Linear Equations

Title:
Type:
Subject:
Grade Range:

Metaphorical Expression
Lesson Plan
Math
8

Author(s):

Wilson

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
8.EE.8a Solve linear equations in one variable.
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).
TAG Standard
Creative Thinking & Creative Problem Solving Skills
7. The student uses analogies, metaphors, and/or models to explain complex concepts.

Summary/Overview
The focus of this lesson is for students to understand that there are three different solutions
that a linear equation may yield; no solution, one solution, or an infinite amount of
solutions?

Enduring Understanding(s)
At the end of this lesson the student will understand that
-

A linear equations in one variable with one solution and show that the given example
equation has one solution by successively transforming the equation into an equivalent
equation of the form x=a
o The variable can be solved; however it only has one solution that makes the
equation true. Ex. X=5

A linear equations in one variable with infinitely many solutions and show that the
given example has infinitely many solutions by successively transforming the equation
into an equivalent equation of the form a=a
o The variable can be solved. Typically when equations have an infinite number of

solutions it means that, when the equations on both sides of the equal sign are the
same. This means that no matter what value we plug in for our variable, both of
our sides will always have the same solution.
Ex. 3x+7=3x+7 and 3x + 6 = 3 (x + 2). it doesnt matter what value we
plus in for x, both sides will be the same value.
-

A linear equations in one variable with no solution and show that the given example has
no solution by successively transforming the equation into an equivalent equation of the
form b=a, where a and b are different numbers.
o The variable most likely disappears when simplified, this means can be spotted if
you look at the coefficient of the variable and both coefficients have the same
number and the same sign. When this happens the variable cannot be solved for
thus the equation has no solution. Ex: 2x+4=2x-5 and 2x + 5 = 2 (x + 5)

Essential Question(s)
How can we determine whether a linear equation will have no solutions, one solution or an
infinite amount of solutions?

Concept(s) to Maintain
-

Please check enduring understandings

Evidence of Learning
What students should know:
a. One solution, x can be solved for
b. No solution, x disappears or just has no solution
c. Infinite solutions, both sides of your equation will have the same outcome regardless of what
number is plugged into either side.

What students should be able to do:

a. uses direct analogies, personal analogies, and compressed conflicts to explain the solutions of
linear equations.
Suggested Vocabulary

one solution, no solution, infinite solution, linear equation

Procedure(s)
Phase 1: Hook

Students do a Gallery Walk of the three shopping scenario handout, then we will do a class share
out to discuss what students notice.
2. Reveal one solution shopping problem, no solution shopping problem and infinite solution
shopping problem and three kinds of expressions that we will be using to discuss them as a class.
1.

Phase 2: Examine the Content

3.

Set the Scene: Have you ever been in an argument with a friend or your sibling? Think about
your most recent disagreement with whoever. What was the solution? Was there a solution? Was
there a different way the problem could have been solved?

4.

Pose the Essential Question. How can equations be used to represent ral world mathematical
situations?

5.

Divide students up into three groups: No solutions, one solutions and infinite solution and tell
them that in each group they will be using the three metaphorical expressions to summarize their
designated solution.

6.

Students in each group will work collaboratively to read a description of their given solution and
will have to find the equations for their given solution on their handout .

Phase 3: Analogies
7.

Direct Analogy: Individually, students will identify the similarities and differences between their
solution and another solution. For example, if your group is the one solution group you can
compare and contrast your solutions to the no solutions or infinite solutions group.
Personal Analogy: Individually, students will compare their solutions to the outcome of a
recent argument that you just had.
How do you feel?
What are you thinking?
Where are you?
Students will write a detailed paragraph including this.
Compressed Conflict: Think about the opposite of your solution. Ex. Opposite of no solution is
infinite solution. Create 3 problems that contradict your given solution.

Phase 4: Synthesis Activity

8.

Students will jigsaw into groups so that each solution is represented in the group, then students
will have to come up with a personal analogy comparing themselves to all of the solutions.

Summarizing Activity

Exit Ticket: Handout attached.

Resource(s)

Sorting and Classifying Equations Overview video (9:50) at

www.teachingchannel.org
Anchor Text(s):
Technology:
Smart board
Handouts:
Three Shopping Scenarios Assessment
Student Handout with Classwork and Exit Ticket