Systems of Equations

8
th
Grade Mathematics
Paige Darbyshire
ED 337 06 Winter 2013

Unit: 8th Grade Math/Algebra Systems of
Equations/Simultaneous Equations
The goal of this unit is for students to learn how to solve for two unknown variables.
Specifically, they will be working with systems of equations/simultaneous equations which mean
they will be finding the values for these variables that satisfy both equations. They will learn
how to solve for the values using graphs, the Elimination method, and the Substitution method.
They will also cover how to determine if a pair of equations has one, infinitely many, or no
solutions. By the end of the unit, students should also be able to apply their knowledge of
simultaneous equations to real life situations.
Grade Level Content Expectations
A.FO.08.10 Understand that to solve the equation f(x) = g(x) means to nd all values of x for which the
equation is true, e.g., determine whether a given value, or values from a given set, is a solution of an
equation (0 is a solution of 3x
2
+ 2 = 4x + 2, but 1 is not a solution).
A.FO.08.11 Solve simultaneous linear equations in two variables by graphing, by substitution, and by
linear combination; estimate solutions using graphs; include examples with no solutions and innitely
many solutions.
A.FO.08.13 Set up and solve applied problems involving simultaneous linear equations and linear
inequalities.
Common Core State Standards
CCSS.Math.Content.8.EE.C.8a Understand that solutions to a system of two linear equations in two
variables correspond to points of intersection of their graphs, because points of intersection satisfy both
equations simultaneously.
CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5
and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of points, determine whether the
line through the first pair of points intersects the line through the second pair.
I Can Statements Content Standards in Student Friendly Terms
I can explain what the solution to a system of linear equations is.
I can determine the solution to a pair of linear equations by looking at a graph of those equations.
I can determine if a system of equations has one, infinitely many, or no solutions.
I can find the solution to a system of linear equations using the Elimination method.
I can find the solution to a system of linear equations using the Substitution method.
I can graph a linear inequality.
I can determine the solution to a system of linear inequalities.
I can determine the system of linear equations/inequalities in an applied problem and solve for
their solution.

Objectives & Narratives
Objective - Diagnostic Assessment
The questions within the Diagnostic Assessment below will be given in the form of a
quiz. They will be a part of a formative assessment to determine if the students need more time
practicing the various methods of solving a system of equations or if they are ready to move on
to systems of inequalities. The graded quizzes will inform both students and educators of any
misconceptions before the students are required to do the summative assessment at the end of the
unit.

Narrative Unit Test
For the past couple of weeks, we have been covering systems of equations and the
various methods of solving for their solutions. We are going to take a test that will tell us
whether or not you understand solutions to systems of equations and can apply the various
methods for solving to different types of problems. Your [the students] scores will let me [the
instructor] know how well you understood the unit and become a part of your grade. This test
will also tell me where we could probably have spent more time on a topic and how I can
improve instruction in future years.

Objective Performance Tasks
The various performance tasks were designed to have students apply their knowledge and
understanding of the content to some situation outside of plug-n-chug problems. Each task
requires the students to consider real world applications of systems of equations. The first two do
so directly by asking students to name and fully develop the real-world context. The third task
has the students do so without explicitly stating it, but has students create their own form of
abstract art using mathematics.


Frequency Distribution
The following tables are the frequency distributions for the various assessment tasks
included in this plan. Each table includes the various I can statements and lists the problem
numbers where they would be satisfied. Questions are also categorized as knowledge, reasoning,
or both.
Learning Targets Diagnostic Assessment

Learning Target Knowledge Reasoning
I understand and can explain what the solution to a system
of linear equations is in general and in a context, and I
know the different methods of solving a system of
equations.
2, 6, 7, 8 2, 7, 8
I can determine if a system of equations has one, infinitely
many, or no solutions.
6, 7 7
I can find the solution to a system of linear equations using
the Elimination method and explain what it means.
1, 9
I can find the solution to a system of linear equations using
the Substitution method and explain what it means.
1, 9
I can determine the system of linear equations in an applied
problem and solve for their solution.
2 2
I can graph a linear inequality. 11
I can determine the solution to a system of linear
inequalities.
10



Learning Targets Unit Test

Learning Target Knowledge Reasoning
I understand and can explain what the solution to a system
of linear equations is in general and in a context, and I
know the different methods of solving a system of
equations.
1, 2, 5, 16,
17, 21, 22
16, 21, 22
I can determine the solution to a pair of linear equations by
looking at a graph of those equations.

