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# Forest Hill High

School
Common Core Lesson
Teacher: Chelsea Mak
Design
9 Algebra I

th

Date:
Wednesday, Dec.
3

Standards and
Goals
A-REI.C.5: Prove
that, given…two
equations…
replacing one
equation by the
sum of that
equation and a
multiple of the
other produces a
system with the
same solutions.
Also
A-REI.C.6

Access Prior
Knowledge
Pre-Assessment
Post Assessment
Big Ideas

Essential
Questions
Vocabulary

Course
Algebra I

Lesson Title:
Systems of Equations: Elimination
(reteach/reinforce) and Word problems
Objective: to review solving a SOE by elimination, how to set up a
SOE from a word problem
M-STAR Domains
Unwrapped
Unwrapped Skills
and Mathematical
Concepts
Students need to be able to do…
Students need to know…
Practices (MP)
1. That solutions to a
1. Recognize standard form
Domain 1:
system of two linear
and slope intercept form.
Standard #’s 1-4
equations in two
variables correspond
to points of
intersection of their
graphs, because point
of intersection satisfy
both equations
simultaneously.
2. Estimate solutions by
graphing the
equations.

2. Convert between standard
form to slope intercept
form
3. Graph systems of linear
equations
4. Understand that systems
of equations can have one
solution, no solution, or
many solutions
5. Solve systems of linear
equations exactly using
graphing.

Domain 3:
Standard #’s 7-9
MP.1, MP.2, MP.3,
MP.4, MP.8

3- Moderate Command
4- Strong Command
(ELA/Math)
5- Distinguished Command
Students’ must use their previous understandings of solving
equations in one variable to rearrange formulas to highlight a
quantity of interest.
N /a
Exit ticket
Performance Level
Descriptors

Systems of equations can be solved in more than one way; one method is to
graph each equation and find the intersection point, if one exists. Calculators
can be used to accurately graph a system of equations.
How can you solve a system of equations? Can systems of equations
model real-world situations?
Graphing, linear equations, parallel lines, perpendicular lines, slope
intercept form, standard form, systems of linear equations.

Instructional Design
Do Now/Bell-ringer p.376 #35 Error Analysis
TSW continue from the previous day by solving via
Input/Modeling

Forest Hill High
School
Common Core
Lesson
substitution:
x = 6y + 16; 9x-2y= -12
Design
5y=7x+22; x=-6y+17
TSW review how to use elimination and create a
“cheat-sheet”. The best ones will be chosen and
taped to the desk as a quick reference.
TSW practice multiplying SOE’s by numbers to
create additive inverses (TSW be given which
variable to eliminate)

Eliminate the given variable using additive
inverses by multiplying the equations:
-2x + 15y = -32; 7x -5y = 17
3x+2y=1; -4x +3y = -2
Guided Practice
-p.382/#7, 8, 21

Independent
Practice

Word problems: p.379/ #2
p.279/ Got it #2
Eliminate the given variable using additive
inverses by multiplying the equations:
4x + 3y = -19; 3x-2y= -10
3p+q=7; 2p-2q = -6
Elimination: p.382/9, 10, 22, 23, 24
Word Problems: p.383/ #39
Exit ticket: p.383/ #29

Closure
Homework
Literacy Strands
Check all that apply and
provide a brief description
performed.

Writing

X

X

Listening

X

Speaking

p.382/ 11, 12, 25, 26, 28
Students will take notes.
Students will actively listen for
comprehension of key concepts.
Students will use the correct math
terminology when participating in whole

Differentiation
Strategies/
Lesson
EES Instructional
Strategies
Teacher

Forest Hill High
School
Common Core
Lesson
group and small group discussions.
Design
Remediation
Enrichment
After school tutorial (Mondays
and Wednesdays, 4pm-5pm)

All accommodations and modifications will be implemented based
upon the students’ Individualized Education Program (IEP).