Responsive Instruction Teaching & Assessing with the New Curriculum

Name of Lesson: Solve Linear Systems by Graphing (7.1) Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Engaging Opener: Initial Instruction: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment:Practice:Re-teach: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Un-packing the Standard A Represent and solve problems that can be modeled using a system of linear equations and/or inequalities in two variables, sketch the solution sets, and interpret the results within the context of the problem. Identify elements of the standard used TODAY: Specific Representation- Graphic Type of system: Linear equations in two variables Solution Set: Point of Intersection on a graph Interpretation of Results: Verify the solution algebraically, solve a real-world problem using the point of intersection to identify the solution Write the standard as it applies to today’s lesson: Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem. Unpacked-standard

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: Initial Instruction: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment:Practice:Re-teach: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Identify Learning Targets: Unpacked Standard: Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real-world problem. What are the distinct skills, processes, and learning outcomes associated with the un-packed standard? 1.Graph Linear Equations (Review of Chapter 4) 2.Identify the intersection point of a given graph 3.Algebraically verify that the point of intersection is a solution to both equations 4.Solve a real-world problem One source for identifying learning targets is the heading for each text-example. Check the example headings in today’s section of the text. Are all of the learning targets addressed?  If not, supplement the text with outside resources, guided questioning, or by enriching student notes.

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: You raised $260 for the swim team selling calendars and desk planners. You know you sold 22 items and that the calendars are $15 each and the planners are 8$ each. By knowing how to solve a system of linear equations you can determine how many calendars and desk planners you sold. Initial Instruction: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment:Practice:Re-teach: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Engaging Opening To create an engaging opening, consider including one of the following resources: Look at “Motivating the Lesson” in the teacher edition of the text. This is usually found on the margin of the first or second page of each section in the book. Consider finding a problem from the text and making it “come to life” by removing the scaffolding, some of the given information, or making it more interesting as demonstrated by Dan Meyer in the video clip. Orange Text: Text ResourceYellow Text: External Resource

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: You raised $260 for the swim team selling calendars and desk planners. You know you sold 22 items and that the calendars are $15 each and the planners are 8$ each. By knowing how to solve a system of linear equations you can determine how many calendars and desk planners you sold. Initial Instruction: Distribute note taking guide for 7-1 (N1Do7 ABT. This could also be distributed the day before as a pre reading homework assignment.) Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide. Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment:Practice:Re-teach: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Initial Instruction Your initial instruction may include a traditional approach: Formative assessment of pre- requisite skills: Look at “Warm-up” lessons from the Power Presentations CD Delivery of lesson content from the “Examples” power point presentations provided for each lesson in the Power Presentations CD (the Note- taking Guide follows along) Or a constructionist approach: A hands-on activity from the Activity Generator Problems from the book arranged in the style of Dan Meyer.

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: You raised $260 for the swim team selling calendars and desk planners. You know you sold 22 items and that the calendars are $15 each and the planners are 8$ each. By knowing how to solve a system of linear equations you can determine how many calendars and desk planners you sold. Initial Instruction: Distribute note taking guide for 7-1 (N1Do7 ABT. This could also be distributed the day before as a pre reading homework assignment.) Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide. Formative Assessment: Review the checkpoint problems in the note taking guide that students completed. Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment:Practice:Re-teach: Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Formative Assessment Your formative assessment may include observing student performance on: “Guided Practice” problems from the text. “Checkpoint” problems from the note-taking guide. A performance task derived from a word problem in the text A written summary of the constructed learning from the Activity Generator (if used for initial instruction) A written summary of the constructed learning Dan Meyers task from your instruction (if applicable) X

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: You raised $260 for the swim team selling calendars and desk planners. You know you sold 22 items and that the calendars are $15 each and the planners are 8$ each. By knowing how to solve a system of linear equations you can determine how many calendars and desk planners you sold. Initial Instruction: Distribute note taking guide for 7-1 (N1Do7 ABT. This could also be distributed the day before as a pre reading homework assignment.) Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide. Formative Assessment: Review the checkpoint problems in the note taking guide that students completed. Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment: Group students who exceeded learning targets. They will complete the Activity Generator lesson for 7.1: Solving Linear Systems Using Tables and present-out to the class Practice: Group students who mastered “solving systems graphically” and using the “graph and check method” correctly. Students will work in pairs to complete one of the word problems on page , create a poster of their solution process, and present their solution to the class. Re-teach: Group students that got “solving systems graphically” wrong. Go to questions 8-10 on page 431. Group students that got “graph & check” wrong. Go to questions on page 431. Teacher offers support and clarification table-side as groups work. Formative Assessment:Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Responsive Instruction Sources for differentiation in your new text: On-level practice: “Skill Practice” in the text Each of the learning targets has associated practice problems in the section exercises “Extra Practice” problems can be found at the end of the text book Remediation & Extension: Chapter Resource Book located on the Easy Planner CD has pre- requisite skill practice problems & extension problems “Differentiated Instruction” call- out box located on the bottom margin of each section of the teacher edition Skill Review Handbook located at the end of the student text. Activity Generator Tasks X X X

Name of Lesson: Standard Number(s): A Unpacked Statement of Standard(s): Today we will graph systems of linear equations, identify the point of intersection, verify the solution algebraically, and use the interpret the intersection point as the solution to a real- world problem. Learning targets addressed in this lesson: Apply linear equations using graphs to solve rate problems. Apply Linear Equations using tables to solve rate problems. Apply linear equations using algebraic equations to solve rate problems Engaging Opener: You raised $260 for the swim team selling calendars and desk planners. You know you sold 22 items and that the calendars are $15 each and the planners are 8$ each. By knowing how to solve a system of linear equations you can determine how many calendars and desk planners you sold. Initial Instruction: Distribute note taking guide for 7-1 (N1Do7 ABT. This could also be distributed the day before as a pre reading homework assignment.) Present examples 1-4 using the Power Presentations CD while students fill in the note-taking guide. Formative Assessment: Review the checkpoint problems in the note taking guide that students completed. Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Responsive Instruction (Differentiation): Enrichment: Group students who exceeded learning targets. They will complete the Activity Generator lesson for 7.1: Solving Linear Systems Using Tables and present-out to the class Practice: Group students who mastered “solving systems graphically” and using the “graph and check method” correctly. Students will work in pairs to complete one of the word problems on page , create a poster of their solution process, and present their solution to the class. Re-teach: Group students that got “solving systems graphically” wrong. Go to questions 8-10 on page 431. Group students that got “graph & check” wrong. Go to questions on page 431. Teacher offers support and clarification table-side as groups work. Formative Assessment: Have students solve the opening problem as an exit slip for the class period. Use the results to identify groups for next lesson. Process Standard(s): Problem Solving Reasoning & Proof Communication Connections Representation Student Learning Summary: Students Exceeding Learning Targets: Students Meeting Learning Targets:Students Reaching for Learning Targets: Formative Assessment Formative assessment at the end of the class period may take the form of: Exam-View HW Quiz Exit Slip formulated from “Journal” problems provided on the Exam View Test Generator’s Alternative Assessment problem bank Word problems provided in the Problem Solving text exercises for each section Student Response System or TI Navigator problem on the SMART Board Students can slip their name into one of three envelopes at the front of the room labeled “Getting it,” “Got it,” and “Need more help!” X X X