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Example Problem-Based Task Lesson - 8th Grade

This lesson plan introduces students to solving systems of linear equations by graphing. Students will graph different systems based on word problems about brothers' ages. They will identify the lines representing each equation and find the point of intersection as the solution. The teacher will have students share their work and will check understanding through an exit slip asking students to identify solutions from graphs and draw systems with given solutions.

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Rechelle Ann Macatunao Abechuela
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© © All Rights Reserved
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97 views

Example Problem-Based Task Lesson - 8th Grade

This lesson plan introduces students to solving systems of linear equations by graphing. Students will graph different systems based on word problems about brothers' ages. They will identify the lines representing each equation and find the point of intersection as the solution. The teacher will have students share their work and will check understanding through an exit slip asking students to identify solutions from graphs and draw systems with given solutions.

Uploaded by

Rechelle Ann Macatunao Abechuela
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Problem-Based Task: Lesson Plan

Grade: 8th
Teachers: Bill Day and Ian Magee

Standard(s)
Identify the Common Core State Standard(s) that the lesson will focus on.

CCSS.MATH.CONTENT.8.EE.C.8.A: Understand that solutions to a system of two


linear equations of two variables correspond to points of intersection of their graphs,
because points of intersections satisfy both equations simultaneously.

Learning Target(s)
After considering which mathematical practices you want students to learn and use in
solving the problem, craft one or more student-friendly learning targets.

Students will consider the graph of a line to be a set of solutions for an equation.
Students will recognize that a point that is a solution to more than one equation must
be where those lines intersect.

Task
Write out the problem in student-friendly language.

PART I
Joe and Bo are brothers. Bo is twice as old as Joe. What are some possible pairs of
ages for Joe and Bo? Using a colored pencil, plot as many pairs as you can think of
on the coordinate grid. Write an equation that relates the Bo’s age B and Joe’s age J.

PART II
Jake and Blake are brothers. The sum of their ages is 18 years. What are some
possible pairs of ages for Jake and Blake? Using a different colored pencil, plot as
many pairs as you can think of on the coordinate grid. Write an equation that relates
the Blake’s age B and Jake’s age J.

PART III
Job and Bob are brothers. Bob is twice as old as Job and the sum of their ages is 18
years. What are some possible pairs of ages for Job and Bob? Using yet another
different colored pencil, plot as many pairs as you can think of on the coordinate grid.
How does your graph connect to your graphs from Parts I and II?

Materials
Determine the materials you will need to gather or prepare.
● Task sheet with prompts and coordinate grid
● Colored pencils in at least 3 different colors

Lesson: Before Problem Solving (5 minutes)


A. Plan how you will introduce the problem. This includes deciding which pieces
of information you will give students and which you will let them discover on
their own.
○ We will read the learning target about systems, but I will not give a
definition at first. I will also withhold the specific conditions for each set
of brothers.

B. Determine your expectations for students as they work.


○ Students will work in pairs, and the lesson will primarily alternate
between whole-class mode and partner mode. I will remind students of
the norms for each mode.

C. Consider how students will record or communicate what they did to solve the
problem, why they solved the problem that way, and why they think their
solution is correct.
○ The task sheet will include prompts to make sure students explain their
thinking.

Lesson: During Problem Solving (10 minutes)


A. Plan the hints or scaffolding you will provide for students who struggle.
○ Some students may have a hard time finding an equation to describe
condition. If this occurs, ask students to return to the statement, and cue
them to look at each variable and the language that describes their
relationship to each other.

B. Plan the extensions you will provide for students who succeed quickly.
○ Students who finish quickly can graph other systems to find the
solutions.

Lesson: After Problem Solving (10 minutes)


A. Plan for the share and debrief.
○ The reflection will take place in sections. I will reveal the conditions for
Part I and Part II first. After five minutes of work time, I will ask a student
to share his or her work at the document camera.
○ After that, I will reveal the conditions for Part III, which requires a written
explanation but little additional graphing work.

B. Determine how students will share their understanding of the skills and
concepts.
○ For Part I and Part II, I want a student to state that for each condition, all
the possible pairs fall on a line and that all possible pairs must fall on
that line. I may propose a point that is not on the line and ask if it could
possibly represent the ages of Joe and Bo or Jake and Blake.
○ For Part III, I will ask another student to share work at the document
camera. In particular, I want a student to state that there is only one
possible pair for Job and Bob and that the pair must be on both lines.

Assessment (5 minutes)
A. Decide how students will capture their thinking.
○ I will give two questions on the exit slip. One question will show the
graph of a system, and I will ask students to identify the solution. For
the other question, I will give students a solution point and ask them to
draw a system that includes the solution point.

B. Consider how you will determine each student’s level of understanding by the
end of the lesson.
○ The first question has a distinct correct answer. The second question
has multiple correct responses, but each correct response should have
an intersection at the given solution point.

This work is licensed under a


Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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