Underlying Causes of Students' Preference of Method in Solving Systems of Linear Equations

Underlying Causes of Students Preference
of Method in Solving Systems of Linear

Equations
A Classroom Research Project submitted to
The Master of Arts in Teaching Program
of
Bard College
by
James Cleveland
Annandale-on-Hudson, New York
June, 2010
Contents
1 Guiding Question and Purpose 3
2 Description of the School and Classroom Context 5
3 Background Information 7
4 Description of the Project 9
4.1 Project Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
5 Analysis and Findings 13
6 Reections and Implications 24
Appendices 29
A Unit and Lesson Plans 29
A.1 LP 5-6: Solving Graphically . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
A.2 LP 5-7: Elimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
A.3 LP 5-8: Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
A.4 LP 5-9: No Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
A.5 LP 5-12: Solving Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
A.6 LP 5-13: Practice I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
B Interview Transcripts 62
B.1 Sarah Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
B.2 Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
B.3 Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
B.4 Rose and Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Contents 2
B.5 Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
B.6 Wilfred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Bibliography 82
1
Guiding Question and Purpose
Which of the three standard methods of solving systems of linear equations
do students prefer to use? Why?
I decided to look into this question after looking over the lesson plans for the unit on
systems. Before doing so, if someone had asked me which method I used to solve systems,
I would have most likely said, substitution. This seems like the right choice as an
advanced mathematician as it is a more versatile method and can be employed in other,
non-linear situations. This feeling was strengthened when I noticed the other math teachers
used substitution for a systems problem.
As I was looking through the problems for the applications lesson, though, my natural
instinct for solving interesting problems that I see took over. Lacking paper, I worked
in my head and, after solving one problem, I realized that the method I was using was
elimination, though slightly modied for mental math.
It was after that experience that I decided to look into student choices about their
methods. There are a number of things I wanted to look for as I researched into the
1. GUIDING QUESTION AND PURPOSE 4
topic. First, I wondered if there is some relationship between the students who are more
mathematically inclined with the choice of substitution, or if my perceived notion develops
later after students see other problems that require substitution (quadratics and functions).
Related to that, I also wondered if there would be a discrepancy between the expressed
choice and which method was actually used. Secondly, I wondered if there is a relationship
between the use of mental math and a preference for elimination. Thirdly, I had to consider
a relationship between the visually inclined and graphing.
Moving forward, I had three sub-questions that drove my data collection and interview-
ing.
1. Was student preference related to prociency? Did the skill level of the stu-
dent and their skill with a particular method determine which method they used?
2. Was student preference related to eciency? Did the layout or presentation
of the problem determine which method they used?
3. Was student preference related to execution? Did the teaching of the topic
or the form of the calculation determine which method they used?
2
Description of the School and Classroom Context
Banana Kelly High School is located in the Longwood neighborhood of The Bronx. A
small school with 440 students, Banana Kelly is comprised of mostly Hispanics and Blacks,
in a two to one ratio. The younger grades have more students than the older grades, mostly
due to an imbalance in the number of male students, as the female population remains
fairly constant and slightly larger than the male.
The classroom in which I conducted my research was a 9th grade course called Thinking
Math and Science, taught by Nicola Vitale and Annie Lerew. There are two section of the
class, one a CTT class taught in the mornings with about 40% of the students having
IEPs, while the afternoon class is general ed students and tends to work at a slighter
faster pace. The classes have a block schedule so that they meet for two periods in a row
on most days. Three days out of the week, this means a class of 120 minutes, though a
shortened schedule on Fridays means class on that day is 93 minutes. Additionally, once
a week the students go on a trip to the Bronx River as part of their science curriculum,
which they have during a 180 minute block. Nic and Annie worked together as a cohesive
2. DESCRIPTION OF THE SCHOOL AND CLASSROOM CONTEXT 6
team to develop and teach the course, though Nic is ocially the science teacher and
Annie is the math teacher, for the CTT class. The other class is only taught by Annie,
who fullls both roles.
The 9th grade class acts in many ways as an introduction to the ways of high school in
general and Banana Kelly in particular. Students used notebooks to keep track of their
thinking, which helps them become more comfortable with sharing their thoughts, under-
standings, and misunderstandings. The process worked to get students used to writing,
something they are not used to doing before. This process still has a way to go with many
of the students, though, as they are often unable or unwilling more than a few sentences,
at most.
The homework turn-in rate is rather poor, which does make it dicult to gauge the
prociency of the students in a particular method of solving and to collect data in gen-
eral. Attendance rates arent terrible, except for the rst period in the morning, though
they could be more consistent. This does leave some holes in some students work, which
consequentially leaves some holes in the data when the questions are spread over multiple
days.
3
Background Information
There is much written on linear equations, including students perceptions and thinking
about them, but there is not much written about systems of linear equations, despite the
prevalence of the topic. From a mathematical standpoint, this makes sense. Systems of
equations are merely extensions of what we already know about linear equations and how
they act. With a system, we are just examining more than one linear relationship at a
time, and as long as we truly understand how those relationships work, seeing how they
interact is no big step.
The problem then lies with the thread that is supposed to connect the earlier work with
systems of equations. This should be the same thread that connects arithmetic to algebra.
The problem lies in the fact that the thread is ill-constructed in most cases. I believe that
the root of that problem lies in students conceptions of equality.
In Kilpatricks Adding It Up, most students view an equals sign as an indicator to put a
solution, not as representative of a relationship. In one study, only 10% of students from
grades 1 through 6 had a conception of equality as a relationship, which is typical. The
teachers of those students were surprised by those results. But this conception can be easily
3. BACKGROUND INFORMATION 8
xed. After a year of professional development on the topic, those teachers students vastly
improved. Between 66% in the rst grade and 84% in the sixth grade had a conception of
equality as a relationship after that year.
Even still, those old views of equality can persist. For example, take the equation
below:
2.3 + 3.2 = 5.5 1.5 = 4.0.
This is often written as a shorthand for two subsequent steps. First 2.3 and 3.2 are added
together to get 5.5. Then 1.5 is subtracted from the sum to get 4.0. But 2.3 + 3.2 = 4.0,
which is a aw with the equation. Older students will still use this sort of notation when
doing arithmetic and I have even caught myself doing it on occasion. I recall it coming
up during our grad-level Algebra class, which just goes to show that those grade-school
conceptions of the equals sign tend to stick around.
Once equality is understood as a relationship, though, the multiple representations of
dierent expressions can be better understood, and those multiple representations lead to
a better grasp of algebra and thus linear equations. For example, another problem students
often come across is discomfort with horizontal representation, which can stem from the
lack of a proper conception of equality. Students will know that 35 + 72 = 107 and that
107
72
35
but are uncomfortable with 35 = 107 72. When algebra is rst taught, though, the
vertical representation is usually left behind and students are expected to jump right into
horizontal representations all the time. This may explain why so many students can solve
2x+1 = 3x by subtracting 2x from both sides, underneath, but will have problems solving
1 = 3x 2x by combining like terms.
4
Description of the Project
In order to investigate the preference for the three methods of solving systems of linear
equations, I needed to rst make sure a comparison was made possible during the teaching
of the methods. To facilitate this, I used the same problem (Archimedes and the Crown)
as an introduction to each method, with the same equations and same set-up. The rst
lesson (LP 5-6) was on solving systems graphically, taught on April 23rd. The next lesson
(LP 5-7) was on the elimination method, on April 26th for the afternoon class, and the
third lesson (LP 5-8) was on substitution, taught on April 27th for the afternoon class.
Once this groundwork was laid out, I began to evaluate which method students prefer
and which method they are most procient at. On April 30th (LP 5-9) the class began
with a demonstration of the elimination and substitution methods side-by-side, solving the
same problem. Though I had intended for the problem to be neutral, that is, equally simple
using both method, I accidentally biased the problem for the morning class by making
the problem simpler using elimination. (The morning class solved the system x +3y = 12
and 2x + 4y = 10, while for the afternoon class this was corrected by changing the rst
4. DESCRIPTION OF THE PROJECT 10
equation to x = 12 3y.) Following this demonstration, students were asked to write
about which of the solving methods they preferred in a focused free write.
The following Friday, May 7th, was a Solving Diagnostic (LP 5-12) that I used to
answer my sub-question regarding prociency. The front page of the diagnostic had four
systems problems. The rst three problems dictated which method was to be used, so that
I could gauge which methods students were able to do. The fourth question was a neutral
question that could be solved not only with all three methods easily, but also using both
addition and subtraction with the elimination method. I could then track which method
each student used and compare to which problems the students got correct. The back page
of the diagnostic had writing prompts that asked the students to explain each method, as
another insight into their prociency with each method. The nal writing prompt asked
student to choose which method they preferred, a week after the original written prompt.
The lesson after the Solving Diagnostic (LP 5-13), on May 10th for the afternoon class,
was designed to help answer the sub-question about eciency. This lesson began again
