WGU D187 TASK 3:
DIFFERENTIATING CONTENT,
PROCESS AND PRODUCT,
MASTER OF SCIENCE,
CURRICULUM AND
INSTRUCTIONS WITH
COMPLETE SOLUTIONS
, A. Differentiate a lesson plan for content, process, and product based on
students’ individual differences (i.e., readiness differences, interests, or
learning profiles).
Lesson: Selling Hats and T-Shirts, Solving Linear Equations in Two Variables - a
differentiated lesson for determining students' ability to write, solve, and graph a
linear relationship, and determine possible combinations of shirts and hats that will
result in a $600 profit.
Topic: What combinations of items can result in the same amount of profit?
Grade: 8th
Standards:
CCSS.MATH.CONTENT.8.EE.C.7.B
Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and
collecting like terms.
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a
straight line; give examples of functions that are not linear. For example, the
function A = s2 giving the area of a square as a function of its side length is not linear
because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight
line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of
a relationship or from two (x, y) values, including reading these from a table or
from a graph. Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.
Materials:
Chromebook (one-to-one devices in my building)
$10 Shirt cards and $5 Hat cards
Copy of problem explanation for each
student Graph paper
Scenario: A school fundraiser sells shirts and hats. The shirts make a profit of $10
each, and the hats make a profit of $5 each. How many shirts and hats does the
school need to sell to make a
$600 profit?
Warm-Up: If the school sells only hats that make a profit of $5 each, how many
hats do they need to sell to make a $600 profit? Students can choose to answer
DIFFERENTIATING CONTENT,
PROCESS AND PRODUCT,
MASTER OF SCIENCE,
CURRICULUM AND
INSTRUCTIONS WITH
COMPLETE SOLUTIONS
, A. Differentiate a lesson plan for content, process, and product based on
students’ individual differences (i.e., readiness differences, interests, or
learning profiles).
Lesson: Selling Hats and T-Shirts, Solving Linear Equations in Two Variables - a
differentiated lesson for determining students' ability to write, solve, and graph a
linear relationship, and determine possible combinations of shirts and hats that will
result in a $600 profit.
Topic: What combinations of items can result in the same amount of profit?
Grade: 8th
Standards:
CCSS.MATH.CONTENT.8.EE.C.7.B
Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and
collecting like terms.
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a
straight line; give examples of functions that are not linear. For example, the
function A = s2 giving the area of a square as a function of its side length is not linear
because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight
line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of
a relationship or from two (x, y) values, including reading these from a table or
from a graph. Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.
Materials:
Chromebook (one-to-one devices in my building)
$10 Shirt cards and $5 Hat cards
Copy of problem explanation for each
student Graph paper
Scenario: A school fundraiser sells shirts and hats. The shirts make a profit of $10
each, and the hats make a profit of $5 each. How many shirts and hats does the
school need to sell to make a
$600 profit?
Warm-Up: If the school sells only hats that make a profit of $5 each, how many
hats do they need to sell to make a $600 profit? Students can choose to answer
