Title:

Type:
Subject:
Grade Range:

Decision Making
Lesson Plan
Mathematics
8

Author(s):

Ms. Wilson

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
8.EE.8.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.
TAG Standard
Higher Order Critical Thinking Skills
4. The student makes and evaluates decisions using criteria.
11. The student draws conclusions based upon relevant information while discarding irrelevant
information.
Creative Thinking & Creative Problem Solving Skills
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
5. The student develops original ideas, presentations, or products through synthesis and evaluation.

Summary/Overview
The focus of this lesson is to give students the opportunity to apply the skills needed to solve
systems of equations (simultaneous equations) through graphing, and help them understand
when systems of equations will have no solution, one solution or an infinite amount of solutions.

Enduring Understanding(s)
At the end of this lesson the student will understand:
How to solve problems involving simultaneous equations using graphing
How to represent mathematical and real-world problems with equations
How to estimate solutions to simple cases by inspection of graphs

Essential Question(s)
How can equations be used to represent real-world and mathematical situations?

Concept(s) to Maintain
Graphs for systems of solutions can be:
One solution (intersecting)
Infinite solutions (lines are the same coincident)
No solutions (parallel)
Evidence of Learning
What students should know:
a. Graphs for systems of solutions can be:
a. One solution (intersecting)
b. Infinite solutions (lines are the same coincident)
c. No solutions (parallel)
b. When graphing the solution for systems of equations we are trying to solve for the coordinate
point (x,y) where the two linear lines intersect

What students should be able to:

a.
b.
c.
d.

Write an equation given table values

Graph two equations and identify what kind of solution the lines will have
Compare and evaluate data from different scenarios based on the information provided
Draw conclusions based upon relevant information while discarding irrelevant
information

Suggested Vocabulary

Linear equation

Systems of equations

Solution pair

One solution, no solution, infinite solutions

Procedure(s)
Phase 1: Hook
1.

Quick role play: place students in group- one solution, no solution, infinite solutions. A few weeks
ago we learned what a one solution, infinite solution and no solution linear equation looked like. You
will be given 5 minutes to create a catchy infomercial to remind the class about what our major
takeaways from that lesson was. (divide class into 6 groups so that I have two of each group) Give
students 7 minutes and have them present.

Phase 2: Examine the Content

2.

Review different solution graphs with students

3.

Group Students: Students will be divided into four groups.

4.

Review the Small Group Directions: Your best friends sister, Tiffany loves plants! She loves plants
so much she received two for her birthday, and later grew another one for an experiment. Your task is
to follow along with Tiffany and answer all questions included in her task.

Phase 3: Decision Making

5.

Now that you have completed all three parts of Tiffanys plant task, what plant does your group think
(A, B, C, D) is the best plant, and why?

Possible extension:
Pretend you are one of the top seed producers in the industry and want to create three different types of
seed that will grow extremely fast plant, create a table that shows the growth of your plants and equations
that represent all three seeds. Justify how you chose the values for your table and how you came up with
your equations. Graph ALL of your equations on a sheet of graph paper.

Phase 4: Synthesis Activity

6.

Communicate the Decision: whole class share outs, choose a representative from your group who
will defend your groups decision and findings.

Summarizing Activity
Graph 4x 2y = 3.
Create systems of equations that have:
Exactly 1 solution.
Exactly 2 solutions.
No solutions.
Resource(s)
Anchor Text(s):
Technology:
Smartboard to project instructions for hook
Handouts:
Tiffanys Tasks
Graphing Paper (http://www.printfreegraphpaper.com/)