Unit: 8th Grade Math/Algebra Systems of Equations/Simultaneous Equations OBJECTIVES The goal of this unit is for students to learn

how to solve for two unknown variables. Specifically, they will be working with systems of equations/simultaneous equations which mean they will be finding the values for these variables that satisfy both equations. They will learn how to solve for the values using graphs, the Elimination method, and the Substitution method. They will also cover how to determine if a pair of equations has one, infinitely many, or no solutions. After working with linear equations, students will learn to apply similar methods to solve for two variables with a pair of inequalities. By the end of the unit, students should also be able to apply their knowledge of simultaneous equations to real life situations. Common Core State Standards CCSS.Math.Content.8.EE.C.8a 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. CCSS.Math.Content.8.EE.C.8b 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. CCSS.Math.Content.8.EE.C.8c 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.

ASSESSMENTS Business Project Actual Project Presentation Participation Exit Slips

SCHEDULE Day 1 Main Goals: Introduce the Unit. Introduce criteria for the Business Project and talk about options Tasks: Brainstorm products and problems Targets: Day 2 Main Goals: Introduce students to graphs of systems of equations. Begin exploring patterns and defining what a solution to a system of equations is. Tasks: Explore and read graphs - Look at actual data - Analyze graphs from real businesses - Look at graphs from other types of situations (not business) Class Discussions - What do you think the solution for each graph is? Exit Slips Targets: CCSS.Math.Content.8.EE.C.8a 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. Day 3 Main Goals: Determine the number of solutions a system of equations has just by looking at the equations. Tasks: Begin exploring the characteristics of different equations and how many solutions each system has? - Examine graphs and equations without solutions or with infinitely many solutions and compare them to those with exactly one solution. Exit Slip - What does this mean for your business? Targets: CCSS.Math.Content.8.EE.C.8b 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. Day 4 Main Goals: Introduce the Break-Even Point Identify costs and revenue factors

Tasks: Class discussion on what break-even points are. Group discussions on how much products cost versus how much they should be sold for. Create equations for individual projects Begin graphing each equation Exit Slips Targets: CCSS.Math.Content.8.EE.C.8a 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. CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Day 5 Main Goals: How accurate are these graphs? - Usually with graphs, we approximate the intersection point. - How do we determine the exact point of intersection? Tasks: Day for playing around on their own before introducing methods. Use some of the same examples from Day 2. Use different forms for some sets of equations so that some lend themselves to elimination. Targets: CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. Day 6 Main Goals: Explanation of each method. Tasks: Present student methods from Day 5 Introduce 2 Methods - Based on the names of each method, what do you think we need to do? Targets: CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables.

Day 7 Main Goals: Give students the opportunity to apply their knowledge of the various methods for solving a system of equations. Tasks: Practice Using Both Methods Targets: CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. Day 8 Main Goals: Give students the opportunity to apply their knowledge of the various methods for solving a system of equations. Tasks: Continue Practice Closure: When to use each method? Certain forms lend themselves to a specific method, but both always work. Targets: CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. Day 9 Main Goals: Allow students to apply the three methods to their personal projects. Tasks: Apply methods to individual projects. Consider presentation method of project. Day for collaborating with group. - are there multiple products? - who should present first Targets: CCSS.Math.Content.8.EE.C.8a CCSS.Math.Content.8.EE.C.8b CCSS.Math.Content.8.EE.C.8c

Day 10 & 11 Main Goals: Rough Draft Day Tasks: Individual meetings with half of the groups. Give feedback on all completed work. Remind students of all requirements and criteria Targets: CCSS.Math.Content.8.EE.C.8a CCSS.Math.Content.8.EE.C.8b CCSS.Math.Content.8.EE.C.8c Day 12 Main Goals: Final Work Day Tasks: Students will spend this day completing their projects and getting any last minute feedback necessary. Targets: CCSS.Math.Content.8.EE.C.8a CCSS.Math.Content.8.EE.C.8b CCSS.Math.Content.8.EE.C.8c Day 13, 14, & 15 Main Goals: Have students demonstrate their understanding of the content by presenting their projects to the rest of the class. Tasks: Presentations Targets: