Guided Inquiry Lesson Plan:
Unit/Class/Grade: Unit 2 /Algebra 1/ 9
Standard(s): CCSS.MATH.CONTENT.8.EE.C.8
Analyze and solve pairs of simultaneous linear equations.
CCSS.MATH.CONTENT.HSA.CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations
on coordinate axes with labels and scales.
Language Functions: Set up equations to model a scenario.
Language Demands:
Vocabulary – linear, equation, system, variable, known, unknown
Discourse - oral and written instructions, oral explanation
Syntax - sentences, tables, graphs
Language Supports: Class textbook, teacher, word wall
Materials Needed: paper, graph paper, colored markers, desmos
Objective(s): Set up algebraic equations based on Possible Challenges /Misconceptions: how to
given information. Solve and interpret a system of establish an equation – what is the variable. How
equations. Graph linear equations. can two equations exist together. How to solve a
system. Misunderstand equality and ability to
manipulate equations. Which axes should be
what?
Prerequisite knowledge: knowledge of variables and equation construction, ability to solve univariable
equations
Formative Assessment:
Set up equations representing each scenario
Determine how much food each animal eats per day – how much food do you need to feed a certain
number of each animal
Determine the maximum number of sheep and goats for a given amount of food
Extension:
Determine minimum and maximum amount if there were the same number of animals, but they ate at
different, undetermined rates.
Opening: Teacher Actions Student Actions
Activate prior knowledge and With whole class together, tell Offer suggestions for what they
student interest- teacher students they have been hired would need to do on the farm.
presents an interesting situation, on a local farm to take care of Offer suggestions for how to
phenomenon, or dilemma that goats and sheep. Tell students measure food.
helps students connect to the goats and sheep, unlike other
content animals, get along well can eat
amongst each other. Ask
students what are some things
they think they would need to
take care of on the job? What
might some difference be
between the animals? Make
sure students reach feeding and
different amounts of food.
What’s a good way to talk about
amount of food? Pounds per
day. Let students know there will
be different number of animals
on any given day because some
will be sent to graze.
Introduction: Organize students into groups of Discuss with partners what they
four. Two student worked at the would need to know in order to
Getting students ready - teacher farm on Monday and the others request the proper amount of
introduces the task and makes on Tuesday. Monday there 20 food
sure students understand what goats and 30 sheep and
they are trying to accomplish, together they ate 120 pounds of Discuss the problem and use
but not how they are to do it food. Tuesday there were 10 problem solving strategies to
goats and 40 sheep and analyze the problem. What is
together they ate 110 pounds of known? What is unknown? How
food. On Wednesday, both can the problem be modeled.
students are working together
Monday workers work together
and the boss asks “how much
for Monday and Tuesday
food do you need?” What is it
workers work together for
that you’d need to know before
Tuesday. Team shares notes. If
you could tell them? Discuss
they agree, call over teacher. If
with your partners and write
they can’t come to agreement,
down you answers.
teacher will be able to tell they
Survey answers and ask are still working and go over.
students to explain reasoning.
The boss tells the students they
should already know how much
the animals eat per day because
they have already worked on the
farm for two days.
Use problem solving strategies
to set up and model the
problem. The team members
that worked at the farm on
Monday, think about how to set
up the problem on that day. And
the team members that worked
on Tuesday set up the problem
for that day. When you all are
done compare with each other.
When you all agree call me over
and I’ll tell you how many
animals you will have on
Wednesday.
Body of lesson: Go to each group to see how Set up equations to model the
they modeled the scenarios. amount of food eaten on
Students working on content - Make sure students know what Monday and Tuesday. For
teacher observes students, is known and what is unknown example: 20g + 30s = 120 and
monitors their progress, and in the scenarios. Some common 10g + 40s = 110
provides clarification as mistakes would be adding how
necessary much the goats and sheep at to Use the two equations to figure
equal the amount for the day. out how much food each animal
Why is that not useful? Wouldn’t can eat in a day.
the equations for both Monday
Might use elimination,
and Tuesday be the same then?
substitution, graphing/tables.
Once groups have equations
Partner groups justify their
they like, let them know on
methods to other team
Wednesday there will be 15
members.
goats and 20 sheep and ask
them how much food they will Graph each day’s scenario.
need.
Ask and clarify what variables
represent. Are the variables the
same in each equation?
If manipulating equations, make
sure students are balancing
equations.
If they solve one way ask to find
another way. Ask to graph
results.
If they solved multiple ways, ask
to determine the maximum
number of sheep and goats for a
given amount of food. And the
minimum and maximum amount
of food if on Wednesday the
animals ate at different,
unknown amounts per day.
Closure: Bring class back together. Ask Explain answers and reasoning.
teams to explain one way they
Wrapping Up - teacher facilitates went about the problem. Interpret graphs and meaning.
group discussion, helps students
share their work/progress, helps Ask if other teams did anything Takes notes about system of
students make connections, and different. equations and strategies.
ensures that big ideas are
Put some graphs on the Write down practice system
brought forward
overhead camera. Ask problems.
questions about how to interpret
the graphs. What does it mean
when they cross? In this
scenario can there be negative
numbers?
Explain that multiple equations
are a system. And to be
consistent they need to cross.
You can solve a two variable
equation if you have two
equations. Where they cross
they are equal. Review the
methods for solving.
Use desmos to model the
graphs. Assign some practice
system problems.
