ErinAndrus

KatherineGrasso

LessonPlan

Standards:CCSS.MATH.CONTENT.HSA.REI.C.6Solvesystemsoflinearequationsexactlyand
approximately(e.g.,withgraphs),focusingonpairsoflinearequationsintwovariables.
LearningGoal/Objective:Studentswillbeabletomodelrealworldsituationswithlinear
relationshipsandidentify/usethreestrategies(elimination,substitution,graphically)forsolving.
TypeofTask:ProcedureswithConnections
PrerequisiteKnowledge:Studentsshouldhaveabasicunderstandingofhowtosolvesystemsof
linearequations.Studentshavebeenintroducedtosystemsoflinearequationsbefore(AlgebraIand
AlgebraII).Thepurposeofthislessonistohelpactivatepriorknowledgesothatstudentswillbemore
successfulandpreparedduringupcominglessons.Studentsshouldalsoknowhowtographlinear
equationseitherbyhandorbyusingagraphingcalculator.
ToolsandGroupings:Studentsmaychoosetousegraphingcalculators.Aswedonotknowthe
studentswell,wewillgroupstudentsbycountingoff.
IntroductionsandLessonPlan12Minutes
Introductions
LessonPurpose:Reviewhowtosolvesystemsoflinearequationsandmakeexplicitthe
connectionsbetweensolutionsfoundalgebraicallyandthegraphsofthesystem.This
knowledgewillbeneededforupcomingsectionsinthetextbook.
Gooverschedule

SmallGroupWork:LinearEquations1520minutes
Worksheet:Solvethreesystemsoflinearequations
Worksheet:Makingconnectionsbetweenmultiplemathematicalrepresentations
Purpose:Activatepriorknowledge,formativeassessment,makeconnectionsbetweenmultiple
mathematicalrepresentations,prepareforupcominglessons
Questions:
Whatareyoutryingtosolvefor?
Whatwouldtheequationslooklikegraphically?
Istherearelationshipbetweenthealgebraicequationsandthegraphical
representations?Explainthisrelationshipinwords.
Istherewayyoucancombineliketermsbetweentheequations?
Howcanyoucheckyouranswer?
Whatmethoddidyouusetosolvethesystemofequations?
Canyouthinkofanotherapproach?Doesitmakemoreorlesssensetosolveusingthis
approach?
Explain/writeinwordswhatthesolutionmeans.
Whatdoorderedpairsrepresent?

BreakforLunch

ClassDiscussion:Shareoutresults1015Minutes
Purpose:
Reviewmethodsforsolvingsystemsoflinearequations(substitution,elimination,
graphing)
Explainwhatitiswearefinding/solvingforandthesignificanceofthethreedifferent
typesofsolutions(1,many,none)
Makeexplicittheconnectionbetweensolutionsfoundalgebraicallyandthegraphsof
thesystem.
Questions:
WhenwesaySolvethesystemofequations,whatarewetryingtoaccomplish?
Whatdowemeanbysolve?
Whatdoesthesolutiontypetellusaboutthealgebraicrepresentation?Whataboutthe
graphicalrepresentation?
Whatdoesthegraphtellusaboutthesolutiontype?Whataboutthesystemof
equations?
Giventhesolutiontype,whatdoweknowaboutthesystemofequations?Whatwould
thegraphlooklike?

IntroduceTask12minutes
LaunchHasanyoneattendedWaukeeWinterfestbefore?
Readtaskaloud
Explainschedulefortherestoftheperiod

IndividualReflection:PossibleStrategies23minutes
Instructstudentstorereadthroughtheproblemontheirownandwritedownpossiblestrategies
theycouldusetosolvetheproblem.Remindthematthispointtheyshouldnotbecomingwith
asolution.Rather,theyshouldbethinkingabouttheprocess.

ClassDiscussion:PossibleStrategies23minutes
Askstudentstoshareoutthestrategiestheycameupwithandwritethemontheboard

SmallGroupWork:CashBoxTask2025minutes
Dividestudentsintogroupsof34.Explaintothemthattheyshouldworkthroughthetask
together.OncegroupsthinktheyhavecomeupwithasolutionANDeveryoneinthegroup
understandstheprocess,studentsshouldtryadifferentmethodandseeiftheyarriveatthe
samesolution.
Seesolutionsforquestionsandpossiblesolutions

ClassDiscussion:Shareoutresults1520minutes
PurposeofDiscussion:
Shareoutthedifferentstrategiesusedontheboard
Emphasizeprocess(whatworked,whatdidntwork,commonroadblocks,howdidyou
knowwhattotryfirst?)
Makeexplicittheconnectionsbetweenthetable,algebraicexpressions,andgraphical
representation
Sequencing:

