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Subject: Algebra

Grade level: 9

Unit: Reasoning with Equations and Inequalities

Length of LEP(days/periods/minutes): 25

minutes

Topic: Solving Systems of Equations

Content Standards: (include only standards addressed in this LEP)

A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by

the sum of that equation and a multiple of the other produces a system with the same solutions.

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),

focusing on pairs of linear equations in two variables.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will:

-Solve systems of linear equations

graphically and algebraically using the

Substitution Method and the Elimination

Method in order to understand how equations

and graphs are related.

-Compare and contrast all three strategies in

order to determine the most efficient method

to solve systems of equations.

-Apply their knowledge of systems of

equations in order to understand how they

are used to solve real world problems or

situations.

Exit Ticket Problem

Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching

Provide guided notes and

additional examples to help

students understand steps.

Offer extra review after class.

On-level

Offer extra credit problems

or projects to encourage

them to reach the next

level.

Beyond

Provide more difficult, higher

level problems. Have them

research careers that involve

solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.

Systems of equations are used in economics to maximize profits, minimize costs and balance

production and consumption of goods. Careers in Production and Operations Management

Materials

Procedures/Strategies

White Board

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of

Markers

the concept to be learned)

Activity: Solving Systems Memory

1. Give each set of partners 20 index cards.

Graph paper

2. Have them write the following problems on 10 cards.

2x + 3y = 5

x = 2y 3

x = -2y + 2

Activity

x = 5y + 9

4x 5y = -3

7x 3y = -20

Directions

Glossary

3x + 2y = 6

y = -2x + 2

y = x 17

3x + y = -17

3x + 2y = 10

y = 2x 9

Class

Examples

x = -3y 2

-4x 5y = 8

y = 3x 7

5x = 2y + 12

x = 2 2y

4y = -3x 4

3.

4.

5.

6.

7.

8.

x = -4

2x + y = -10

Have them write the following answers on 10 cards.

(4, -1)

(3, 3)

(-2, 2)

(-2, 6)

(0, -17)

(4, -1)

(-2, 0)

(2, -1)

(-8, 5)

(-4, -2)

Place all cards upside down in two separate piles: 10 questions and

10 answers.

Partner A flips over one question card. Both partners work out the

problem. When they have reached an answer, have them flip over 1

answer card.

If the answer matches the problem, Partner A keeps the two cards

and flips over another problem card. His/her turn continues.

If the answer does not match the problem, turn the two cards back

over. Partner B then flips a different question card and repeats step 5.

Continue until all cards are paired up.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

Recall from the previous two lessons:

What does it mean to solve systems of equations?

How are systems of equations applied in the real world?

How do we solve systems of equations graphically and algebraically?

Class discussion: teacher asks students to think about the three strategies.

How do you determine which method to use to solve systems of equations?

Activating Prior Knowledge (what information will be shared with/among students to connect to

prior knowledge/experience).

Review how to solve equations graphically.

Direct Instruction (input, modeling, check for understanding)

Step #1 Discuss the three methods students have learned for solving

systems of equations (graphing, substitution and elimination).

Ask student to refer to the vocabulary terms on the glossary page.

Inform students that today they will be using all three of the strategies they

learned for solving systems of equations to solve real life problems.

Step #2: Demonstrate how to solve the following example of a system of

equations graphically and by the substitution method.

Solve the following system of equations:

y = 7x 12 and 4x - 2y = 34

Check: y = 7(-1)-12

Substitution method:

y = - 19

4x - 2(7x-12) = 34

4x 14x + 24 = 34

Solution: (-1,-19)

-10x = 10

x = -1

Graph:

Step #3: Involve the students by asking them to help and guide you through

another example this time using the elimination method in order to check if

they understand what you have done so far.

y = 4x+1

y=x-5

Elimination Method:

y = 4x + 1

-(y = x - 5)

0 = 3x + 6

-6

-6

-6 = 3x

/3 /3

-2 = x

Check:

y = 4(-2) + 1

y = -2 - 5

y = -7

y = -7

Solution (-2, -7)

Step #4: Encourage students to ask questions. If students seem to have

successfully understood the new concepts, provide them with the formative

have just learned. Allow them to work together in groups for collaborative and

successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)

Peer editing / tutoring: Students will exchange their formative assessment

(Candy Problem) with another group and review the other groups work /

solutions. Students will compare their work to the work done by the other group

and comment on similarities and differences. Students will work cooperatively

to ensure all groups have the correct solutions and understand the process

involved in getting to it.

