Student: Megan Butterworth

Course: Edu 521

Grade: Topic: Systems of Equations

Professor: Maria Esposito

Date: June 20, 2016
Content Area: Pre-Algebra

Instructional Objectives
Following a review of solving systems of equations graphically, and a teacher demonstration of
solving systems of equations using elimination, students will complete 4 different systems,
requiring them to multiply equations and solve for both variables with no more than one wrong.
Standards and Indicators
Mathematics (CCSS): Analyze and solve pairs of simultaneous linear equations. 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.
Indicator
This will be evident when students use their knowledge of graphing systems of equations
to solve for the exact values of variables in the system.
Mathematics (CCSS): Analyze and solve pairs of simultaneous linear equations. 8.EE.C.8b
Solve systems of two linear equations in two variables algebraically, and estimate solutions by
graphing the equations.
Indicator
This will be evident when students correctly eliminate one variable, and solve for the
other variable by adding together the system.
Technology Standards:
NETS.S.1a
Apply existing knowledge to generate new ideas, products, or processes.
Indicator
This will be evident when students use previous knowledge to solve a two variable
equation. They will understand that systems may have one, no, or infinitely many
solutions.
Materials

SMART board
Textbook
Calculators

Strategies
Direct Instruction: This will be used to instruct students how to change equations. I will
demonstrate how to add together the two equations in order to eliminate one variable, as well as
how to find and check for (x,y)
Independent Study: This will be evident when students complete 4 systems working
independently. Students will answer various types of elimination questions in two variables for
the remainder of class.
Adaptations
ELL Student: This student(s) will receive a typed copy of the direction on how to use elimination
to solve systems of equations. They will refer to these steps and work in a group of three during
cooperative learning.
Motivation
Students will complete a do now review graphing systems of equations. I will then discuss the
algebraic method that we use to solve for two variables known as elimination. I will ask students
what it means to eliminate something.
Developmental Procedures
Students will complete a do now reviewing how to graph systems of equations from the previous
day. (What should our graph look like? What was the point of intersection that we found from
our graph or using the calculator?)
Students will write down two new equations and will be introduced to the word elimination.
(What do you think of when you hear the word eliminate?)
Students will recognize one positive and one negative variable in the system that we can
eliminate. (What must we have in order to be able to eliminate one variable? What do you think
we will do to the two equations in order to cancel out one variable?)
Students will add both equations and be left with a simple algebraic equation with one variable.
(Now that we have only one variable, do we know how to solve for x(y)? How do we get x(y) by
itself?)
Students will solve for one variable and be asked to plug it back into one of the original
equations. (How can I solve for y now that I know the value of x? What do I get for y when I plug
it back into the original equation?)
Students will check their answer into both equations by substituting x and y values. (Does my
answer check out when I plug it into both equations?)

Differentiation of Instruction
All students will complete 4 different systems, requiring them to manipulate equations and solve
for both variables. They will work independently following a teacher demonstration.
Students who are below grade level will receive a copy of each step to follow. They may receive
help from their neighbor and work together to solve the given examples.
Students who are above grade level will complete 4 different systems, requiring them to
manipulate equations and solve for both variables. They will choose one of the 4 examples and
be asked to graph both lines on an (x,y) axis. They will compare their answer from both
methods.
Assessment
Students will be asked to solve use the elimination method to add to their knowledge of solving
systems of equations. I will informally assess as I walk around the room and check for
understanding.
Independent Practice
Students will complete additional elimination problems for homework. They will need to
manipulate some of the equations by multiplying be a coefficient or changing the signs of one of
the equations. They will complete 5 homework problems.
Follow Up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The students will work together one on one with the teacher. He/she
will tell the teacher what variable must be eliminated and if the equation must be changed in any
way. He/she will use their guided steps to then explain how to solve for one variable, and
continue the steps needed to find the solution.
Academic Enrichment: The student will be given a challenge problem which will be covered in
the following lesson. He/she must multiply both equations by a coefficient to find a common
multiple, and then solve for the system.

References

McGraw Hill. (2012). Algebra 1 (Teacher ed.). Colombus, OH: The McGraw-Hill Companies,
Inc.

New York State P-12 Common Core Learning Standards for Mathematics (2012). Retrieved June
20, 2016, from
http://emsc32.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf

Solving systems by addition (2013). In Your teacher . Retrieved June 15, 2016, from
http://www.yourteacher.com/how_to/solving_systems/by_addition.php
"Systems of equations-Elimination." Kuta Software. N.p., 2016. Web. 15 June 2016.

Infinite Algebra 1
Name___________________________________
Solving Systems of Equations: Elimination

Date____________________

1) 4x 2y = 12
2) 4x + 8y = 24

16) 8x + y = 16
17) 3x + y = 5

3)

18)

4) 4x + 8y = 20
5) 4x + 2y = 30

19) 6x + 6y = 6
20) 6x + 3y = 12

6)

21)

7) x y = 11
8) 2x + y = 19

22) 7x + 2y = 24
23) 8x + 2y = 30

9)

24)

10) 6x + 5y = 1
11) 6x + 4y = 10

25) 5x + y = 9
26) 10x 7y = 18

12)

27)

13) 2x 9y = 25
14) 4x 9y = 23

28) 4x + 9y = 9
29) x 3y = 6

15)

30)