Unpacking standards | Education homework help

Unpacking Standards Template

For the identified standard address each of the following prompts.

Solve linear equations and inequalities with rational number coefficients, including those whose solutions require expanding expressions using the distributive property and collecting like terms.

Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x=a, a=a, or a=b results (where a and b are different numbers). (8.EE.7).

Student-Friendly Format

How might you display the standard for your students?

The student will: demonstrate an understanding of how to solve linear equations in one variable with one solution, infinitely many solutions, or no solution by using the distributive property and collecting like terms to solve for the given variable.

Appropriate Parts

Knowledge and Skill Objectives

How you might explain the standard, and its parts, to a colleague?

Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.

1. Analyze expressions looking for the distributive property and like terms. (Knowledge)

2. Formulate expressions from word problems and distinguish their equivalent expressions. (Skill)

3. Solve the equations created by the expressions. (Skill)

4. Use the distributive property and collecting like terms to solve a multistep linear equation. (Skill)

Sequence Justification

This sequence begins with simple concept knowledge of the distributive property and collecting like terms, then teaches students how to solve a linear equation in one variable using these skills. They will begin formulating expressions from word problems and distinguish their equivalent expressions. After understanding the relationship between the expressions and using the distributive property they will begin solving multistep linear equations in one variable with one solution, infinitely many solutions, or no solution.

Prerequisite Knowledge and Skills

How you might explain prerequisite objectives to a colleague?

Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.

1. Explain the concepts of the distributive property. (Knowledge)

2. Explain the concepts to solving multistep equations. (Knowledge)

3. Demonstrate how to solve multistep equations. (Skill)

For the identified standard address each of the following prompts.

Analyze and solve pairs of simultaneous linear equations.

a. 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. (8.EE.8)

Student-Friendly Format

How might you display the standard for your students?

The student will: demonstrate an understanding that solutions of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Appropriate Parts

Knowledge and Skill Objectives

How you might explain the standard, and its parts, to a colleague?

Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.

1. Analyze the shape of the graph of a linear equation. (Knowledge)

2. Use the method of elimination to solve a system of equations (Skill)

3. Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)

Sequence Justification

This sequence begins with simple concept knowledge of looking at a systems graph to analyze what the shape of a linear graph should look like. They will begin describing what these graphs look like for linear equations. After understanding the shape of a linear graph, they will begin selecting linear equations to solve by the process of linear equations. Once these systems are solved students then will begin to predict if the graph of a linear equation is a line and selecting points both on and off that line to argue their claim.

Prerequisite Knowledge and Skills

How you might explain prerequisite objectives to a colleague?

Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.

1. Explain the concepts of the distributive property. (Knowledge)

2. Explain the concepts to solving a linear equation in one variable with one solution. (Knowledge)

3. Demonstrate how to solve linear equations in one variable with one solution. (Skill)

For the identified standard address each of the following prompts.

Analyze and solve pairs of simultaneous linear equations

b. 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. (8.EE.8)

Student-Friendly Format

How might you display the standard for your students?

The student will: demonstrate an understanding of how to solve linear equations in two variables algebraically and estimate their solutions by graphing the equations and solve simple cases by inspection.

Appropriate Parts

Knowledge and Skill Objectives

How you might explain the standard, and its parts, to a colleague?

Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.

1. Analyze graph systems of linear equations whose solutions do not have integer coordinates. (Knowledge)

2. Use elimination and substitution to solve systems of linear equations. (Skill)

3. Demonstrate understanding that a system can have a unique solution, no solution, or infinitely. (Skill)

4. Solve problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit. (Skill)

Sequence Justification

This sequence begins with simple concept knowledge of analyzing graphs of linear equations whose solutions do not have integer coordinates. They will begin looking at these graphs to analyze what these graphs look like for a linear system. After understanding these estimations, they will begin solving systems of linear equations using substitution and elimination. They will use their estimations of the solution from a graph to verify their algebraic solution is correct. Once they demonstrate an understanding that a system can have a unique solution, no solution, or infinitely many solutions they will begin solving problems in real-world context by doing things like converting temperature from Celsius to Fahrenheit.

Prerequisite Knowledge and Skills

How you might explain prerequisite objectives to a colleague?

Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.

1. Explain the concepts to solving multistep equations. (Knowledge)

2. Demonstrate how to solve multistep equations. (Skill)

3. Analyzing the shape of the graph of a linear equation. (Knowledge)

4. Use the method of elimination to solve a system of equations (Skill)

5. Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)

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