with a method demonstration, this time including graphing, with each teacher using one
method. (The afternoon class, which only has two teachers, had a student demonstrate
graphing.) The classwork for this lesson presented methods that were biased towards one
of the method, being more dicult for the other methods. (For example, one system was
two equations in standard form that, to solve with elimination, would have required using
the least common multiple. As this was the rst problem of this type that they had seen,
it was meant to bias towards substitution.) Each system of equations was meant to be
solved using all three methods and was followed by three writing prompts, inquiring into
which method they initially chose upon seeing that problem and which method they found
to be the easiest after completing all three.
Following the completion of lesson 5-13, I decided to interview several students whose
responses and actions during the lessons intrigued me and prompted me to look further
into their thinking. Three students (Rose, Donna, Wilfred) were interviewed because they
showed weaknesses in certain methods and I wanted to look into why they chose the
methods that they did. Four students (Sarah Jane, Amy, Jack, Martha) were interviewed
because they were procient in all the methods and I wanted to dig deeper into the writing
they did in lesson 5-13. Five students (Wilfred, Amy, Jack, Donna, Martha, Sarah Jane)
had discrepancies between what they stated as a preference and which methods they
chose to use, which is something else I asked about during the interviews. One student
(Mickey) was informally interviewed because he was the only student I witnessed using
mental math to solve systems of equations. Finally, two students (Rose, Donna) seemed
to indicate that their preference was based in the way the methods were taught, and I
wanted to get conrmation in an interview. (See Appendix B for interview transcripts.)
Student Weakness Procient Discrepancy Execution
Sarah Jane X X
Amy X X
Jack X X
Rose X X
Donna X X X
Martha X X
Wilfred X X
Mickey X X
4.1 Project Map
April 23 (LP 5-6)
Introduced the Archimedes and the Crown problem
Taught how to solve systems graphically
April 26-27 (LP 5-7)
Continued use of the Archimedes problem
Taught how to solve systems using elimination
April 27-28 (LP 5-8)
Continued use of the Archimedes problem
Taunt how to solve systems using substitution
April 30 (LP 5-9)
Demonstrated elimination and substitution method side-by-side, though with an acciden-
tal bias towards elimination for the morning class.
First written inquiry into student preference
May 7 (LP 5-12)
Solving Diagnostic to determine student prociency, also acted as second written inquiry
into student preference
May 10-11 (LP 5-13)
Present various situations to gauge situational preference by having students solve prob-
lems using all three methods and write about which method was easiest
Third written inquiry into student preference
May 11-13
Student interviews to question about discrepancies in their answers and dig deeper into
the meaning of their stated or inferred preference.
5
Analysis and Findings
Finding: Students will ignore potential external bias when stating their pref-
erences for methods.
Based on how I have seen the students react to graphing in the past, I had hypothesized
that no students would choose the graphing method as a preference, especially considering
the amount of time that method requires. The morning class had also been biased towards
elimination (so I had thought), so I was surprised to see that, of the students who responded
to the prompt, 5 still stated a preference for substitution, 4 for elimination, and 1 for
graphing. Some of the stated reasons for their preference were interesting as well. One
student wrote that substitution was the slower method and that was why she preferred it,
because it was easier to understand. Another student wrote that elimination seemed like
it was skipping steps, so that is why she found it confusing. Many of the students stated
aloud a preference for elimination during the substitution lesson, which I believe stemmed
from the fact that the elimination lesson came earlier. They understood at that point the
elimination method and did not want to learn another way of doing it.
5. ANALYSIS AND FINDINGS 14
Finding: An unstated preference may stem from a desire to bolster weakness
in certain skills or understandings.
Sarah Janes reasons for choosing a method stemmed from bolstering her weak points.
She alternates which method she uses so that she has enough practice with all the methods.
JAMES: So here, were gonna talk about yesterdays problems you were doing.
In this problem you had the y alone as well, but you used elimination rst, you
didnt use substitution, so why go with elimination [on 5-13] when you used
substitution [on 5-12]?
SARAH JANE: Cause I dont go with the same things over and over, the
same order, I go with dierent things, especially with things I kinda need, I
struggle with, I try to work with it, so I can get myself used to using that
method also.
Though she stated that elimination was her favourite method, her decision of which
method to use when faced with the choice didnt come from that. She consciously chose
to use methods she was less familiar with so that she would be familiar with them in the
future.
Wilfred mentioned a similar idea. On his diagnostic in 5-12, he wrote that the graphing
method was the method that he was still struggling with and disliked the most. When
given the option of method on problem #4, though, he choose graphing. Similarly, during
lesson 5-13, he used graphing rst when it came time to use all three methods. When
asked about why he chose to do graphing rst, he said that he wanted to get the hard
one out of the way.
Finding: Student preference can stem from an undiagnosed weakness in an
earlier topic.
Amys preference changed depending on the situation, but it wasnt because of neces-
sarily the method that was the most ecient. Amys preference belied a weakness when
solving one equation with one unknown in situations where there is a variable on both
sides of the equation. Though Amy seemed procient on the surface with solving, she used
dierent methods of solving systems to cover up her sense of unease with certain types of
single-variable problems.
JAMES: Hmm. So what Im trying to determine is why, is how [the revised
problem] is dierent from [the original problem]. Whats make it so that [for]
this one elimination is the comfortable method and for this one substitution
is? This equation is equal, its the same as [the other] equation.
AMY: Yeah, but you see, theres no y, so theres not a y on the opposite side.
Theres not really a way I could substitute anything. Unless I put that in there
and, to me that would be more dicult because to me when you look at an
equation you should know which type of method to use to solve it, by knowing
how comfortable you feel with each method.
JAMES: Okay, so I think I see what it is. So if you had these two and you
used substitution, it would look like this: 3x 7 = 3x 1. But if you used it
over here, you would get 1 = 3x (3x 7).
AMY: Yeeah.
JAMES: So here, in [the rst one], well, can you maybe describe, before I say
what I think, how these two are dierent?
AMY: Well, to me its dierent because its like, its think its all on, like,
whats on each side.
JAMES: Mm-hmm.
AMY: Because, like, when you have two dierent equations its harder to just
like to put it together, you know what Im sayin ?
JAMES: Right, because Id have to get the xs on one side.
AMY: Exactly.
JAMES: And on this one theres already on the same side
AMY: Theyre on the same side, so its easier to put like terms together and
solve for the variable.
Amys discomfort with solving single-variable equations when there is a variable on both
sides led to her preference in a given systems problem.
Other students also had weaknesses in earlier topics that lead to their preference, though
the topic was solving in terms of, which is covered earlier in Unit 5. Donna and Rose
dislike the substitution method because they have trouble solving for one variable.
JAMES: So what is it about substitution that you dont like?
DONNA: The way that you have to switch numbers around.
ROSE: Yeah.
DONNA: Id rather just put them under one another and subtract or add.
Similarly, Wilfred posed an interesting case because of his stated dislike of graphing but
his apparent preference for the method, especially when, on the 5-12 diagnostic, he got the
two graphing questions correct and the elimination and substitution questions incorrect.
After being confronted with this fact, Wilfred changed his mind:
JAMES: So...based on what Ive seen, you were mostly able to get the graph-
ing done right and so Im trying to gure out what it was about the graphing
that made you think that it was the hardest if it isnt actually the hardest.
WILFRED: Trying to get the y alone.
JAMES: Is that maybe substitution is the hardest now?
WILFRED: Yeah.
Wilfred shared Donna and Roses weakness in solving in terms of, which lead to his
seeming preference for elimination and showed why he was procient in graphing when
the equations were in y = mx + b form.
Finding: Students can identify when a problem is designed to be completed
with elimination or substitution, and would use that method if they are pro-
cient.
Those students who were procient is all methods (Sarah Jane, Amy, Jack, Martha,
Mickey) all made statements about the set-up of a problem having an inuence on which
method they would use. Each equation having identical terms (i.e. both have 2x) or addi-
tive inverses (i.e. one has 2x and the other has 2x) would indicate elimination needs to be
used. Mickey says that he uses elimination when the equations have the same numbers.
JAMES: You did use elimination. What made you want to use elimination?
AMY: The two 3xs. I knew I could eliminate that.
JACK: I would say its because I liked graphing. But, I could have also done
elimination because it has a 3x and a 3x.
Similarly, the students said that they would use elimination on a problem where one of
the variables is solved for.
SARAH JANE: I dunno, when I see a problem like that, I just use substi-
tution.
JAMES: What do you mean a problem like that?
SARAH JANE: The y is separated, right, and then theres the 3x and the
numbers and I nd it easier than the elimination method[.]
AMY: Its like, if I know I could eliminate one variable, then I would use
elimination. Or if I have the y alone, I would just use substitution. If I cant
do any of those, obviously Ill need to do the graph.
In both cases the students preferred the method that would be the least amount of
work.
JAMES: Well, I mean, [on 5-13] you did both, you used elimination, substi-
tution, and graphing. So what is it about the elimination method that was
easier in this particular case?
MARTHA: I chose this one because this one is shorter than the other ones.
Finding: Students will use methods that they are most familiar with, regard-
less of the suitability of those methods.
Jack had a preference for graphing, despite it being less accurate than algebraic methods
as well as often taking longer to complete. His preference derives from the fact that he is
more familiar with graphing:
JACK: The other ones are also easy but I think graphing is the most, how
you say it, precise?
JAMES: The most precise! Oh, I think thats interesting. Because, take a
look at this problem you guys did the other day. You did graphing rst, but
remember that your answers were things like 2.
3 and 3.
3. Can you really