2, 13, 22 22
I can determine if a system of equations has one, infinitely
many, or no solutions.
3, 5, 8, 9, 10,
14, 15, 18
8, 9, 10, 18
I can find the solution to a system of linear equations using
the Elimination method and explain what it means.

3, 4, 7, 11,
20, 21
4, 11, 20,
21
I can find the solution to a system of linear equations using
the Substitution method and explain what it means.
3, 4, 7, 12,
19, 21
4, 12, 19,
21
I can determine the system of linear equations in an applied
problem and solve for their solution.
6, 7, 21, 22 6, 7, 21, 22







Learning Targets Performance Task Assessments

Learning Target Knowledge Reasoning
I understand and can explain what the solution to a system
of linear equations is in general and in a context, and I
know the different methods of solving a system of
equations.
1, 2, 3 1, 2
I can determine the solution to a pair of linear equations by
looking at a graph of those equations.

1, 2 1, 2
I can determine if a system of equations has one, infinitely
many, or no solutions.
1, 2, 3 1, 2
I can find the solution to a system of linear equations using
the Elimination method and explain what it means.

1, 2, 3 1, 2, 3
I can find the solution to a system of linear equations using
the Substitution method and explain what it means.
1, 2, 3 1, 2, 3
I can determine the system of linear equations in an applied
problem and solve for their solution.
1, 2, 3 1, 2


Diagnostic Assessment
1. Solve for x in the following equation:
4x 13 = 3





2. When might you need to determine the value of two variables?



3. Identify the slope and y-intercepts in the following equations.

y = 4x -3
slope: y-intercept:



y = -2x+1
slope: y-intercept:















4. Graph the equations from problem 3 on the same set of axis.




5. What do you notice about the graphs?




6. What x and y values do these equations share?




7. What do the x and y values mean?





8. How might you find these values without looking at a graph?





9. Try and determine the shared value for the following equations without graphing.
y = 2x + 3 3x + 4y = 2







10. Solve for y in the following inequality:
-4y < 12





11. Graph the inequality y 2x -1.


Test Directions
Directions for SRA
The first portion of the test has fifteen (15) selected response problems. For this section,
you need to select the best or most appropriate answer for each question. Make sure you look
over each of the options carefully before deciding on your answer, especially if the problem is
grouped with a set of other problems.
Directions for EWRA
This of the test has seven (7) problem sections. Some problems have multiple parts,
leading to twelve (12) total questions. After each question is a label for the number of points they
are worth. For each question, you need to provide an extended written response. This means you
must clearly explain all of your answers and show all your work. Please read the directions for
each problem carefully and remember that I am looking for your reasoning and understanding,
not just a right answer.

You will have the rest of the class period to work on this test. If you have any questions,
please raise your hand or skip the problem and come back to it. When you have finished, please
bring your quiz up and place it in a neat pile on my desk. Then, return to your seat and use the
remaining time to work on homework or read silently.

For the Teacher
At the end of the test, rubrics have been provided for the extended written response
questions. These rubrics are holistic in design and the scales are based on the point values of
each problem. A good suggestion would be to provide students a copy of this rubric so that they
understand what they are being graded on and there are no discrepancies.

The Test
Selected Response Assessment
Multiple Choice
Select the best answer.

1. The solution to a system of equations is __________.
a. the y-intercepts
b. the x- and y-values that satisfy both equations at the same time
c. the y-values shared by the equations
d. the slope of the equations

2. Find the solution to the system of equations represented by the graph.

a. (-2, 5)
b. (5, -2)
c. (5, 2)
d. No solution.


3. Find the solution to the system of equations:
y = 7x + 6, 3y = 21x + 18
a. y = -6, x = 7
b. y = 6, x = -6/7
c. no solution.
d. Infinitely many solutions.
True or False.
4. Using the elimination method will get the same solution as the substitution method.

