WGU C878 Task 2 | Passed on First Attempt |Latest Update with
Complete Solution
Math Direct Instruction Lesson Plan Template
General Information
Lesson Title: Solve Systems of Equations comparing Black Friday Sales
Subject(s): algebra
Grade/Level/Setting: 9th
Prerequisite Skills/Prior Knowledge:
What do your students already know, or what do they need to know, about the selected topic to successfully participate
in the lesson?
• Solve single variable equations
• Solve sytems of equations by graphing
• Solve systems of equations by elimination
• Solve systems of equations by direct substitution
• Find the slope of a line
• Write an equation in point-slope form
• Write the equation of a line in slope intercept form
Standards and Objectives
State/National Academic Standard(s):
• A.REI.C.5. Verify 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 exact solutions
• A.REI.C. Solve systems of equations
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; it needs to align with the state or Common Core State
Standards and be measurable (condition, behavior, and criterion).
Students will be able to solve systems of equations by graphing, through substitution, or elimination using Desmos to
compare store sales between two stores on black Friday with 80% accuracy.
Materials Technology
What materials will the teacher and the students need to How will you use technology to enhance teaching and
complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Teacher materials
• Smart board Technology will enhance student learning because students
• Desmos will find out where stores are having the same sales and
• Interactive notebook when stores are making more than the other stores.
Students will then create a graph on Desmos to compare
Student materials the store's sales and show where the stores have the same
sales amount.
Math journal
Student computer device
Access to Desmos
Scratch paper
Graph paper
, Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in
learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
The content and language focus of the learning task is represented by the active verbs within the learning outcomes.
Students will be able to graphically represent and compare store sales to show a system of equations.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
System of equations
Linear graph
Linear function
Compare
Inequalities
Graphing systems of equations
Substitution of system of equations
Elimination for systems of equations
Labeling the X and Y axis using sales for the y-axis and time for the x-axis
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and
participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).
Students will model with some research and a linear graph to compare the stores. Students will then show
with the graph which store had a higher sales rate.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.
Teacher will model with two stores black Friday sales before releasing students to research their store
choices.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
• Take attendance Take out math journal for bell ringer and date with
• Collect cell phones date. Solve bell ringer independently and be ready to
• Greet students check as a class and be possibly picked on and
• Put bell ringer on board and solve as a explain what and why they solved the way they
class after 5 minutes to check work choose.
• Use slide show to put questions
on the board.
• 1. Solve the System of
equations by direct substitution
y=7x+14 and y=3x+20
• 2. Solve the system of equations
with elimination Y=5x+9 and
Complete Solution
Math Direct Instruction Lesson Plan Template
General Information
Lesson Title: Solve Systems of Equations comparing Black Friday Sales
Subject(s): algebra
Grade/Level/Setting: 9th
Prerequisite Skills/Prior Knowledge:
What do your students already know, or what do they need to know, about the selected topic to successfully participate
in the lesson?
• Solve single variable equations
• Solve sytems of equations by graphing
• Solve systems of equations by elimination
• Solve systems of equations by direct substitution
• Find the slope of a line
• Write an equation in point-slope form
• Write the equation of a line in slope intercept form
Standards and Objectives
State/National Academic Standard(s):
• A.REI.C.5. Verify 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 exact solutions
• A.REI.C. Solve systems of equations
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; it needs to align with the state or Common Core State
Standards and be measurable (condition, behavior, and criterion).
Students will be able to solve systems of equations by graphing, through substitution, or elimination using Desmos to
compare store sales between two stores on black Friday with 80% accuracy.
Materials Technology
What materials will the teacher and the students need to How will you use technology to enhance teaching and
complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Teacher materials
• Smart board Technology will enhance student learning because students
• Desmos will find out where stores are having the same sales and
• Interactive notebook when stores are making more than the other stores.
Students will then create a graph on Desmos to compare
Student materials the store's sales and show where the stores have the same
sales amount.
Math journal
Student computer device
Access to Desmos
Scratch paper
Graph paper
, Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in
learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
The content and language focus of the learning task is represented by the active verbs within the learning outcomes.
Students will be able to graphically represent and compare store sales to show a system of equations.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
System of equations
Linear graph
Linear function
Compare
Inequalities
Graphing systems of equations
Substitution of system of equations
Elimination for systems of equations
Labeling the X and Y axis using sales for the y-axis and time for the x-axis
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and
participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).
Students will model with some research and a linear graph to compare the stores. Students will then show
with the graph which store had a higher sales rate.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.
Teacher will model with two stores black Friday sales before releasing students to research their store
choices.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
• Take attendance Take out math journal for bell ringer and date with
• Collect cell phones date. Solve bell ringer independently and be ready to
• Greet students check as a class and be possibly picked on and
• Put bell ringer on board and solve as a explain what and why they solved the way they
class after 5 minutes to check work choose.
• Use slide show to put questions
on the board.
• 1. Solve the System of
equations by direct substitution
y=7x+14 and y=3x+20
• 2. Solve the system of equations
with elimination Y=5x+9 and