be so precise? I mean, knowing what the answer is I can look at the graph and
go, Oh, thats .3, thats .3, sure. But if I didnt know what the numbers were
JACK: It would be a lot more dicult, yeah I know. But like, but when you
have known all about graphs since, what, the fourth grade, then yeah, it would
be a lot more easier.
JAMES: Oh, so its because youre more familiar with graphing?
JACK: Yeah.
JAMES: So substitution and elimination, those are a lot newer
JACK: Yeah, I know how to do those, too, I can do them perfectly ne, its
just that Id rather recommend graphing because Ive been doing it for a longer
time.
The length of time a student has been exposed to something can help dispel any uneasiness
they might have with a new topic. Jack could get into the new topic of solving systems
why using the old method of graphing. Similarly, while he strongly preferred graphing in
the earlier assessments, his opinions changed in the latter ones until he liked all three,
which I posit is due merely to having worked with them for an additional two weeks.
In another example, Rose and Donna both strongly preferred elimination over substi-
tution. When I asked why that was, they agreed that it was because I taught elimination
rst:
JAMES: Okay. So do you think the fact that we learned elimination rst is
one of the reasons you like it better?
ROSE: Yes, I think thats why, too. Because we learned it rst so when you
were showing me something else to do I was already used to elimination.
At that point, the students were just beginning to familiarize themselves with elimination
and didnt want to be bothered learning a new method of solving. Rose was only able
to open herself up to the idea of using substitution some weeks after the original lesson.
Another student I found would also use elimination automatically, even though she said
she had no preference and was actually better with substitution, because when she saw a
system of equations, thats what she thought she had to do.
Finding: Students will prefer the method they are best at only when they
are not procient in multiple methods.
For all the students whose work I looked at, I found there was one method that they
were more procient at than another. However, those students who I chose to interview
because they were able to use all three methods made their preferences based on other
factors (such as avoiding an x on both sides for Amy, or bolstering her skills for Sarah
Jane). Some, like Martha and Mickey, said that they used whatever method was best for
a particular situation.
Those students who were chosen because they had some weaknesses, though, tended to
prefer the method that they were not weak in. Both Rose and Donna preferred elimination,
which was the method they tended to do correctly. Wilfred chose graphing when the
problem was in y = form, as he was most capable at graphing in those cases, but preferred
elimination otherwise, as his second strongest.
Finding: Students with an anity for visual elements preferred elimination,
not graphing.
Rose stated that she didnt like graphing because she often got confused on the method
of how to graph. Though graphing makes sense from a visual standpoint, making the graph
can still be a barrier to those students who might otherwise prefer it. Instead, Rose said
that she liked the visual elements of elimination better.
JAMES: So its like cleaner?
DONNA AND ROSE: Yeah.
ROSE: And you could see it more visually. Its easier for you to just, you
know...
JAMES: Oh, because of the way everything lines up nicely?
Another student, Rory, said the same thing in class, that he liked to use elimination
because it lines up. (It was from Rorys statement that I got my question. Rory is in
a dierent class than Rose and Donna.) This matches with some things Ive seen in the
classroom about how the students solve equations. Often when solving an equation and
a student gets to the point that they need to divide by the coecient, they will have
written the division before they write the right-hand side of the equation. Most of the
students know something is supposed to go beneath what they are writing, without
always understanding why that is the case.
The preference for the lining up of elimination may stem from students discomfort
with horizontal representation, and so the vertical addition and subtraction would be
preferable to those students.[1]
Finding: Teacher support can interfere with research and student responses.
In the rst set of writing about preferences, Donna stated that she liked graphing the
best, and not the others. During the diagnostic, on the other hand, Donna wrote that she
liked elimination but was struggling with graphing. I was curious about how a method
could go from favourite to struggling in a weeks time, so I asked about it.
JAMES: Okay. So, Donna, this is a question for you: originally in your note-
book when I rst asked you guys what you liked best, you said you liked
graphing the best.
DONNA: Where?
JAMES: I think it was back on...5-9, yeah. I prefer graphing because its
easy to plot points, et cetera. But then, on your quiz, you wrote that you
were struggling with graphing and you liked elimination the best. So I want to
know what changed [two weeks ago] and [last week], where [on 5-9] graphing
was easy and [on 5-12] graphing was hard.
DONNA: I have no idea.... (exclaiming) I had help on [5-9].
JAMES: You had help on that one?
DONNA: I had help.
JAMES: So, because you had help it was easier but once you were on your
own it was harder.
ROSE: Yeah, it was easier for me then.
DONNA: It was easier when I had help but on my own Id rather use elimi-
nation.
Because the teachers had been helping during that lesson, Donna had a false sense of
condence in her abilities with the graphing method that fell away once she had to work
on her own during the quiz. Therefore, any attempt to collect data about what the students
are capable of or think they are capable of must take care not to bias the response by
assisting.
Finding: Mental math does not aect which method is used.
When I rst decided to research this question based on my own choices for solving
systems of equations, I had hypothesized that I chose elimination when solving mentally
because it was particularly suited for mental math. The one student who solved mentally
in both my classes, Mickey, disproved that idea. Mickey would use whatever method he
thought was best for a particular problem when he was solving, which leads me to revise
my idea that mental math will lend itself to the most ecient method, the one that would
require the least amount of writing, so that less mental agility is required to solve the
problem.
6
Reections and Implications
These ndings have a number of implications for my future teaching that arise from my
research. My rst has to do with familiarity. The students choosing to do methods that are
more familiar to them lends credence to the long game attempted by math departments
of seeding topics from higher grades into the curriculum of lower grades, even if its just
in a cursory manner. Students seeing something in 9th grade that they will learn about
in 10th grade helps them accept the new topic when they see it as not being totally alien.
In this case, Jack latched onto graphing as something familiar while elimination and
substitution were new. This, combined with a question by fellow MAT student Reuben
made we think about how we can seed elimination and substitution earlier. Reuben asked
how the methods of solving were actually dierent. To him, the methods were the same
since they were just using properties of equality.
My response was that they use dierent properties of equality. The elimination method
uses the addition property: if a = b and c = d, then a + c = b + d. This is what allows us
to add or subtract the equations. But I realized that it is this same property that allows
6. REFLECTIONS AND IMPLICATIONS 25
us to solve single-variable equations (along with the multiplicative property, if a = b and
c = d, then ac = bd).
Following that train of thought, I wondered if it would be eective to teach single-
variable solving in a way similar to elimination. First, Ill illustrate with an example.
Imagine we want to solve the equation 3x 2 = 2x + 1. In this case, I might want to
eliminate the 2 from one side and the 2x from the other. In this case, I might write a
second equation to pair with the rst, like so:
3x 2 = 2x + 1
2x + 2 = 2x + 2.
I can then add the two equations together, much like when using the elimination method,
to give me the solution x = 3. I think that using this method might provide a number of
benets. Firstly, it introduces elimination earlier, as stated above. Secondly, it might help
correct a common error students make when solving. Often students will write the additive
inverse of a term twice on one side of the equals sign and not at all on the other side.
Adding equations might make it clear why that doesnt make sense. Thirdly, introducing
this method might help clarify the meaning of equality. Finally, the vertical representation
may help ease those students who are uncomfortable with horizontal representation into
algebra.
Substitution is already seeded earlier in the form of checking answers and evaluating
expressions, but perhaps those activities could be stressed more or can include examples
where an expression is plugging in for a variable earlier on. A deeper exploration of the
transitive property might also aid in developed substitution skills.
This also has me thinking about student motivation. In fellow MAT student Sebastians
research, I found that those students who were motivated by passing barely passed, and
those motivated by their own futures did well. I think that nding is reected in Sarah
Janes statements about why she tries the dierent methods. I might want to use this
topic, with its three dierent ways of solving a problem, to stress the idea of readiness
and preparedness for the future. Learning one method would be enough to get by, but
becoming a master of all the methods lets you be more able to take on any new challenges
you may face.
I also liked the three methods as ways into not just solving systems of equations but
dierent properties of equality. While all three methods were necessary to do well and were
goals of the class, it happened often that a student who didnt understand substitution
would come to get it after reaching a fuller understanding of elimination (and vice versa).
The three methods acting as a window into student thinking was also benecial. This
leads me to want to give students more choices in most of what they learn, because those
choices that they make can be very illuminating about their thought processes and their
knowledge and understanding of both the topic and the previous topics it builds upon.
Ive also learned the importance of pacing when introducing new topics. Because of
the way that the TMS classes are set up, with the 2-hour blocks of math 3 days a week,
the two hours needed to introduce elimination were in one day and immediately followed
the next day by the two hours our substitution. In a dierent school, stretching these
lessons over the week might have helped the ideas settle in more. In any case, giving more
time between elimination and substitution, perhaps by moving an applications lesson up
in between, could give the unit some growth. In this unit, though those lessons are not
included in the Appendix, the three applications lessons can easily be paired up with a
particular method that showcases how that method is useful for solving a particular kind
of problem.
In the end, I think looking into student choice, not just in terms of methods of solving,
but in all parts of teaching, can be very instructive. People make choices and have prefer-
ences for real reasons, even if those reasons arent always clear to the person making the
choice. Those reasons can help us as teachers learn more about our students, as well as help
those students learn more about themselves. Armed with that knowledge, we can move
forward with ideas on how to undo misunderstandings and create new understandings.
Appendices
28
Appendix A
Unit and Lesson Plans
A.1 LP 5-6: Solving Graphically
Included are only some of the classwork to show what went on. Not all of the worksheets
were necessary.
LP: 5-6
Title: Solving Graphically
Objectives:
Students will Graph using slope and y-intercept
Identify the point that makes a system of equations true
Explain the meaning of the intersection within the context of a given problem
Students will work collaboratively in small group.

