**Lesson Objective**

SWBAT (Student will be able to) solve 4 out of 5 systems of linear equations using the substitution method.

This is taken from a lesson I did with an 11th grade summer school math class this summer.

An appropriate assessment was taken at the end of the lesson using an “exit slip” where students were given 5 systems of linear equations and had to solve those using the substitution method.

Going back to my “5 most important mathematics educataion principles” I started this lesson by trying to create student buy in. I did this by having the students graph two lines that I put up on a transparancy using their graphing calculators. I then asked them at what coordinate the two lines intersected. They were able to pinpoint the coordinate fairly accurately by zoomining in to the point of intersection and estimating. None of the students were able to give the exact answer. At that point I encouraged them to research how to find the exact coordinate and report back to me. I further told them that for this lesson we were going to learn how to find that coordinate the old school way, with our pencils and paper.

I believe the lesson’s objective is a measureable one and I was able to assess at the end of the hour that 70% of the students were able to solve a system of linear equations 4 out of 5 times.

I believe that this is an important part of any lesson, especially in mathematics becuase what students learn today will be essential to understanding what we do tomorrow and in the coming lessons. It is also a great indicator of whether or not the teacher is conveying material effectively and can therefore be used to make changes in the way that material is delivered, because, as we all know, not all children learn the same way–another case for multiple representations…

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*Related*

Sam, since we are Mastery compatriots(?) I thought I would reach out and see if you wanted to collaborate on task 4-5 this week. I believe we have to suggest improvements to last week’s tasks.

Personally, I think the week was good but we just needed a bit more guidance on linearity. For example, in week 2 when we worked with multiple representations, the professor provided links to a lot of background information on multiple representations. In week 3, though, there was only a video that talked about linearity from an ordered perspective. In other words, do we need to teach geometry before calculus. There was no “introduction” to linearity from a line perspective and system of equations.

So I think the week’s tasks could have been significantly improved with just a bit more guidance on linearity. What do you think?

Sounds great!

I agree that there could have been more guidance on linearity. I think everyone felt a little lost at the beginning of last week.

Let me know what we can get together either on line or on the phone to discuss the task for this week. I’ll be out of commission Saturday, but have a little time Fri. morning and Sunday. Have a rockin’ wknd.