5. The system of equations

has infinitely many solutions.
Prompt
Consider the following story problem for the next two questions.
George needs to make a rectangular pen for his dog to run around in. The perimeter of his
pen needs to be 24 feet. George also wants to make sure the length of his pen is three less
than twice the width.
6. What are the equations for this system?
a.

b.

c.

d.

7. What are the dimensions of Georges pen?
a.
b.
c.
d.
Fill in the blanks.
8. When the equations have ______________________________________ there are no
solutions.

9. When the equations have ______________________________________ there are
infinitely many solutions.

10. When the equations have ______________________________________ there is one
solution.






Matching.

11. The first step in the ____________ method is to multiply to make opposites.
12. The first step in the ____________ method is to solve for one variable in terms of the
other.
13. The solution to a system of equations will be the ____________ of the graphs.
14. Systems of equations have no solutions when the lines are ____________.
15. Systems of equations have infinitely many solutions when the lines are ____________.

A. parallel
B. intersection
C. elimination
D. the same
E. substitution
Word Bank
the same slope and the same y-intercepts
different slopes
the same slope and different y-intercepts
Extended Written Response

16. Stand-alone: What does it mean for an ordered pair to be the solution to a system of
equations? (2 points)




17. Stand-alone: List the three methods of solving a system of equations that we have
discussed in class. (3 points)
a.

b.

c.


18. Construct/Create: Create a system of equations and explain how you know that
(2 points each/6 points total) [HINT: There are two (2) parts of each equation that need to be addressed!]
a) the system has one solution.



b) the system has no solutions.



c) the system has infinitely many solutions.


19. Stand-alone: Solve the following system of equations using substitution. Show all your
work! (4 points)













20. Stand-alone: Solve the following system of equations using elimination. Show all your
work! (4 points)













21. Scenario: You have decided to start a lawn mowing business in your neighborhood.
Your lawn mower cost you $100 and it will cost you $5 in gas for each lawn you cut.
You decide to charge $10 to mow someones lawn. Explain why you wont start earning
money right away. (2 points)










How many lawns do you need to cut before you start earning money? Show your work!
(6 points)









22. Prompt: Two classmates got together over the weekend to do their assigned History
reading. The graph below depicts how the students, Kathleen and Bruce, spent their time
reading. Use the graph to answer the following questions. (6 points total)


a. How many pages had each student read before getting together? (2 point)




b. How long did it take Bruce to catch up to Kathleen? (2 point)




c. How many pages had they read at that point? (2 point)


EWRA Rubric
16. Stand-alone: What does it mean for an ordered pair to be the solution to a system of
equations? (2 points)
Criteria Scales
Explanation 0
None
1
Something written, but
not very clear.
2
Clear explanation including how the ordered
pair relates to BOTH equations/lines.

Total Points: ___/2

17. Stand-alone: List the three methods of solving a system of equations that we have
discussed in class. (3 points)
Criteria Scales
Methods 0
None listed
1
One correct method
listed
2
Two correct methods
listed
3
All three methods
listed

Total Points: ___/3

18. Create: Create a system of equations and explain how you know that (2 points)
Criteria Scales
they have
one solution
0
Nothing written or the
answer is incorrect
1
One important characteristic
is missing or incorrect
2
Both characteristics of the lines
are addressed and accurate.
they have
no solutions
0
Nothing written or the
answer is incorrect
1
One important characteristic
is missing or incorrect
2
Both characteristics of the lines
are addressed and accurate.
they have
infinitely
many
solutions
0
Nothing written or the
answer is incorrect
1
One important characteristic
is missing or incorrect
2
Both characteristics of the lines
are addressed and accurate.

Total Points: ___/6
19. Stand-alone: Solve the following system of equations using substitution. Show all your
work! (4 points)
Criteria Scales
Substitution 0
Nothing
done
1
Substitution performed correctly, but work
is missing or not shown. OR Substitution is
done incorrectly, but the work that follows
is accurate based on the substitution done.
2
Substitution
performed correctly.
Each step of student
work is visible.
Correct
Answer
0
None or
incorrect
1
Only one variable solved correctly
2
Both x and y accurate

