Properties

Title:
Type:
Subject:
Grade Range:
Description:
Duration:
Author(s):

Mystery
Lesson Plan
Math
8th
Solving Systems of Equations
55+ Minutes
Nyima McCoy

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
MCC8.EE.8: Analyze and solve pairs of simultaneous linear equations.
a) 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.
b) 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.
c) 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.
TAG Standard
Advanced Communication Skills
Advanced Research Skills
Higher Order Critical Thinking Skills
Summary/Overview
The focus of this lesson is to solve a mystery by developing and solving systems of equations.

Enduring Understanding(s)
At the end of this lesson the student will understand that
There are situations that require two or more equations to be satisfied simultaneously.
Solutions to systems can be interpreted algebraically, geometrically, and in terms of problem
contexts.
Essential Question(s)

How can systems of equations be used to solve real-world problems?

Concept(s) to Maintain

Identify and calculate slope

Identify y-intercept
Create graphs given data
Analyze graphs

Make predictions given a graph

Evidence of Learning
What students should know:
A graph, an equation, or a table can be used to create a linear equation.
Linear equation in slope-intercept form is written as y = mx + b.
What students should be able to do:
Estimate solutions by graphing systems of equations.
Create and utilize systems of linear equation to model real-world situations.
Demonstrate knowledge of systems of equations through clear articulation of their
mathematical thinking.
Suggested Vocabulary

System of Linear Equations

Procedure(s):
Phase 1: Hook

Split the class into groups of no more than three students.

Students will then use the following guiding questions to facilitate group discussion:
o What are some differences and similarities between an elite athlete and a sports
announcer? What would it take for the sports announcer to become an elite athlete?
Is it possible for the sports announcer to ever win over an elite athlete in a sport?

Phase 2: Examine the Content

Share the mystery:

o Students will watch the following video clip for the Playing Catch Up lesson:
http://threeacts.mrmeyer.com/playingcatchup/act1/act1.mov

o Students will then discuss within their groups what they wonder or are curious about
regarding the race between Julio Jones and Rich Eisen. These questions will be
recorded on a designated chart paper.
o Based on the video, students will make a hypothesis. Who will win?
o Students will complete the Act 1 handout.

Present the clues:

o The groups will then be given additional information running statistics for Julio
Jones and running statistics for Rich Eisen.
o With the given information, students will complete the Act 2 handout.

Phase 3: Synthesis Activity

Students will watch the following video clip showing the winner of the race:
http://threeacts.mrmeyer.com/playingcatchup/act3/act3.mov
Each group will complete the Act 3 handout.
Class discussion: What kind of head start would have allowed Julio Jones to beat Rich Eisen?
What evidence have you collected that would support your reasoning?

Summarizing Activity

4-2-1: Ask students to individually generate four words that capture the most important
aspects of the learning experience. Share, with learning partners or in small teams, their four
words and compile a list of words they have in common. From this list, determine two words
they agree capture the most important aspects. Determine the one word or big idea that best
represents the most important learning of the experience.

Differentiation / Learner Modifications:

The nature of the lesson differentiates based on the process and end product.
Extra time is allowed for learners who may need additional time.
The summarizing activity incorporates choice. The amount of words chosen is dependent
upon student readiness and understanding.

Resource(s):

http://threeacts.mrmeyer.com/playingcatchup/

Anchor Text(s):
Technology:

Computer with sound and internet access

Handouts:
Act 1 Handout
Act 2 Handout
Act 3 Handout
Julio Jones Statistics
Rich Eisen Statistics