Materials:
Warm Ups
Notebooks/Portfolios

Presentation:
a) Warm Up (20 min):
-See WU 5-6

b) BEC Sellers Recap (10 min):
-Using an image of the BEC shops equations, have students share their thoughts and discuss
the meanings of the graph. Also emphasize the meaning of point of intersection.

c) Graphing Practice (15 min):
-Each group member will receive a system to graph using slope and the y-intercept.
When appropriate, student should solve for y and put the equation in slope-intercept form.
Have students check each other work.

d) Tool Kit (20 min):
-Fill in Tool Kit with process of solving systems graphically.

e) Classwork (25 min):
-Students will work in small groups together on contextualized and non-contextualized
problems. With the contextualized problems students will give meaning of pieces of the
equations and the point of intersection.

f) Wrap Up (3 min):

Homework: HW 5-6

Lesson Reflections:
Warm-Up 5-6
Archimedes and the Crown

Over the next few lessons well be discussing the story of Archimedes and the crown and how
you can use your knowledge of systems of equations and density to solve his problem. The story
goes:

One day the king asked for a crown of pure gold and gave gold to a blacksmith to make. When
he received the crown, though, he suspected that he had been cheated and that the blacksmith had
mixed in some silver to the crown, keeping the extra gold for himself. He asked Archimedes to
figure out a way to determine just how much gold was used in the crown, without destroying. It
was then at Archimedes figured out how to use liquid displacement to find the volume of the
crown.