Total Points: ___/4


20. Stand-alone: Solve the following system of equations using elimination. Show all your
work! (4 points) ,

Criteria Scales
Elimination 0
Nothing
done
1
Elimination performed correctly, but
work is missing or not shown. OR
Elimination is done incorrectly, but the
work that follows is accurate based on
the substitution done.
2
Multiplied and aligned
properly. (Set up
depends on student
choice) Each step of
student work is visible.
Correct
Answer
0
None or
incorrect
1
Only one variable solved correctly
2
Both x and y accurate

Total Points: ___/4

21. Scenario: You have decided to start a lawn mowing business in your neighborhood.
Your lawn mower cost you $100 and it will cost you $5 in gas for each lawn you cut.
You decide to charge $10 to mow someones lawn. Explain why you wont start earning
money right away. (2 points) How many lawns do you need to cut before you start
earning money? Show your work! (6 points)

Part 1

Total points: ___/2
Part 2
Criteria Scales
Equations 0
Nothing written
or both equations
incorrect
1
Equations written, but one is
incorrect
2
Equations written
clearly and both are
correct.
Elimination/
Substitution and
work is shown
0
Nothing done
1
Chosen method is performed
correctly, but work is missing or
not shown. OR Chosen method is
done incorrectly, but the work that
follows is accurate based on the
substitution done.
2
Chosen method is
performed correctly.
Each step of student
work is visible.
Correct
Numbers
0
None or
incorrect
1
Only one variable solved correctly
2
Both x and y accurate

Total points: ___/6
Criteria Scales
Explanation 0
Nothing
written
1
Something written,
but information is not
clear.
2
Explanation is clear and relates to the idea of
a system of equations.
Prompt: Two classmates got together over the weekend to do their assigned History reading.
The graph below depicts how the students, Kathleen and Bruce, spent their time reading. Use the
graph to answer the following questions. (6 points total)
a. How many pages had each student read before getting together? (2 point)
b. How long did it take Bruce to catch up to Kathleen? (2 point)
c. How many pages had they read at that point? (2 point)

Criteria Scales
Number of
pages
0
Nothing written or the
answer is incorrect.
1
Numbers written are not
labeled or clear.
2
Answer/number is labeled and
placed back into the context of the
problem.
Amount of
time
0
Nothing written or the
answer is incorrect.
1
Numbers written are not
labeled or clear.
2
Answer/number is labeled and
placed back into the context of the
problem.
The number
of pages
0
Nothing written or the
answer is incorrect.
1
Numbers written are not
labeled or clear.
2
Answer/number is labeled and
placed back into the context of the
problem.

Total points: ___/6

Total for EWRA: _______/33
Total for SRA: ________/15

Total points: ______/48


Self-Evaluation - Test
Directions: Please answer the following questions about your knowledge of the content and your effort
throughout the course honestly. Answers should be written in complete sentences.

1. How confident are you in your performance on this test?



2. What did you do to prepare for the test? Was it enough?



3. How would you change your preparation for this test?



4. Which sections (or problems) on the test did you feel good about? Why?



5. Which sections (or problems) on the test were you unsure about? Why?



6. Were there any questions on the test that you thought were unfair? Which ones and why?



7. Which tasks or activities we did in class help the most in preparing for this test?



8. What grade do you think you received?
Letter: ______

Out of 48: _______/48

Performance Task Assessments
Purpose
One of the performance tasks below will be a part of a summative assessment to
determine if the students were able to fully comprehend the content and are able to apply it to a
realistic situation. Through the process of completing the tasks, students will be made aware of
their own understandings and misconceptions. There will be an opportunity to make corrections
and adjust misconceptions and other issues as the project is being completed.

Objective
We have been covering systems of equations and the various methods of solving for their
solutions for quite a while. Although it is extremely important for us to be able to follow an
accurate process to solve a system, this skill does not matter unless it can be applied to other
situations in your everyday life. This project will tell both you and me (students and the
instructor) whether or not your understanding of solutions to systems of equations is at the
appropriate level and meets all the standards an individual in your grade should meet. Your [the
students] scores will let me [the instructor] know if we need to go back and discuss certain
topics again, or if we can move on to the next section of our unit.

Standards
CCSS.Math.Content.8.EE.C.8a Understand that solutions to a system of two linear equations in two
variables correspond to points of intersection of their graphs, because points of intersection satisfy both
equations simultaneously.
CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5
and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of points, determine whether the
line through the first pair of points intersects the line through the second pair.

