous voting
and objectives.
Summative:

End of unit/chapter test

Assessment of your language demands:

Formative:

One minute papers/exit ticket

Summative:
Unit project

8. Hook (C7) Hook activity (make connections to prior learning)

Story

Closure (C7) Closure Activity: (make connections to prior learning)

 Exit pass

Student Assets (C7) Personal assets: Background info students bring to the learning environment (interest,
knowledge, everyday experience)
Cultural assets: Cultural background and practices students bring (tradition, language, art,
worldview)
Community assets: Common backgrounds and experiences students bring from the community
they lived in (resources, events and practice, local landmarks)
9. Body of Lesson/
Teaching Strategies and I DO – Modeling, think aloud, explicit instruction.
Learning Task(s)
(C9)

Be sure to include:
How will students learn
and use academic WE DO – Guided practice, feedback on mistakes from teachers or peers.
language?

Three higher order

thinking questions.

YOU DO – Independent use

Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Tomlinson’s flexible grouping

o Gifted / advanced learners: Tomlinson’s tiered instructions.

Technology: -(GO TO page)

Excel spreadsheets can be used to input data to make charts and graphs

Marzano Strategy - (GO TO page)

Cornell notes can be used when going over vocabulary and step by step processes for new
concepts.

Higher Order Thinking Questions (GO TO page)

1. If there were three variables in an equation, how would process of finding a solution for
linear questions change?
2. If two linear equations never intersect on a graph, how do you find the solution?
3. If there are three simultaneous linear equations instead of two, what changes in the
steps to solve need to be made?

Grouping / Partnering Technique: (Hattie)

 Jigsaw method and problem-solving teaching

Potential misconceptions and your plan to address it:

Mixing up the variables x and y and which axis is which and writing coordinates and solutions
in the correct format could potentially be a misunderstanding we run into. Labeling x and y
consistently as well as presenting the information another way is helpful. For example, slope is
x/y but I could explain it as rise over run.

10. Resources and

materials needed (C9)
(How might you differentiate materials and resources for learners with various needs?)
(E7)
Student, paper, pencil, graphing calculator
Electronic math worksheets
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom 1. Do nows
Management Strategies 2. Seat signals
(CBM5) 3. Turn and talk
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Quantity
strategies and planned
supports, will you employ to 2. Time
meet the needs of each
student that has identified
3. Input
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Difficulty

2. Participation

3. Output

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Flexible Grouping

2. Anchoring activities

3. Tiered instruction

4. Compacting curriculum

5. Jigsaw method