Lesson Plan for

Using Tables to Solve Equations

Student(s)	Date and Time	Subject or Skill Area
		GA QCCS 8^th grade: Evaluate algebraic expressions using substitution Examine relations (functions) to determine how changes in one variable can affect another variable

Objective(s):
Learner(s)	Target Behavior	Conditions of Instruction	Criteria for Acceptable Performance
All students will:	Be able to complete a functions table	Given an amount for X, students will solve for Y using addition, subtraction, multiplication, division, or any combination of these	Accuracy of 80%

Learner(s)	Present Level of Performance
	Since this is a review, all students have had exposure to solving such equations. The review here is also meant to help practice basic math facts, too.

Materials:

• Pencil
• Worksheet: “Using Tables to Solve Equations” (2 pages)
• Worksheet packet: “More Practice Using Tables to Solve Equations” (3 pages)
• Scratch paper, if needed

Introduction:

Gain Attention	Review	Rationale	Behavioral Expectation
Start with touchdowns/points example written on the board. (See 1^st example of worksheet.) “Today we are going to review how to work problems like this.”	Ask what they already know about solving such tables. Key words: substitution, represent, equation.	“By reviewing solving equations like this, we are getting ready to solve more complex algebraic expressions.”	“We are going to go through this packet, mostly together. So, it’s important that you not jump ahead. If you finish early, take a few moments to look over your work.”

Instructional Procedures:

WHOLE CLASS:

1. After introduction is made, hand out 1^st two worksheets (“Using Tables to Solve Equations”)
2. We’ll collaboratively go through touchdown table, emphasizing the LANGUAGE (substitute Y for…, x represents…, etc.)
3. next, we’ll look at the baseball/innings table. They must devise the equation first as a class. Then continue filling in the table using the equation the class came up with.
4. Finally, students will complete the miles/hour table, again coming up with the equation to help them solve.

INDIVIDUAL WORK

5. When they’ve completed the practice tables, I will hand out the “More Practice…” packet. Students will complete this as an in-class assignment.
6. If any time is left over, students may come up with their own equation and table for ME to solve, complete with an answer key. (extra credit)

Closure/Review:

This will depend on the time left over. Since this is a small group, closure can be done individually. By examining student work, and inquiring into their thought process, I can assess their level of understanding.

I will emphasize again that working on problems like this lays the foundation to more complex algebraic equations.

Evaluation:

Ongoing teacher observation, based on:

• Classwork performance
• inquiries
• Questions answered
• And in-class assignments