Performance Task 1 Business Project
Students will design their own business venture where they will be designing and selling
a product. They need to determine how much it will cost to run their business as well as how
much revenue they will make. These should be represented as words [quality explanation] and as
equations [cost equation and revenue equation]. Students will apply their knowledge of systems
of equations to determine the point at which they will begin to make money as a business. This is
called the break-even point and is the intersection of their cost equation and revenue equation.
At the end, students will have to design a way through which to present/advertise their
business venture and will present this to the class. Modes of presentation could include posters,
infomercials, brochures, magazine spreads, PowerPoint, etc. Some examples of projects from
previous years will be provided when available. The actual presentation is an opportunity for
students to be excited about their projects and will not be graded.
Assessment of Performance Task 1
Criteria Description Score
Description of a real problem and
the resulting product
The problem is realistic and common.
The resulting product is a direct result of trying to fix the problem.
The product could potentially exist in the world we know. (i.e. No
unicorns, time travel, etc.)
5
Cost equation and explanation of
its derivation
A detailed list of start-up costs and ongoing costs.
Explanation of why these costs exist.
Explanations of why the costs are a start-up cost or an ongoing cost.
Equation is derived from the various costs and is written correctly.
10
Revenue equation and explanation
of its derivation
Description of the price a shoe sells for.
Explanation of why that value is important and the role it plays in
making money.
Equation is written correctly.
10
Use of both methods for solving a
system of equations [Substitution
and Elimination] and an
explanation of each process
Substitution
Explanation of each step and all work is shown.
Elimination
Explanation of each step and all work is shown.
Solutions are correct.
Substitution
15
Elimination
15
Explain differences in methods. Describe which method is more appropriate to use in the given
context. Justify your reasoning.
5
Graph demonstrating their system
of equation.
Following labels are included: Title, x-axis, y-axis, break-even
point, and equations
Equations are graphed correctly with an accurate break-even point.
15
Explanation of the break-even
point or the solution to their
system of equations.
Explanation of why their business
venture will be a [huge] success
Relates break-even point to the solution to a system of equations.
Discusses the break-even point in terms of the context.
When does the company make money?
How many items need to be sold?
15
Presentation Method Method includes all of the necessary components.
Information is organized and portrayed in a clear way.
Appropriate amount of effort is seen in the work.
10

Performance Task 2 How to Guide
For this performance task, students will be designing their own How to Guide on
systems of equations. Students should develop these guides under the notion that they are
teaching a friend or family member the entire unit on systems of equations on their own. They
can treat their collection of information similar to a Guide for Dummies if they would like.
Guides should include several sections of the unit including:
At least four (4) different representations of a system of equations.
Clear explanation of the solution to a system of equations.
Step by step instructions for solving a system of equations using each method.
o Graphing, Substitution, and Elimination
Examples of solving a system of equations using each method.
Explanation of three (3) real-world applications.
o Solve each example using method of choice.
These guides will be presented to the class. With feedback and adjustments, students can
use these as a means of studying for their unit test.
Assessment of Performance Task 2
Outside of being graded on the inclusion of the sections above, students will also do a self-
assessment on this assignment.
I can Confident
Ive got it!
Almost There
I just need practice.
Needs Work
Im struggling.
What?
I dont get it!
I can explain what the solution to a system
of linear equations is.

I can determine the solution to a pair of
linear equations by looking at a graph of
those equations.

I can determine if a system of equations has
one, infinitely many, or no solutions.

I can find the solution to a system of linear
equations using the Elimination method.

I can find the solution to a system of linear
equations using the Substitution method.

I can determine the system of linear
equations in an applied problem and solve
for their solution.


Performance Task 3 Picture Puzzle
This performance task requires groups of students to create a puzzle for their peers.
Students will start by creating a small image on a coordinate plane composed of a small
number of points. These points will be the solutions to various systems of equations that the
students will design. [Extra: Students can include a few lines in their image by using systems
with infinitely many solutions]
After they are positive that their image matches the solutions to their systems, they will
give another group their unsolved systems of equations and a blank coordinate plane. Students
will then solve their new set of systems. The goal is to end up with the same image as the
original group. As a means for checking work, the original groups should have an answer key
with the work for each system.
Assessment of Performance Task 3
For this project, students will be assessed twice: once for their ability to create the image
and appropriate systems, and once for their ability to solve the systems and create the image of
another group. The students will do a peer assessment and a self-assessment using the same
rubric.
[Rubric included on the next page.]