Candy Problem (Real Life Example)

Ms. Rubino decided to purchase candy for her whole class. She bought

Skittles and Tootsie Rolls for their next exam. Each bag of Skittles cost $7.00

(including tax). The bag of Tootsie Rolls cost $8.50 (including tax). She ended

up spending $60.50 on her purchase of 8 items. (Elimination method)

1. Define the variables.

x = number of Skittles bags

y = number of Tootsie Roll bags

2. Write a system of equations to model the situation.

Items: x + y = 8

Cost: 7.00x + 8.50y = 60.50

3. How many bags of Skittles did Ms. Rubino buy?

Finding the number of Skittles bags means I should eliminate y since that is

the variable that defines Tootsie Roll bags.

x+y=8 (multiply this equation by -8.50 to eliminate y) -8.50x -8.50y = -68

7.00x + 8.50y = 60.50(nothing needs to change here)+7.00x + 8.50y = 60.50

-1.50x = -7.50

X=5

4. How many bags of Tootsie Rolls did Ms. Rubino buy?

Finding the number of Tootsie Roll bags means I should eliminate x since that

is the variable that defines Skittles bags.

x = y = 8 (multiply this equation by -7.00 to eliminate x) -7.00x -7.00y = -56

7.00x + 8.50y =60.50 (nothing needs to change here) +7.00x + 8.50y = 60.50

1.50y = 4.50

y=3

For homework, students will independently complete a HW worksheet

(formative assessment) which will be reviewed the next day to ensure their

understanding.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Teacher will hand out an Exit Ticket (formative assessment) to each student.

Students will complete the problem before they leave the classroom.

Solve the following system of equations using one of the methods we learned.

y = 3x + 1 and 2x + y = 16

Check: y = 3(3) + 1

2x + (3x + 1) = 16

y = 10

5x + 1 = 16

5x = 15

Solution: (3,10)

x=3

1.

2.

2x + 3y = 5

x = 2y 3

x = 5y + 9

4x 5y = -3

x = -2y + 2

7x 3y = -20

3x + 2y = 6

y = -2x + 2

y = x 17

3x + y = -17

3x + 2y = 10

y = 2x 9

x = -3y 2

-4x 5y = 8

y = 3x 7

5x = 2y + 12

x = 2 2y

4y = -3x 4

x = -4

2x + y = -10

3.

(4, -1)

(3, 3)

(-2, 2)

(-2, 6)

(0, -17)

(4, -1)

(-2, 0)

(2, -1)

(-8, 5)

(-4, -2)

4.

Place all cards upside down in two separate piles: 10 questions and 10 answers.

5.

Partner A flips over one question card. Both partners work out the problem. When they

have reached an answer, have them flip over 1 answer card.

6.

If the answer matches the problem, Partner A keeps the two cards and flips over

another problem card. His/her turn continues.

7.

If the answer does not match the problem, turn the two cards back over. Partner B then

flips over a different question card and repeats step 5.

8.

Concepts: Solving Systems of Equations

Coefficient- number (constant) that is multiplied by the variable; 3x has a coefficient of 3.

Graphing Method the equations in the system are graphed on the same coordinate graph to

find the points of intersection in the system.

Intersection- point where two lines cross.

Linear Equation- equation that when graphed will form a line.

Slope- rate at which the y value of a linear function rises or falls as x increases. (Rise / Run)

Solution of a System of Linear Equations- the ordered pair that makes both equations true at the

same time; point of intersection.

Substitution Method- method or strategy for solving a system of linear equations in which the

equivalent expression of a variable replaces or is substituted for that variable into the other

equation. It is used to reduce two equations with two unknowns to one equation with one

unknown. This method is best when one variable can be easily solved for in one of the

equations.

Systems of Linear Equations- two or more linear equations that use the same variables; used

when a situation requires the use of two or more variables and two or more equations to model

the situation and solve for more than one variable. A system will have as many equations as

there are variables in the system.