Once he knew the mass and the volume of the crown, Archimedes could then make a system of
equations to represent those values. He used x to represent the amount (volume) of gold in the
crown and y to represent the volume of silver. The total volume of the crown was 140 cm
3
. He
also knew that the density of gold was 20
g
cm
3
and the density of silver was 10
g
cm
3
. Finally, he
measured the total mass of the crown as 2000 g.

How can he set up a system of equations, one that represents volume and another that represents
mass? (Remember that D =
m
V
.)

Warm-Up 5-6
Archimedes and the Crown

Over the next few lessons well be discussing the story of Archimedes and the crown and how
you can use your knowledge of systems of equations and density to solve his problem. The story
goes:

One day the king asked for a crown of pure gold and gave gold to a blacksmith to make. When
he received the crown, though, he suspected that he had been cheated and that the blacksmith had
mixed in some silver to the crown, keeping the extra gold for himself. He asked Archimedes to
figure out a way to determine just how much gold was used in the crown, without destroying. It
was then at Archimedes figured out how to use liquid displacement to find the volume of the
crown.

Once he knew the mass and the volume of the crown, Archimedes could then make a system of
equations to represent those values. He used x to represent the amount (volume) of gold in the
crown and y to represent the volume of silver. The total volume of the crown was 140 cm
3
. He
also knew that the density of gold was 20
g
cm
3
and the density of silver was 10
g
cm
3
. Finally, he
measured the total mass of the crown as 2000 g.

How can he set up a system of equations, one that represents volume and another that represents
mass? (Remember that D =
m
V
.)

Use the slope and the y-intercept to graph each system of linear equations. Solve for y when
necessary.
A)
6x + 3y = 9
y =
!2
3
x ! 3
"
#
$
%
$

necessary.
B)
y =
1
2
x ! 2
!3x ! 3y = 12
"
#
$
%
$

necessary.
C)
!3y + 9x = 3
y =
3
4
x ! 2
"
#
$
%
$

necessary.
D)
y =
4
5
x ! 2
4x + 2y = 8
"
#
$
%
$

Graph the following system. Then write the coordinates for where both equations in the system
are true.

!x + y = !2
2x + y = 10
"
#
$

Describe your process for solving this system of equations:

Solving Systems Graphically
TK 5-6
Names: __________________________________

Date: _______________

In your own words how would you describe what slope is?

How have we seen the solutions to 1-equation and 2-unknowns represented?

What are the coordinates for the point that make both equations true? Plug these x and y values
back into the equation and see if its graphed correctly.

x + y = 8
x ! 2y = 2
"
#
$

Consider the equations we found for Archimedes earlier.

x + y = 140
20x +10y = 2000

What is the x-intercept representing in this problem?

What is the y-intercept representing in this problem?

Graph the system of equations below.

How much gold (by volume) is in the crown? How much silver?
Graphing Systems - 1
CW 5-6
Group Members:
___________________________________________

___________________________________________

Date: _______________

APPENDIX A. UNIT AND LESSON PLANS 36
A.2 LP 5-7: Elimination
Unfortunately, the pages copies from the Jacobs book are not included in the electronic
copy of the plan.
LP: 5-7
Title: Solving Systems Using Elimination
Objectives:
Students will use addition and subtraction of equations to eliminate a
variable when solving a system of linear equations.
Students will work collaboratively in small group.

Materials:
Warm Ups
Homework
Classwork

Presentation:
-See WU 5-7
b) Writing and class discussion (15 min):
- Have students write about the following question:
What are things we have added in math class? Give some examples.
Have a short discussion about the ideas that students come up with and catalog them on
the board, overhead, or poster paper. Some answers may be:
Positive & Negative Numbers decimals, integers, rationals, imaginary
Variables
Expressions
Lengths
Make the connection that all of these things are found in equations and then have
them write about:
Can we add equations and how would you do that?
It may help to provide students with an example.
2x 3y = 5
4x + 3y = 19
(4 , 1)
Discuss students responses and if possible have students highlight the
mathematical errancies in their peers answers.

Discuss what would be the advantage of doing this. Going from 2-equations with
2-variables to possibly 1-equation with 1-variable, which is something that we can
solve. Reference solving poster and point out going from a tier two problem back to
the first tier that we have already done so much work in.

c) Tallest vs. Shortest Man in the world problem (15 min):
Copy p. 284 in Jacobs. Read through the problem together. Remind them that we are
trying to find the values for x & y that make the equations true at the same time and that
we can always check or solve by graphing but we are going to try adding the two
equations. Either in large-group or small-group settings, help them see that by adding
these equations we can eliminate 1 variable in order to obtain an equation we can solve.
If there is time, have a group present their work.

d) Cats on a Scale (10 min):
Based on Jacobs example from p. 291, use physical manipulatives on the
projector to represent the equation, with big blocks and small blocks
representing the cats and kittens. With the two equations set up physically, ask
if the students can see some way of eliminating the big blocks so that we only
have little blocks left. If necessary, stress that you want the two sets of blocks
to equal zero, so if there are 3 blocks in the first equation and three blocks in
the second, how can I get zero? Use this elimination to find the value of the
little blocks, and then plug in with writing to find the big blocks.

e) Solving by Elimination (10 min):
Using the discussion from parts a and b, as well as referring back to the problems from c
and d, explain how to combine two equations, by either adding them or subtracting them,
so that we can reduce two equations with two unknowns down to one equation with one
unknown, which we know how to solve (Step One).

f) Classwork (20 min):
See CW 5-7.

g) Solving Archimedes Dilemma (10 min):
Returning to the problem from the warm-up, it is not immediately obvious that adding or
subtracting such equations would eliminate one of the variable. Discuss with students
how they could alter one of the equations so that an unknown will be eliminated when
they are subtracted.

h) Solving by Elimination Toolkit (10 min):
Fill out TK 5-7 with class, prompting students for each step.

i) Wrap-Up (10 min):
Allow students to finish working on CW 5-7 until end of class. Hand out HW.

Homework: Skillbuilder 10 (due Friday)

Lesson Reflections:
Warm-Up 5-7
Archimedes! Dilemma

On Friday, Archimedes developed a system of two equations to represent
the amounts of gold and silver in the crown, with one equation based on volume
and the other equation based on mass. Those equations were

x + y = 140
20x +10y = 2000

We then solved those equations by graphing the two equations and
looking for the intersection point. Archimedes has a problem, though. He lives in
Ancient Greece and Descartes won!t invent graphing for another 1900 years.
Can you think of any other ways Archimedes might be able to figure the values of
x and y? Brainstorm with your group and write some ideas down in your
notebooks.

Warm-Up 5-7
Archimedes! Dilemma

On Friday, Archimedes developed a system of two equations to represent
the amounts of gold and silver in the crown, with one equation based on volume
and the other equation based on mass. Those equations were

x + y = 140
20x +10y = 2000

We then solved those equations by graphing the two equations and
looking for the intersection point. Archimedes has a problem, though. He lives in
Ancient Greece and Descartes won!t invent graphing for another 1900 years.
Can you think of any other ways Archimedes might be able to figure the values of
x and y? Brainstorm with your group and write some ideas down in your
notebooks.

Solve all of the following problems by using the Elimination Method, adding or
subtracting the equations to get rid of one variable. Show all your work.

1)
3x + y = 22
3x ! y = 14

2)
5x + 2y = 71
4x ! 2y = 28

3)
x + 4y = 50
6x ! 4y = 14

4)
3x + y = 17
x + y = 12

5)
4x + 4y = 57
4x + y = 43

6)
4x = 2y + 36
x = 2y + 2

7)
x +12y = 4
!x + 8y = !64

8)
5x + y = 21
5x + 9y = 9

Solving Systems by Elimination
CW 5-7
Name: __________________________________

Date: _______________

Elimination by ____________________

x + 5y = 33
2x ! 5y = 6

Elimination by ___________________

3x + y = 24
3x + 5y = 36

Solving Systems by Elimination
TK 5-7
Names: __________________________________

Date: _______________

A)
x + 4y = 25
x ! y = 5

B)
2x + 3y = 8
y ! x = 11

A.3 LP 5-8: Substitution
Classwork and homework are omitted from this lesson place except for the one that teaches
how to use substitution.

LP 5-8
Title: Solving Systems Day Four Substitution

Objectives:
Students will investigate how to solve simultaneous equations through
addition as demonstrated by completion of problems sets and writing.
subtraction as demonstrated by completion of problems sets and writing.
substitution as demonstrated by completion of problems sets and writing.
Students will work productively in small collaborative groups.

Materials:
Warm-ups
Handouts
Calculators/Rulers
Notebooks

Presentation:
! See WU 5-8

b) Solving Systems Recap (35 min):
! Start with CW 5-8.1
! Pass out CW 5-8.2 to students who have completed 5-8.1. Use Set IV on
Jacobs p. 310 for the bottom of CW 5-8.2.

d) Solving by Substitution (45 min):
! Return to Archimedes problem from warm-up. Talk about how substitution
allows Archimedes to solve for his unknowns without adding equations, as
long as he can solve from one unknown in terms of the other. Pose the
question: is it necessary to solve both equations for y in terms of x before we
can substitute? What would happen if we substituted when we didnt have y
alone? Try as a class.
! Group practice see CW 5-8.3 (Jacobs p. 323-325)

e) Wrap Up (10 min):
! Allow students who have finished classwork to begin working on homework.