Rubric for Self and Peer Assessment
Rate your classmates Picture Puzzle using the first column of the rubric. Then, rate
your own group using the first and second columns. Your teacher will use your feedback on
that information to help grade your projects. You will also be assessed based on the
information in the third column. Use these rubrics as guides as you complete your Picture
Puzzles.

NOTE: Rating 4 can be used between 3 and 5. Rating 2 can be used between 1 and 3.

Rating for Other Group: _____ Rating for Your Group: _____

Other Group Number: ______ Your Group Number: _____

Name: ___________________________________
Rating Picture Puzzle Design Collaboration Solving
5 The image is creative and
challenging.
Ten (10) to fifteen (15) different
points or lines within the image.
Step by step instructions for solving
each system of equations using a
method other than the graphing
method.
Accurate systems of equations for
each of the points and lines.
The group made sure that
everyone helped design the
image and systems.
Everyone helped solve the
other groups Picture Puzzle
completely and correctly.
The group discussed each
component creatively and
cooperatively.
Image matches the original
design
Work towards answers is
correct.
Solved using a method other
than the graphing method.
All work is shown and each
step is labeled.
3 The image is creative and solvable.
Seven (7) to ten (10) different
points or lines within image.
Step-by-step instructions included,
but have some errors in the process
or a few systems are skipped.
List of systems of equations are
included, but some have errors or
are missing a few.
Cooperation existed but
some of the group members
may not have solved the
Picture Puzzle correctly.
Cooperation existed but
some of the group members
did not participate.
Image matches the original
design with minor errors or
few missing parts.
Work towards answers is
mostly accurate with simple
computation mistakes.
Solved using a method other
than graphing.
All work is shown.
1 The image is complete and solvable The group barely fulfilled the
requirements and meaningful
conversation was not
evident. The group
functioned individually most
of the time.
Image is missing major
components or does not
entirely match the original
design.
A major error in work towards
solving the systems, or some
work is not shown.
0 The image is incomplete.
Systems of equations are not
included or are unsolvable.
The group was off task or was
unproductive.
No work shown.
Image has no relation to the
original design.
Sample Lesson Plan
Benchmark/Standard:
CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of points, determine whether the
line through the first pair of points intersects the line through the second pair.

Behavioral/Objective:
By the end of this lesson, students should be able to identify the variables and equations from a word
problem. Once they have found the system of equations, students should then be able to solve the problem
using substitution.

Anticipatory Set:
Students will be provided the answers to their test review. There will also be time to discuss any
questions or misconceptions on the review sheets.

Objective/Purpose:
Let students know that systems of equations are very common in the real world. One typical
situation is in business situations and finding the break even point. The tasks performed during
this lesson are examples of real world situations as well as examples for the big unit project.

Input:
Materials: Business Project Handout
Thinking Levels: [Questions pulled directly from the handout]
o Knowledge - What are your variables? What are the slopes of each equation?
o Comprehension - How do you determine the equations from these problems? Where do you see a
start-up cost on a graph?
o Application - Solve the system of equations for Shoe City.
o Analysis - How many pairs of shoes does Shoe City have to sell to break even?
o Synthesis - Create your own business plan and system of equations.
o Evaluation - Is it better to solve these business problems with the substitution method or the
elimination method?
Procedure:
o Review systems of equations test review sheets.
o Reintroduce the business project.
o Go through/work on the Business Project handout.
o Work on individual unit Business Projects.

Modeling:
Continue to walk students through the steps of identifying variables in equations through the
Business Project Handout. Poster examples of the unit project are also hung around the room.

Independent Practice:
Students are required to create their own business and product that they can sell in their
community. They are then required to determine the cost of making their product as well as how
much they will earn by selling their product (revenue). The students will eventually create a
system of equations based on these values and determine their break even point.

Closure:
Students will share their projects with the class and explain what each aspect of their brochure
displays.