Solving Systems of Equations

1. Solve the following system of equations graphically and by the substitution method.

y = 7x 12 and 4x - 2y = 34

Substitution method:

4x - 2(7x-12) = 34

4x 14x + 24 = 34

-10x = 10

x = -1

Graph:

Check: y = 7(-1)-12

y = - 19

Solution: (-1,-19)

y = 4x+1

y=x-5

Elimination Method:

y = 4x + 1

-(y = x - 5)

0 = 3x + 6

-6

-6

-6 = 3x

/3 /3

-2 = x

Check:

y = 4(-2) + 1

y = -7

Solution (-2, -7)

y = -2 - 5

y = -7

Solving Systems of Equations

Candy Problem

Ms. Rubino decided to purchase candy for her whole class. She bought Skittles and Tootsie

Rolls for their next exam. Each bag of Skittles cost $7.00 (including tax). The bag of Tootsie

Rolls cost $8.50 (including tax). She ended up spending $60.50 on her purchase of 8 items.

1.

x = number of Skittles bags

2.

Items: x + y = 8

3.

Finding the number of Skittles bags means I should eliminate y since that is the variable

that defines Tootsie Roll bags.

x+y=8 (multiply this equation by -8.50 to eliminate y) -8.50x -8.50y = -68

7.00x + 8.50y = 60.50(nothing needs to change here)+7.00x + 8.50y = 60.50

-1.50x = -7.50

X=5

4.

Finding the number of Tootsie Roll bags means I should eliminate x since that is the

variable that defines Skittles bags.

x = y = 8 (multiply this equation by -7.00 to eliminate x) -7.00x -7.00y = -56

7.00x + 8.50y =60.50 (nothing needs to change here) +7.00x + 8.50y = 60.50

1.50y = 4.50

y=3

Solving Systems of Equations

Solve the following system of equations using one of the methods we learned.

(Graphically or algebraically with substitution or elimination)

Substitution Method:

y = 3x + 1 and 2x + y = 16

2x + (3x + 1) = 16

5x + 1 = 16

5x = 15

x=3

Check: y = 3(3) + 1

y= 10

Solution: (3,10)

Solving Systems of Equations

Name: ____________________________

Date: ______________________

y = 2x + 1

y=x2

2. Use substitution to solve the system of equations.

y=x+3

8x 7y = 12

3. Use elimination to solve the system of equations.

- 2x 2y = 4

-x + 2y = -1

4. At a local electronics store, CDs were on sale. Some were priced at $14.00 and some at

$12.00. Sabrina bought 9 CDs and spent a total of $114.00. How many $12.00 CDs did she

purchase?

Answer Key

1. (-3, -5)

Graph each line. The point where the two lines intersect is the solution. Check the solution by

replacing x and yin the original equations with the values in the ordered pair

2. (33, 36)

Substitute the right side of the top equation for yin the bottom equation. Solve for x. Substitute

the value obtained for x into the top equation and solve for y.

3. (-1,-1)

Eliminate one variable by adding the two equations. Solve for x and then substitute that value

into one of the equations to find the value of y.

4. 6

x+y=9

12x + 14y = 114

Solve the first equation for one of the variables and substitute into the second equation.

Solve. Substitute that value into the first equation to find the second value.

Formative Assessment: Solving Systems of Equations

Candy Problem

Full Credit

- Sets up equations correctly

- Uses Elimination Method to solve algebraically

- Shows all steps correctly

- States correct solution

- Includes correct check

Partial Credit

-Sets up equations correctly

- Uses Elimination Method to solve algebraically but does not include all steps

- States correct solution but does not include correct check

No Credit

-Sets up equations incorrectly

- Does not use Elimination Method to solve algebraically

- Solution is incorrect

Formative Assessment: Solving Systems of Equations

substitution or elimination to

(graphically or algebraically)

incorrectly

Formative Assessment: Solving Systems of Equations

Full Credit

- Uses appropriate method to solve algebraically

- States correct solution

- Includes correct check

- Correctly graphs equations

Partial Credit

- Uses appropriate method to solve algebraically but does not include all steps

- States correct solution but does not include correct check

- Graphs equations incorrectly

No Credit

- Does not use appropriate method to solve algebraically

- Solution is incorrect

- Graph is incorrect or not completed

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