Homework: See HW 5-8. Have the back page of HW 5-8 be Set IV from Jacobs page
327.

Warm Up 5-8

Archimedes and the King

Using the information he discovered about the crown, Archimedes went back to
the king of Syracuse and told him that he had, in fact, been cheated. When
Archimedes tried to explain his elimination method for solving for the equations,
though, the King didnt understand. The King did not believe that you could add
equations together.

Because of this, Archimedes needed another way to explain his logic. He said,
The amount of gold in the crown is the same as the volume of the crown
less the amount of silver. The mass of the gold is the same as the mass of
the crown less the mass of the silver. So I can say that the amount of gold
is the same as the mass of gold divided by 20, its density. Since I know have
two expressions that represent the amount of gold, I can let them be
equivalent and then deduce the amount of silver.

Can you translate what Archimedes said into equations, so that we can help the
King solve them? Look back at WU5-6 and WU5-7 for the values named above.

Warm Up 5-8

Archimedes and the King

Using the information he discovered about the crown, Archimedes went back to
the king of Syracuse and told him that he had, in fact, been cheated. When
Archimedes tried to explain his elimination method for solving for the equations,
though, the King didnt understand. The King did not believe that you could add
equations together.

Because of this, Archimedes needed another way to explain his logic. He said,
The amount of gold in the crown is the same as the volume of the crown
less the amount of silver. The mass of the gold is the same as the mass of
the crown less the mass of the silver. So I can say that the amount of gold
is the same as the mass of gold divided by 20, its density. Since I know have
two expressions that represent the amount of gold, I can let them be
equivalent and then deduce the amount of silver.

Can you translate what Archimedes said into equations, so that we can help the
King solve them? Look back at WU5-6 and WU5-7 for the values named above.

Solve each of the following systems of equations by writing the equations and then
making the indicated substitution. Show all your work.

Solving Systems by Substitution
CW 5-8.3

A.4 LP 5-9: No Solution
Only includes plan and warm up.
LP 5-9
Title: Solving Systems Day Five Substitution II and No Solution
Objectives:
Students will be able to (SWBAT) solve two equations with two unknowns as
demonstrated through small group discussion, problem solving and writing.
SWBAT identify when a system of equations has no solutions or multiple
solutions as demonstrated through graphical interpretation.
Materials:
Warm ups/Templates/Notebooks
Calculators/Rulers
Homework/Classwork Slips

Presentation:

! Students will consider when a solution for a system of equations does not
make sense in the real world context of the problem.

b) Substitution review (15 min):
! Solving systems practice. Students review 2 problems that are already solved,
explain the steps that are taken and critique for correctness.
! In your own words: Have students write (to share) what substitution is in their
own words.

c) Summary of solving methods (15 min):
! Last week and this week we've seen strategies for solving systems graphically,
by adding or subtracting equations and by substitution. Annie, James, and one
volunteer demonstrate solving one system on the board, each using a different
method. Emphasize that sometimes it's more efficient to use one strategy over
another, but you could also use the strategy that you're most comfortable with.
! Focused free write which solving strategy do you prefer and why? Which
confuses you the most?

d) Group Investigation (15 min):
! Groups will try to solve a system through any method they choose.
! On the board the teacher will graph the system (which will not intersect).
! Discussion: What if the functions dont intersect? What do you notice about
functions that dont intersect when they are in slope-intercept form?
! Repeat with two equivalent equations.
! In your own words: How many solutions are there?

e) Group work (30 min):
! Jacobs 313-318 #4, 9, 10 (there will be slips for these three)
! problems that demonstrate one solution, no solution or equivalent
equations.

f) Wrap Up (5 min)
Homework: See HW5-9
Warm-Up 5-9
The Blacksmith!s Defense

Given the evidence before him, provided by Archimedes, the King of Syracuse
decided to bring in the blacksmith for questioning about the false crown. The
blacksmith made the following argument:

I agree that the mass of the crown is 2000 g, and I admit that I did use some
silver, but I only used a very small amount to add structural support, and all of the
gold is still there. I did not use nearly the amount that Archimedes claims. In fact,
I find his liquid displacement methods to be suspicious; by my calculations, the
volume of the crown is 90 cm
3
.

At that point, Archimedes shouted, Hold it! You!re lying! Those numbers are
impossible, and I can prove it!

Can you prove Archimedes! claim, that the numbers are impossible? Look back
at WU5-6, WU5-7, and WU5-8 for clues.

Warm-Up 5-9
The Blacksmith!s Defense

Given the evidence before him, provided by Archimedes, the King of Syracuse
decided to bring in the blacksmith for questioning about the false crown. The
blacksmith made the following argument:

I agree that the mass of the crown is 2000 g, and I admit that I did use some
silver, but I only used a very small amount to add structural support, and all of the
gold is still there. I did not use nearly the amount that Archimedes claims. In fact,
I find his liquid displacement methods to be suspicious; by my calculations, the
volume of the crown is 90 cm
3
.

At that point, Archimedes shouted, Hold it! You!re lying! Those numbers are
impossible, and I can prove it!

Can you prove Archimedes! claim, that the numbers are impossible? Look back
at WU5-6, WU5-7, and WU5-8 for clues.

A.5 LP 5-12: Solving Diagnostic
This is the diagnostic often referenced to in the interviews.

LP: 5-12
Title: Solving Systems Applications III
Objectives:
Students will be able to solve two equations with two unknowns as demonstrated
through problem solving and writing.
Students will solve systems of equations using three methods, graphing, substitution,
and elimination.

Materials:
Warm Up
Diagnostic
Calculators

Presentation:
See WU 5-12

b) Review for Diagnostic (25 min):
Students write solutions to the past two homework assignments on the board. They have
the opportunity to ask questions about specific solving methods.

b) Diagnostic (50 min):
Graph paper will be provided.

c) Wrap Up/Clean Up (8 min)

Lesson Reflections:
Differentiation within lesson:
-Students who request extra time to complete the diagnostic
will be allowed to do so outside of class.

Student Goals (9-2):
- Groups 1 and 5 will be encouraged to complete all problems
with the designated method, but will be allowed to use the
method of their choice if they are struggling.

Warm Up 5-12

Write in response to the following prompt in your notebook.

How do you think you did this marking period? Did you earn the grades that you would
have liked to earn? How are you understanding Unit 5 so far? Do you think you will do
well on todays diagnostic? Is there anything about your study habits or behavior that
you think you will change for Marking Period 6?

Warm Up 5-12



Warm Up 5-12



Warm Up 5-12



Warm Up 5-12



Solving Systems of Equations Diagnostic Name: _______________________

1. (5 pts.) Use elimination to solve the following system of equations:
2x + 4y = 24
2x ! 4y = 0

x = ______
y = ______

2. (5 pts.) Use substitution to solve the following system of equations:
y = 20 ! 3x
2y +10x = 60

x = _______
y = _______

3. (5 pts.) Graph the following system of equations and find the solution:
y = 2x ! 2
y = !x ! 5

x = _______
y = _______

4. (5 pts) Solve the following system of equations using any method:
y = 3x ! 7
y = !3x !1

x = _______
y = _______

Writing Portion
5. (5 pts.) What is this unit solving systems all about? How would you sum it up to someone
who isnt in your class?

6. (5 pts.) How would you explain the elimination method? Are there certain times when it is
easier to use this method, or certain times when it is harder?

7. (5 pts.) Explain how you solve a system of equations graphically. Is there always a solution?

8. (5 pts.) What is the substitution method all about? How would you explain it to someone who
isnt in your class?

9. (5 pts.) Which of the methods we explored in this unit did you like the most? Why? Which,
if any, are you still struggling with?

A.6 LP 5-13: Practice I
The problems to be investigated were modied for the second class. Only two problems
were presented, with the second system of equations changing to
2x + 3y = 12
3x + 2y = 13.
LP 5-13
Title: Solving Systems Practice I
Objectives:
Students will reflect on their semester two progress and determine what their
marking period six average will need to be in order for them to achieve their desired
semester two average.
Students will be able to solve two equations with two unknowns as demonstrated
through small group discussion, problem solving and writing.
Students will be able to identify when a system of equations has no solutions or
multiple solutions as demonstrated through graphical interpretation.
Materials:
Warm ups
Classwork
Notebooks
Presentation:
-See WU 5-13
-Semester two goal setting. Students use MP4 and MP5 grades to calculate what theyll
need to get in MP6 to receive their goal grade for semester two.
b) Introduction (5 min):
- Today we will be work on our solving systems skills and exploring different kinds of
systems. I want to find out which method of solving each of you prefers and if they can change
based on what we see today, as well as help you develop your skills in the methods you are least
confident in.
b) Method Demonstrations (15 min):
-The following system will be used in the example: y+1=2x + 5 and y= -2x+2
-Each teacher demonstrates a method (James elimination, Annie substitution, Nic
graphing).
c) Classwork (35 min):
-CW 5-13: Students solve a set of four problems using each method (graphing,
elimination, substitution), and then write about the ease of each method in a given situation and
their preferences for each system. Annie (and Nic for 9-2) will circle among the groups,
providing support, while James observes the groups work and takes notes for feedback.
d) Discussion (15 min)
- Discuss whether or not students preferences for different methods change based on the
situation, and if they discovered certain things about certain set-ups for systems. Have
students share their writing. If students do think that the situation changes which method
they should use, talk about the value of efficiency in math as they move forward into 10
th

grade and move on to the Wipe Off Game. If the students do not think the situation
affects which method they use, talk about the value of knowing their strengths when it
comes to problem-solving and move on to the Relay Race Game.
e) Relay Race Game (20 min):
- Students will work as a team with their small groups to solve systems of equations,
sending one student at a time to the board to take the next step in the solution. Groups can
talk/discuss which steps to take next.
f) Wrap-Up (10 min):
-Hand out skill builder 11, due Friday.
-Fill in the appropriate pages of the student planner.

