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# Learning Experience Plan (Day 3)

Subject: Algebra
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

## Learning Experience Assessments

(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.

## Group Work- Candy Problem

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
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

## involve skills used in solving systems of equations.

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
Partner A flips over one question card. Both partners work out the
problem. When they have reached an answer, have them flip over 1
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?
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.

## Review how to solve equations algebraically with substitution or elimination.

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

## assessment (Candy Problem) to work on problems and practice what they

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

## Independent Practice (what students will do to reinforce learning of the lesson)

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.

## 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)
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

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.

## Lesson 3 Glossary of Vocabulary Terms and Key

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.

## Lesson 3 Class Examples:

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)

## 2. Solve the following system of equations by the elimination method.

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

## Lesson 3 Group Work Formative Assessment:

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.

## Define the variables.

x = number of Skittles bags

2.

Items: x + y = 8

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

## Lesson 3 Exit Ticket Formative Assessment:

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)

## Lesson 3 Homework Formative Assessment:

Solving Systems of Equations
Name: ____________________________

Date: ______________________

## 1. Graph the system of equations.

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?

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.

## Lesson 3 Evaluative Criteria For Group Work

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

## Lesson 3 Evaluative Criteria For Exit Ticket

Formative Assessment: Solving Systems of Equations

## using proper steps of one of

substitution or elimination to

## solve algebraically but misses and states incorrect solution

(graphically or algebraically)

incorrectly

## Lesson 3 Evaluative Criteria For Homework

Formative Assessment: Solving Systems of Equations
Full Credit
- Uses appropriate method to solve algebraically

## - Shows all steps correctly

- 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