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You are on page 1of 7

By:

Will Griffith

Grade level:

10th/11th

Subject:

Algebra II

Estimated length:

Content

Standard(s) #

AII.7.3

situations, including those carried out by technology.

ISTE Student

Standard(s) #

4.c

Collect and analyze data to identify solutions and/or make informed decisions

Objectives

Use verbs that are observable and measurable. Write as many as are appropriate (doesnt have to be 3)

1

The student will solve 12 problems with a system of equations and find the values that work for all

equations

Pre-requisite

knowledge

Students will already know how to solve a system of equations, what a matrix is,

what an inverse matrix and the determinant of a matrix is.

Tools & Supplies Needed

Internet

URLS

http://www.dummies.com/how-to/content/how-to-solve-a-system-of-equations-on-the-ti84plu.html

http://www.math-aids.com/cgi/pdf_viewer_12.cgi?

script_name=algebra2_matrices_cramer3x3.pl&oneSoln=1&language=0&memo=&answer=

1&x=87&y=15

http://www.prenhall.com/divisions/esm/app/graphing/ti83/Home_Screen/Menu_Keys/Matrix

/matrix.html

http://cfcc.edu/faculty/cmoore/TI83MatrixOper.htm

https://docs.google.com/forms

Software in the TI graphing calculator

Software

Programs

Google forms

Worksheet 1

Printed

Materials

Other:

Academic

Language

horizontal matrix

notation

Matrix Outline

Store

Definition

This is how I will describe

typing a matrix into a

calculator if there is not a

preset matrix outline.

A digital fill in the blank matrix

some calculators have that

make it much faster to fill in

your input

Storing your matrix in your

calculator for later use.

acquisition of this academic language

(especially focused on ELL and other diverse

students)?

I am using these terms to describe different kinds

of input but I would be doing examples on the

board so it should be visually understandable for

students to see how it needs to be input.

Procedures:

Provide all information necessary for another teacher to replicate your lesson/unit.

Main Tasks/Activities

Include questions prompts you will ask the students

How many of you are tired of writing out matrices? Today we are going to use

matrices to solve a system of equations quickly and without writing anything

down. This is one of the times where using a calculator is very helpful and

allows us to save a lot of time. It is important that you wrote down the operations

before now so you are used to how matrices work and the outputs you expect to

do to get students attention

see. If you have a system of equations with a lot of equations and variables

and activate their prior

knowledge before teaching the matrices will allow you to solve it very quickly.

Part 1: Readiness

(aka motivator,

attention set,

engager) (what will you

(Short 5-10 minutes)

why it is useful

I would ask questions about the relationship between how many equations you

have and how many variables you can solve for. (They need to be equal)

of Lesson (what will you

do to engage students in the

main content of the lesson?

How will they work with the

topic/ideas/academic

language/etc, to learn the

standard and reach the

objectives?)

(the bulk of the lesson time)

matrix

matrix

determinant

There are two ways to input a matrix into your calculator. Some of your

calculators will give you a matrix outline that will let you just fill in each slot. If

your calculator will not do that then you need to input the matrix in a horizontal

method where you need to use brackets [ ] for the whole matrix and then

additional brackets for each row. Between each number you need to use a

comma ,

To store a matrix in your calculator you need to either use the store function or

go into your matrix menu and pick one of them to start with. These will stay

stored until you override them or run out of batteries. Each matrix is represented

by a capital letter surrounded by brackets like [A]

To find an inverse matrix just put the matrix in and put it to the -1 power like

[A]^(-1) (This often can be done with just one button and the -1 will be an

exponent without the carrot symbol or the parentheses).

problems from the

assignment together

6x - 5y - 9z = 15

- 5x - 5y - 5z = 30

- 2x + 7y - 7z = 143

The quickest way is to use an inverse matrix. First we need to input our two

matrices.

Once these are stored we can type in the operation [A]^(-1)*[B] and this will give

us the [X] matrix. What do we expect the output to look like? (a vertical matrix

with one number in each row)

Our answer appears in matrix form and if we were to then use that answer as a

matrix input we would need to type it in horizontal matrix form like [[-5][9][10]]. This means x = -5, y = 9, and z = -10. Why are they in that order? (because

we wrote our equations in standard form so the variable that comes first is one

top and the one that comes last goes on the bottom) Another way to display this

answer is in point form (-5,9,-10)

2x - y + 6z = -58

-x-y-z=0

7x - 7y + 8z = -94

So what does [A] equal? ( [[2, -1, 6][-1,-1,-1][7,-7,8]] ) What does [B] equal?

( [[-58][0][-94]] )

And what is our [X] matrix? ( [[4][6][-10]] ) and if we wrote this in point form it

would look like (4,6,-10)

of the assignment while

walking around and

checking on them.

You are now going to work on the rest of these problems and you are going to

input your answers into google forms. These answers need to look like this

written exactly in the same way. Part of this assignment is getting used to the

nitpicky way the calculator and computer may want these answers.

1) [[-5][9][-10]], (-5,9,-10)

2) [[4][6][-10]], (4,6,-10)

will you do to bring the lesson

to a close and summarize the

important points of the

lesson?)

(short 5 minutes)

So which way would you rather solve a system of equations? (matrices). When

you are only solving for 2 variables and sometimes even 3 it may not be much

faster to use matrices but if you have any more than 3 variables it is probably not

worth your time to do that by hand. The chances of you making a mistake during

all that work are higher than miss typing into your calculator. How do we check

if our answer is correct? (Plug it into the equations if not all at least two).

How will you make the lesson accessible to all your students? How will you support the ELLs in your class?

How will you support other special populations? How will you challenge those that need it?

SUGGESTED

EXAMPLES:

Blind or visually impaired

student:

I think matrices could be hard for someone who cannot see and I do not know

that verbally talking about them would be best. It might be a good idea to come

up with some way to have them feel how the matrix is set up and works with

some kind of physical object like blocks. If I was going to do this, I would have

been doing it all alone for the whole chapter.

Gifted Student:

If I had students done very quickly I would give them some questions with more

variables or I might have them solve a system of equations using Cramers rule

(from earlier in the chapter) in the calculator rather than by hand. I could also

give them some questions that have no solution or have infinitely many

solutions.

Assessment Procedures

How will you know if the students met the objectives/standards? How will you measure their progress and

level of understanding?

Formative

Assessment

For this lesson we will do the first two questions together. I will ask questions during

the lecture. After that they will be free to work on their homework and ask questions

while I am walking around the room and observing what they are doing.

Summative

Assessment

Students will submit answers in google forms. This allows not only grading that they

typed the information into their calculator correctly but also that they can type the

answer in the same kind of format. Google forms can check if an answer is correct but

only if it is typed in absolutely correctly.

Referen

ces:

http://www.dummies.com/how-to/content/how-to-solve-a-system-of-equations-on-the-ti84plu.html

http://www.math-aids.com/cgi/pdf_viewer_12.cgi?

script_name=algebra2_matrices_cramer3x3.pl&oneSoln=1&language=0&memo=&answer=1&x=

87&y=15

http://www.prenhall.com/divisions/esm/app/graphing/ti83/Home_Screen/Menu_Keys/Matrix/matri

x.html

http://cfcc.edu/faculty/cmoore/TI83MatrixOper.htm

https://docs.google.com/forms

Supplemental Materials:

document.pdf

This is the questions I created and then I sent myself the response form. The numbers got out of sync and I am

not exactly sure why. The numbers correspond to the questions on the hand out.

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