Homework: Skill builder 11 (due Friday)
Differentiation within lesson:
- Students are encouraged to use the method of solving that they prefer during multiple points in
the lesson.
-Students reflect upon the solving methods and how well theyre progressing with each as
individuals.
-During the warm up students use a self-chosen number for the sum of the three marking periods.

Student Goals:
-Some students will be focusing on the graphing method, particularly in choosing the best scale
for the problem and graphing points correctly on the coordinate plane.
-Some students will analyze efficiency within the solving methods.
Lesson Reflections:
Name________________
Semester Two Average
In order to receive credit for the second semester your marking period four (MP4), marking
period five (MP5) and marking period six (MP6) averages must add up to at least 195 points
because 195/300=.65 or 65% and you need at least a 65% to receive credit. In the space
provided below write down your MP4 and MP5 averages and then try to figure out what your
minimum MP6 average is.

MP4 =

MP5 =

Try to figure out what number MP3 must be to make the following equation true.
MP4 + MP5 + MP6 = 195

MP3 =

The number you just found for MP3 is the LOWEST grade you can get and still receive credit for
semester 2. Repeat the process above, but replace the 195 with the number of your choosing.
Take your goal semester two average and multiple it by three. Replace the 195 with the product
you just found.

Name________________
Semester Two Average
In order to receive credit for the second semester your marking period four (MP4), marking
period five (MP5) and marking period six (MP6) averages must add up to at least 195 points
because 195/300=.65 or 65% and you need at least a 65% to receive credit. In the space
provided below write down your MP4 and MP5 averages and then try to figure out what your
minimum MP6 average is.

MP4 =

MP5 =

Try to figure out what number MP3 must be to make the following equation true.
MP4 + MP5 + MP6 = 195

MP3 =

The number you just found for MP3 is the LOWEST grade you can get and still receive credit for
semester 2. Repeat the process above, but replace the 195 with the number of your choosing.
Take your goal semester two average and multiple it by three. Replace the 195 with the product
you just found.
Classwork 5-13
Solve the following systems of equations in your notebooks using elimination,
substitution, and graphing methods. For each system, answer the three writing prompts.

1) Which method of solving did you decide to use upon first seeing the problem? What
made you decide to use that method? Is it the method you always choose first?

2) What the method that you chose the easiest or simplest method? If not, which one
was?

3) Why do you think your answer for #2 was the easiest for this problem? Do you think
it will be the easiest for every problem, or is there something about this problem that
makes it easier?

y = 2x + 8
y = !x +1

2x + 3y = 86
5x + 4y = 187

x = 2y + 5
y = 3x ! 5

3x
2
!10 = 7y + 3
x
2
+ 2y = 3

Classwork 5-13
Solve the following systems of equations in your notebooks using elimination,
substitution, and graphing methods. For each system, answer the three writing prompts.

1) Which method of solving did you decide to use upon first seeing the problem? What
made you decide to use that method? Is it the method you always choose first?

2) What the method that you chose the easiest or simplest method? If not, which one
was?

3) Why do you think your answer for #2 was the easiest for this problem? Do you think
it will be the easiest for every problem, or is there something about this problem that
makes it easier?

y = 2x + 8
y = !x +1

2x + 3y = 86
5x + 4y = 187

x = 2y + 5
y = 3x ! 5

3x
2
!10 = 7y + 3
x
2
+ 2y = 3

Appendix B
Interview Transcripts
B.1 Sarah Jane
JAMES: So, Sarah Jane, you recognize what this is, right? Do you remember what
method you used to solve [#4 on 5-12]?
SARAH JANE: Substitution.
JAMES: So why did you use substitution for this problem?
SARAH JANE: Because it was easier, you could just, um, substitute 3x 7 for the
y.
JAMES: Okay, um, so why was it easier than, say, elimination.
SARAH JANE: I dunno, when I see a problem like that, I just use substitution.
JAMES: What do you mean a problem like that?
SARAH JANE: The y is separated, right, and then theres the 3x and the numbers
and I nd it easier than the elimination method, and I just want to try other methods
than the elimination method.
APPENDIX B. INTERVIEW TRANSCRIPTS 63
JAMES: Okay, because on the back of the page you wrote that elimination was your
favourite method, so I would have thought that, since elimination was your favourite, you
would have used elimination for this problem. So thats what I was wondering why you
didnt use elimination.
SARAH JANE: I wanted to try something else.
JAMES: Because you wanted to try something else, okay. So you thought substitution
worked well because you had sorta the y alone, right?
SARAH JANE: Mm-hmm.
JAMES: So here, were gonna talk about yesterdays problems you were doing. In
this problem you had the y alone as well, but you used elimination rst, you didnt use
substitution, so why go with elimination [on 5-13] when you used substitution [on 5-12]?
SARAH JANE: Cause I dont go with the same things over and over, the same order,
I go with dierent things, especially with things I kinda need, I struggle with, I try to
work with it, so I can get myself used to using that method also.
JAMES: I think thats a good thing to do.
Okay, so then, do you remember the second problem you did yesterday?
SARAH JANE: Yes.
JAMES: I dont know if you nished it, but the rst thing you did was solving it with
elimination, and you had to do all that multiplying, was elimination still an easy method
SARAH JANE: Yes.
JAMES: even with all of those extra steps
SARAH JANE: Yeah.
JAMES: Okay. Did you actually solve it
SARAH JANE: With substitution? I was getting to it, getting the y alone, but I
found it kinda hard.
JAMES: You found it hard. What was so hard about it?
SARAH JANE: I found it hard was to get y alone, especially when theres a number
where the y is
JAMES: A coecient?
SARAH JANE: Yeah, a coecient, and I was kinda starting with the division so it
kinda took me some time and I just like, once I got the x alone, because I tried with x,
and I got kinda confused so I wasnt really sure where to go.
JAMES: Right.
SARAH JANE: So even though I did the elimination method, I tried to do the
substitution so I could get used to it because not always it elimination going to work.
JAMES: Right.
SARAH JANE: I try to do things I cant do just in case someone asks me, can I show
them. So I have to get myself...[trails o]
JAMES: Yeah, thats good thinking. So, looking at this particular problem, so elimi-
nation is easier because you only have to multiply but with substitution you have to do
dividing and dividing is a lot harder than multiplying?
SARAH JANE: It depends on the number.
JAMES: It depends on the number, right. I guess, yeah, the dividing by 2 could be
easy but the dividing by 3 could be harder.
SARAH JANE: Yeah.
[cut]
JAMES: So what do you think of the graphing method? Weve been talking about
elimination and substitution, but I about graphing?
SARAH JANE: The thing is...its the same as the solution with y = 3x 7, its is
easy to graph, we have the slope and y-intercept, so it would be easy to nd it. But again
it depends on...sometimes its hard, if you need to get the y alone or the x alone, or if its
between numbers, its kinda hard to gure that out, but if its by itself its easy to gure
out, but I dont nd it that hard neither. Its okay.
JAMES: Its okay. Would you ever choose to use instead of one of the other two, if you
could only use one?
SARAH JANE: Yeah, why not?
JAMES: [laughter] Why not? Well, realistically, if you had a whole quiz like this where
you could use any method for every problem, would you ever actually choose graphing?
SARAH JANE: Depends on the number. Depends on the solution.
JAMES: So if youve done three that were all elimination youd want to try graphing
to change it up?
SARAH JANE: Yeah. Its kinda, for me, I try to do as many things as I can. Even if
I dont like it, I have to get used to it because in the future this might come out.
JAMES: Thats true.
SARAH JANE: Or someone might ask me and I wouldnt know what it is, and theyd
be like Whatd you go to school for? So I have to get my mind set on that one.
JAMES: I like the way you think, Sarah Jane.
SARAH JANE: [laughter]
B.2 Amy
JAMES: So part of what were talking about is what were doing on the quiz and what
we did the other day, was it, Monday? So rst, I know Ive asked this a lot of times but
Ill ask it again, what is your favourite method for solving systems of equations?
AMY: Um, I would have to say elimination.
JAMES: Elimination? Okay. So thats interesting because here, on the quiz, you said
substitution
AMY: I like both of them.
JAMES: You like both of them? Is that something that happened since the quiz to
change your mind or youve always like them both equally?
AMY: Its just, I like them equally. I dont like graphing.
JAMES: Right, graphing. Why dont you like graphing?
AMY: Cause its mad stu to do and, like, its dicult to gure out how to put the,
how to gure out how to make it y = mx + b.
JAMES: Well, when youre doing substitution, dont you usually have to get y by itself
anyway?
AMY: Yeah, but its like dierent, because, depending on the kind of question I have
I know when to use each method.
JAMES: So, I wanna talk more about that. What is it about the question that lets
you know which one to use?
AMY: Its like, if I know I could eliminate one variable, then I would use elimination.
Or if I have the y alone, I would just use substitution. If I cant do any of those, obviously
Ill need to do the graph.
JAMES: So then for this one, this is the one you can use any method, this is from the
quiz, so, just looking at that question, what would you have to do to solve it?
AMY: I believe I used elimination.
JAMES: You did use elimination. What made you want to use elimination?
AMY: The two 3xs. I knew I could eliminate that.
JAMES: Okay, so, you also said that when you have the y alone or the x alone youd
use substitution, so it would be easy to use substitution in that case.
AMY: But then, you see the dierence is that, theres no y on the other side [the right
side], both of the ys are on the other side [left side].
JAMES: So you would use substitution for that case?
AMY: Yeah.
JAMES: So if it was like y = 3x 7 and then 1 = 3x y, youd use substitution in
this case?
AMY: Yeah.
JAMES: So why wouldnt you still use elimination?
AMY: No, knowing me I would still use elimI would use substitution because its
easier for me to work it out with substitution.
JAMES: So why is it goingso what is it about substitution that makes it easier to
work out?
AMY: I would just have to plug in the stu.
JAMES: So why wouldnt elimination work here?
AMY: It would, but I feel more comfortable using substitution.
JAMES: Hmm. So what Im trying to determine is why, is how [the revised problem]
is dierent from [the original problem]. Whats make it so that this one elimination is the
comfortable method and for this one substitution is? This equation is equal, its the same
as [the other] equation.
AMY: Yeah, but you see, theres no y, so theres not a y on the opposite side. Theres
not really a way I could substitute anything. Unless I put that in there and, to me that
would be more dicult because to me when you look at an equation you should know
which type of method to use to solve it, by knowing how comfortable you feel with each
method.
JAMES: Okay, so I think I see what it is. So if you had these two and you used
substitution, it would look like this: 3x 7 = 3x 1. But if you used it over here, you
would get 1 = 3x (3x 7).
AMY: Yeeah.
JAMES: So here, in [the rst one], well, can you maybe describe, before I say what I
think, how these two are dierent?
AMY: Well, to me its dierent because its like, its think its all on, like, whats on
each side.
JAMES: Mm-hmm.
AMY: Because, like, when you have two dierent equations its harder to just like to
put it together, you know what Im sayin ?
JAMES: Right, because Id have to get the xs on one side.
AMY: Exactly.
JAMES: And on this one theres already on the same side
AMY: Theyre on the same side, so its easier to put like terms together and solve for
the variable.
JAMES: Thats interesting.
[cut]
Well, I think thats it. You said some really interesting things.
AMY: Because Im a genius.
B.3 Jack
JAMES: So my rst question to you is, um, whats your favourite method for solving
systems of equations, elimination, substitution, or graphing? I have some answers youve
given before, but I want to see what you think right now.
JACK: Um, I would say graphing.
JAMES: [laughter] You would say graphing? Why are you smiling when you say that?
JACK: Because its mad easy.
JAMES: Okay, so, what is it about graphing that makes it easy?
JACK: Finding the point.
JAMES: Finding the point?
JACK: Yeah, the intersecting point.
JAMES: The intersecting point. So, uh, can you tell me why graphing is easy but the
other ones arent easy?
JACK: The other ones are also easy but I think graphing is the most, how you say it,
precise?
JAMES: The most precise! Oh, I think thats interesting. Because, take a look at this
problem you guys did the other day. You did graphing rst, but remember that your
answers were things like 2.
3 and 3.
3. Can you really be so precise? I mean, knowing

