# Wentzville School District Curriculum Development Template Stage 1 Desired Results

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1 Wentzville School District Curriculum Development Template Stage 1 Desired Results Unit 6 Systems of Linear Equations Unit Title: Systems of Linear Equations Course: 8th Grade Algebra 1 Brief Summary of Unit: Students will be able to solve systems of equations by graphing, substitution, and elimination. Students will learn to interpret the point of intersection of two graphs as meaningful in a given real world situation. Students will graph and solve systems of linear inequalities to represent real world situations. Textbook Correlation: Glencoe Algebra I Chapter 6, sections 1-6 and 6.1 Lab, 6.5 Lab, 6.6 Lab WSD Overarching Essential Question Students will consider How do I use the language of math (i.e. symbols, words) to make sense of/solve a problem? How does the math I am learning in the classroom relate to the real-world? What does a good problem solver do? What should I do if I get stuck solving a problem? How do I effectively communicate about math with others in verbal form? In written form? How do I explain my thinking to others, in written form? In verbal form? How do I construct an effective (mathematical) argument? How reliable are predictions? Why are patterns important to discover, use, and generalize in math? How do I create a mathematical model? How do I decide which is the best mathematical tool to use to solve a problem? How do I effectively represent quantities and relationships through mathematical notation? How accurate do I need to be? WSD Overarching Enduring Understandings Students will understand that Mathematical skills and understandings are used to solve real-world problems. Problem solvers examine and critique arguments of others to determine validity. Mathematical models can be used to interpret and predict the behavior of real world phenomena. Recognizing the predictable patterns in mathematics allows the creation of functional relationships. Varieties of mathematical tools are used to analyze and solve problems and explore concepts. Estimating the answer to a problem helps predict and evaluate the reasonableness of a solution. Clear and precise notation and mathematical vocabulary enables effective communication and comprehension. Level of accuracy is determined based on the context/situation. Using prior knowledge of mathematical ideas can help discover more efficient problem solving strategies.

2 When is estimating the best solution to a problem? Concrete understandings in math lead to more abstract understanding of math. Students will be able to independently use their learning to Transfer know that systems of equations can be used to determine a break-even point that can be used to judge the most effective model for a given situation. Meaning Essential Questions Students will consider What does a solution mean in terms of a given situation? Is a solution a viable solution to a problem? Does the solution make sense? What is the best way to solve a system of equations/inequalities? Can you defend your best way to solve a system of equations/inequalities? How? What is the most efficient method to determine the intersection point of two functions and/or relations? How do you determine the number of real solutions for a system? How many solutions does a system with various types of functions contain? How are solutions of systems of equations or inequalities represented graphically? How can solutions be derived using technology? When is finding an approximate solution good enough? What types of real-world situations can be solved using system of equations? Understandings Students will understand that Systems of equations/inequalities represent real world situations. There are various ways to determine a solution to a system of equations/inequalities. Just because a system of equations has a solution, does not necessarily mean the solution is a viable option in a real-world context. (For instance, if a function yields both a positive and a negative solution - the negative solution may have no real-world meaning.) Regardless of the type of system, the solution is still the intersection of the functions and/or relations. When two functions or inequalities are graphed simultaneously, where they meet has meaning/context in an expression or an equation. Systems of equations can have different types of solutions. Systems of equations can be used to model realworld problems. Sometimes an approximate solution is good enough. Acquisition Key Knowledge Key Skills

3 Students will know System of equations (6-1) consistent(6-1) inconsistent(6-1) dependent(6-1) independent(6-1) Various methods of graphing (i.e. table of values, x- and y-intercepts, slope-intercept form, and pointslope form)(6-1) The point of intersection is a solution of both linear equations(6-1) How solutions are represented on a graph(6-1) Parallel lines(6-1) substitution(6-2) elimination(6-3/6-4) Systems of inequalities (6-6) What a solution means, including a no solution and infinite solutions (6-2/6-4) Systems of Linear Inequalities (6-6) Students will be able to. Solve systems of equations and inequalities using multiple methods (e.g. graphing, algebraically, tables, substitution, elimination, etc.)(chapter 6) Graph two variable equations (6-1) Estimate a solution to a system of linear equations using the corresponding graph of the equations (6-1) Recognize there will be one solution, no solution, and infinitely many solutions (6-1) Solve simple systems that lead to rational solutions. (6-1 / 6-2 / 6-4) Check a solution for accuracy(6-2/6-3/6-4) Find a solution to a set of equations using technology for exact or approximate solutions(6-1 Lab) Graph functions using technology (i.e. graphing calculator, spreadsheet, software, etc.)(6-1 Lab/6-6 Lab) Solve for one variable and use the substitution property to solve for the second variable (6-2) To solve systems of equations by elimination (linear combinations)(6-3/6-4) Manipulate equations to have like or opposite coefficients that will result in the elimination of a variable when the equations are added or subtracted(6-4) Prove that solving systems of equations using linear combinations produces a system of equations with the same solutions.(6-4) Write two variable equations from given information.(6-5) Solve real-world problems that lead to systems of linear equations, using two variables(6-5) Interpret solutions of equations and inequalities based on the problem(6-5 / 6-6) Write two variable inequalities from given information(6-6) Graph linear inequalities with two variables.(6-6) Standards Alignment

4 8.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. A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. A.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

5 SHOW-ME STANDARDS Goals: 1.1, 1.4, 1.5, 1.6, 1.7, , 2.3, , 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, , 4.4, 4.5, 4.6 Performance: Math 1, 4, 5

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