what the answer is I can look at the graph and go, Oh, thats .3, thats .3, sure. But if I
didnt know what the numbers were
JACK: It would be a lot more dicult, yeah I know. But like, but when you have
known all about graphs since, what, the fourth grade, then yeah, it would be a lot more
easier.
JAMES: Oh, so its because youre more familiar with graphing?
JACK: Yeah.
JAMES: So substitution and elimination, those are a lot newer
JACK: Yeah, I know how to do those, too, I can do them perfectly ne, its just that
Id rather recommend graphing because Ive been doing it for a longer time.
JAMES: So youre more comfortable with it.
JACK: Yeah.
JAMES: Okay, thats interesting.
[cut]
JAMES: Okay, so when you have a question like this, this is #4 on the quiz where you
could choose any method, you chose to do graphing.
JACK: Mm-hmm.
JAMES: Is there anything about the way the problem was presented that made you
want to do graphing, or just because you liked it, liked graphing the most?
JACK: I would say its because I liked graphing. But, I could have also done elimination
because it has a 3x and a 3x.
JAMES: Right, so could you also have done
JACK: Substitution as well? Yeah.
JAMES: Yeah. I picked that question for a reason, I designed this question so that all
three of them would be good choices. So you decided to do graphing because it was the
one you liked best.
JACK: Yes.
JAMES: So when you have a chance to graph, youll do graphing?
JACK: Yeah.
JAMES: Now, what if I gave you a question like...[writing] a question like this one?
Would you want to graph it? [The question is 2x + 3y = 4 and 3x 2y = 6.]
JACK: Um....probably, if I actually knew how.
JAMES: [laughter] If you knew how
JACK: Well, actually, what I would do is get the y by itself rst, I just remembered
that. I would get the y by itself, start from there, and I would probably try the-the-the
JAMES: So why dont you try it right now, try graphingnot necessarily graphing,
try solving it right now. Or, at least get started.
JACK: [working silently]
JAMES: So, so far you took the rst equation and got y by itself.
JACK: Yeah, so like
JAMES: Now what would you do?
JACK: So obviously you would divide these two, it would be 1 point, is it 1.1?
JAMES: 1.333333. I like leaving at a fraction so I dont have to have a repeating
decimal, so I just leave it as four thirds.
JACK: So
4
3
minus
2
3
. So, like, on the graph I would go, like, 1.3 on the y-axis, yeah
on the y-axis, I would go up
JAMES: So do you want to graph it, or would another method be more useful here?
JACK: It would be a lot more useful because you could see, it just took a pretty long
time.
JAMES: So if you didnt want to graph it, what would you do now?
JACK: Lets see...probably solve.
JAMES: What do you mean solve?
JACK: Like, see what I would get if y would be by itself, or x.
JAMES: Well, you have x by itself for the rst equation. I want to talk about the
whole system.
JACK: Hmm. [thinking] Well, Im not really into it right now.
JAMES: [laughter] Youre not really into it right now? Okay.
So, here on the other questions you wrote that graphing isnt the one you always pick
rst, you pick substitution, because substitution is the easiest. You didnt really answer
my third question about that, but, so lets talk a little bit about substitution. Why would
substitution be easier than elimination?
JACK: Well, because if I have this, then I can use substitution because I can replace
it with one of the ys up there, and then I could just solve it from there, just get the x or
the y by itself.
JAMES: Okay, so then why do you prefer doing that instead of elimination?
JACK: Because with elimination I would have to, get like, one of the two variables the
same.
JAMES: Is that harder than getting y by itself?
JACK: Yeah, because I would have to multiply it by a specic number, getting it to
the other one, and I would basically have to do the entire process again. This is 2x, and
Id probably get it to 3 or something...and then I would have to start this entire process,
just to gure out the specic answer.
JAMES: And thats dicult because [referring to substitution] this is something you
know how to do and guring out which number to multiply isnt so easy?
JACK: Yeah, not so much. Not all the time.
JAMES: Can you think of times when it would be easier to use elimination than
substitution?
JACK: Elimination would be easier in a problem like this one that you gave, because
it did have 3x and 3x. And this one too. [#1 on 5-12.]
JAMES: If I had switched these [#1 and #2 on 5-12], I made [#1] a substitution
problem and [#2] and elimination problem, it would probably be a much harder quiz.
JACK: Yeah, a little bit more. But, um, you know.
JAMES: So say on the nal exam you see a problem like this one
JACK: But it says substitution.
JAMES: Yeahno, it says any method, would you use elimination?
JACK: If it was a problem like that, then yeah.
JAMES: And why is that?
JACK: Because both xs have the same number. 2x, 2x, 4y, 4y.
JAMES: So basically for a question you would take the least number of steps.
JACK: Yeah, it depends on how you see the problem, the variables and stu.
JAMES: Okay, okay. Well, thank you Jack.
B.4 Rose and Donna
JAMES: So my rst question for you two is: what is it about the elimination - were
talking about solving systems of equations what is it about the elimination method that
makes it easier?
DONNA: Its not complicated.
JAMES: What do you mean by complicated?
DONNA: The other ones are harder to do.
ROSE: Yeah. Graphing, to me, with problems like that, its harder, like I get confused
when it comes to graphing.
JAMES: Okay.
ROSE: And Im not good with, like, negative numbers and positive numbers
JAMES: You dont know which way is which?
ROSE: Yeah. So I get little confused with that, so elimination is better. And
DONNA: Substitution, I dont like it.
ROSE: I dont like it either.
JAMES: So what is it about substitution that you dont like?
DONNA: The way that you have to switch numbers around.
ROSE: Yeah.
JAMES: So its like cleaner?
ROSE: And you could see it more visually. Its easier for you to just, you know...
JAMES: Oh, because of the way everything lines up nicely?
JAMES: Okay. So do you think the fact that we learned elimination rst is one of the
reasons you like it better?
ROSE: Yes, I think thats why, too. Because we learned it rst so when you were
showing me something else to do I was already used to elimination.
JAMES: Okay. So, Donna, this is a question for you: originally in your notebook when
I rst asked you guys what you liked best, you said you liked graphing the best.
DONNA: Where?
JAMES: I think it was back on...5-9, yeah. I prefer graphing because its easy to plot
points, et cetera. But then, on your quiz, you wrote that you were struggling with graphing
and you liked elimination the best. So I want to know what changed [two weeks ago] and
[last week], where [on 5-9] graphing was easy and [on 5-12] graphing was hard.
DONNA: I have no idea.... (exclaiming) I had help on [5-9].
JAMES: You had help on that one?
DONNA: I had help.
JAMES: So, because you had help it was easier but once you were on your own it was
harder.
ROSE: Yeah, it was easier for me then.
DONNA: It was easier when I had help but on my own Id rather use elimination.
JAMES: Okay, so, my last question is: this problem here, how would you solve it?
ROSE: Okay, these two problems?
JAMES: Yeah. If you want a separate piece of paper, here you go.
ROSE: You want us to like solve it right now, or just how would we solve it?
JAMES: Well, just tell me how youd solve it...
ROSE: Personally, me, Id switch it up a bit. 2y here, +x= 5.
JAMES: But are those two equations equivalent? Wouldnt that have to be 2y?
ROSE: Its confused me. But elimination is easier for me, I dunno why.
JAMES: Well, then why dont you try elimination on this one and see what you would
get.
ROSE: Its harder when its like that.
JAMES: It is harder like that.
DONNA: Yeah.
JAMES: Thats true.
ROSE: Like, elimination like this [pointing to previous problem], when theyre equiv-
alent to each other, is easier for me. (trails o)
JAMES: So elimination is hard for this kind of problem, when its like this. Do you
think substitution might be an easier way for this type of problem?
ROSE: Yeah. Yep.
DONNA: Elimination is good for some certain problems, not for all.
JAMES: Not for all. Okay, so, but would you choose to do substitution for this one,
when it looks like its easier, or would you do elimination because you like it better?
DONNA: I think Id do substitution.
JAMES: You would do substitution.
ROSE: I dont really understand the dierent between substitution and elimination.
JAMES: Well, the dierence is that elimination , were adding or subtracting our
equations to get rid of a variable. With substitution we know what one is equal to so we
can plug it in and replace it in the other equation. So we only deal with one equation at
a time. Elimination youre dealing with both at once.
ROSE: That makes it easier.
JAMES: Its easier to deal with both at once instead of one at a time?
ROSE: Yeah.
JAMES: Okay.
B.5 Martha
JAMES: So, remember I had these questions about which methods you like the best,
which ones were the easiest. The rst time I asked you guys that, you said that you liked
substitution the best. But here [on 5-13] you wrote that you liked elimination the best,
that it was the easiest. So what I wanted to know is, what is it, what made you change
your mind and made you like elimination better for this problem?
MARTHA: Um, I dunno.
JAMES: You dunno?
MARTHA: I just tried to use a method that is easier.
JAMES: Well, I mean, [on 5-13] you did both, you used elimination, substitution, and
graphing. So what is it about the elimination method that was easier in this particular
case?
MARTHA: I chose this one because this one is shorter than the other ones.
JAMES: So its shorter. So just whatever one takes less time would be the easier one?
MARTHA: Yes.
JAMES: Okay. So my next question is, um, let me get a pen. So, if you had this
question, y = 3x 7 and y = 3x 1, how would you solve it?
MARTHA: At rst I would...mmm...I would, um, take this from, the 3x from the
3x.
JAMES: So you wouldso what method are you doing?
MARTHA: Elimination.
JAMES: Elimination. So what do you get when you do that? You can write it down.
MARTHA: Zero.
JAMES: Write down what you would do.
[cut. Martha works out the problem down to one equation with one unknown, with lots
of scratching out, but cannot seem to solve it from there.]
JAMES: It seems like youre having a problem because of how messy the equations
are. Let me rewrite it. Here you have 0 = 6x 6.
MARTHA: So, you can add 6 to both side.
JAMES: Mm-hmm. See, see how messiness causes problems?
MARTHA: So 6x = 6, and you can divide by 6. So x = 1.
JAMES: So Im not going to ask you to nd y, its not particularly important. So this
particular problem, when I wrote it it was designed to be a problem that works pretty
easily for any of the methods: substitution, elimination, or graphing. So why in this case
did you choose elimination?
MARTHA: I dunno. I just try...
JAMES: So you just tried that one rst? If it didnt work you would have switched?
MARTHA: Mm-hmm.
JAMES: Okay. Was there something about the problem that made you think, Oh,
elimination, thats what I should do.
MARTHA: I dunno.
JAMES: So, here you wrote that its easiest for this problem, and for this problem too,
but you dont always think itll be the easiest. So what would a problem have to look like
for elimination to not be the easiest?
MARTHA: I dunno.
JAMES: You dunno?
MARTHA: No.
JAMES: Let me think of a dierent way to put it. This problem, you could use elimi-
nation because you said Oh, I have 3x and 3x. So they might cancel, or the two ys, they
might cancel. So Im wondering, if I didnt have those two things, would you still choose
elimination?
MARTHA: No.
JAMES: So like, say, this problem here [the second problem on 5-13], we didnt get to
it in this lesson but you would
MARTHA: Id use substitution.
JAMES: Because its not so obvious that elimination would work. Okay. Thank you,
Martha.
B.6 Wilfred
JAMES: So I want you to tell me what you think about the graphing method for solving
systems.
WILFRED: The graphing method for me is the hardest one.
JAMES: Why is it the hardest one?
WILFRED: Its hard to get the y alone. And I really dont know how to do the y
intercept and how to move on the graph.
JAMES: So then, remember the lesson we did where we did all three methods?
WILFRED: Yes.
JAMES: You said that you did graphing rst because you wanted to get the hardest
one over with. My question is, here, this is your quiz, on the problem where you could
do it any method you want, you chose to do it with graphing, even though you said that
graphing was the hardest.
WILFRED: I chose graphing because it had y on both sides.
JAMES: Because it had y on both sides...even though graphing was the hardest, you
still thought it was better than the other ones?
WILFRED: Did I get the answer right?
JAMES: You did get it right.
WILFRED: I told you cause didnt know how to do it with these two, so I did it with
graphing. [inaudible] just to try to get the answer right.
JAMES: Right, and the interesting thing is (and you probably noticed this when you
got your quiz back) is that you got [#1 and #2] wrong, and the two ones you did with
graphing
WILFRED: Was right.
JAMES: were right. Dont you think thats interesting?
WILFRED: Yeah.
JAMES: (laughing) So can you really say that youre struggling the most with graphing
when the graphing ones are the ones you got correct?
WILFRED: What?
JAMES: Would you still say that graphing is the hardest knowing that you got the
graphing ones right and the non-graphing ones you didnt get right?
WILFRED: Nah, I would say the substitution one is harder.
JAMES: So youre saying substitution is the hardest. Youre changing what you think.
WILFRED: Yeah.
JAMES: So...based on what Ive seen, you were mostly able to get the graphing done
right and so Im trying to gure out what it was about the graphing that made you think
that it was the hardest if it isnt actually the hardest.
WILFRED: Trying to get the y alone.
JAMES: Is that maybe substitution is the hardest now?
WILFRED: Yeah.
JAMES: Because you have to get y alone in substitution?
WILFRED: Yeah.
JAMES: So the problem is the Step Two part. Because Step Three you can handle,
and Step One you can handle, but solving is terms of is hard. So what do you think of
elimination?
WILFRED: Thats an easy one for me. Like, right here? All you have to do is eliminate
one letter to get the other ones alone.
JAMES: And thats easy because theres no solving in terms of
WILFRED: Yeah, and once you get the y you just substitute the letter and thats it.
JAMES: So could you use elimination for this one [#4 on 5-12]?
WILFRED: No, well, you could to get ys, and then this.
JAMES: Mm-hmm. Yeah, you could. How would you do it?
WILFRED: Um. Is that a negative sign or a take-away sign?
JAMES: Well, are you adding or subtracting?
WILFRED: Im adding. So thats 8, take away 8, and thats it. Im thinking you
could
JAMES: Well, wouldnt that be 2y?
WILFRED: Yeah. So then you gotta divide by 2, and y = 4. So then you gotta
substitute in.
JAMES: Yeah, good, dont worry about that. So it seems like you have a good grasp of
elimination, but you still chose to graph it because it was in [y = mx + b] form. I wonder
what youd do if it looked like something else. Let me come up with a new problem.
(writing) Something like this.
WILFRED: Try to solve it?
JAMES: Yeah. How would you solve that?
WILFRED: Eliminate the x.
JAMES: How would you eliminate the x?
WILFRED: Add it.
[cut. Wilfred works on the problem.]
WILFRED: I dont know how to do it.
JAMES: You dont know how to do it.
WILFRED: Thats my problem, I cant get the y alone.
JAMES: You dont have to get the y alone. You can still eliminate the y.
[cut. Wilfred nishes the problem.]
JAMES: So the reason I gave you this one was because it would be sorta messy. After
you eliminated you would have xs on both sides. You would still prefer to use this method
instead of, say, substitution?
WILFRED: Um, I think substitution would be, like, easier, because all you have to
do is take away the one and substitute in for x.
JAMES: So substitution would be easier, then?
WILFRED: For this problem.
JAMES: For this problem. What is it about this problem that makes substitution
easier but not for other problems.
WILFRED: Not for other problems because it wouldnt have y alone. If you have y
alone it would be easier to substitute.
JAMES: Well, y isnt alone here, do you mean, I think you mean, youre saying y
doesnt have a coecient?
WILFRED: Yeah.
JAMES: Its less steps to get y by itself?
WILFRED: Yeah. For other problems it was be hard to get y alone and this problem
not that much because all you gotta do is take away the one.
JAMES: Okay. Thank you, Wilfred.
Bibliography
[1] Jeremy Kilpatrick, Jane Swaord, and Bradford Findell (eds.), Adding it up: helping
children learn mathematics, National Academy Press, Washington DC, 2001.
[2] Harold R. Jacobs, Elementary Algebra, W. H. Freeman, 1979.

Underlying Causes of Students' Preference of Method in Solving Systems of Linear Equations

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Underlying Causes of Students' Preference of Method in Solving Systems of Linear Equations

Underlying Causes of Students' Preference of Method in Solving Systems of Linear Equations