 Chart
Howdidthecharthelpyoucreatethealgebraicexpressions
Whatrelationshipsdidyounoticebetweenthecolumnsinthechart?
Algebra
Didyouusethetabletohelpcreateyourequations?
Howdidyoucomeupwithyoursystemofequations?
Whydidyousetyourequationequalto200/201?
Whatdoxandyrepresent?
Whatmethoddidyouusetosolveyoursystemofequations?Why?
Graph
Whatistherelationshipbetweenthegraphandthechart?
Whatdoesthepointofintersectiontellyou?
Howdothecolumnsinthetablerelatetothepointsonthegraph?

Name:______________________

Solvethesystemsofequationsbelow.Explainyourresultsusingcompletesentences.

1.
3=2xy,9=5xy

AlgebraicSolution:
GraphicalRepresentation:

InterpretationsofResults:

2.8=6x+y,24=18x+3y

AlgebraicSolution:

GraphicalRepresentation:

GraphicalRepresentation:

InterpretationsofResults:

3.y=2(3x+4),y=6x5
AlgebraicSolution:

InterpretationsofResults:

Name:_______________________
1)Usingtheeliminationmethodwhensolvingasystemofequations,youcomeupwith
10=2.Whatdoyouknowaboutthefollowing?Justifyyouranswer.

a.Graphicalrepresentation?

b.Solutiontype?

c.Algebraicequations?

2)Giventhefollowinggraphingwindow,whatpredictionscanyoumakeaboutthefollowing?
Justifyyouranswer.

a.Solutiontype?

b.Algebraicequations?

3)Considerthefollowingsystemoflinearequations.
y=12x+9
y=3(4x+3)

Withoutsolvingorgraphing,whatpredictionscanyoumakeaboutthefollowing?Justify
youranswer.

a.Graphicalrepresentation?

b.Solutiontype?

Name:_______________________
NolawassellingticketsfortheWaukeeWinterfestcarriagerides.Attheendoftheevening,shepicked
upthecashboxandnoticedadollarlyingonthefloornexttoit.Shesaid,
Iwonderwhetherthedollarbelongsinsidethecashboxornot.
Thepriceofticketsforthecarriageridewas1ticketfor$5(forindividuals)or2ticketsfor$8(for
couples).Shelookedinsidethecashboxandfound$200andticketstubsforthe47studentsin
attendance.Doesthedollarbelonginsidethecashboxornot?

Makeapredictionastowhetherornotthedollarbelongsinsidethecashboxandexplainwhyorwhy
not.

Name:_______________________
Completethefollowingquestionsasyouworktosolvethecashboxproblem.Answereachquestion
usingcompletesentences.

1)Usethecharttoproveordisproveyourprediction.

2)Whatpatternsdoyounoticeinthetable?

3)Howcanyouusethepatternsinthetabletohelpyourepresentthisinformationalgebraically?
ExpresseachcolumnofthechartintermsofXandY.

4)
Whatdothevariablesrepresent?

5)
Solvetheproblemalgebraically.

6)
Considerthesolution(s)youfoundwhensolvingforxandy.Whatdothesevaluestellyou?

7)
Comparethesolution(s)foundin#6totheinformationyougatheredfromthechart.Isitthe
same?Different?Explainwhy.

8)
Generateagraphicalrepresentationoftheproblemandsketchbelow.

9)
Lookingatthevaluesyoucameupwithinthetable,howdotheserelatetothelinesinthe
graph?

10)Howdoesthegraphicalrepresentationshowthesamesolution(s)asyouralgebraicapproach?

#of
singles
tickets
sold

#of
couples
tickets
sold

Total#of
tickets
sold

Singles
tickets
totalcost

Couples
tickets
totalcost

Totalcost

PossibleSolutions
SolutionbyTable

Single
tickets
soldx

Coupleticketssold Totaltickets
(numberofcouples) sold(x+yOR
y
x+2y)

Single
ticket
cost(5x)

Coupletickets Totalincashbox
cost(4yOR
(5x+4yOR
8y)
5x+8y)

47

47

235

235

45

2(1)

47

225

233

43

4(2)

47

215

16

231

...

...

...

...

...

...

13

34(17)

47

65

136

201

12

35(17.5)

47

60

140

200

Questions:
Howcanyoucheckyouranswer?
Whatpatternsdoyounoticeinthetable?
Howcanyouusethepatternsinthetabletohelpyourepresentthisinformationalgebraically?
Howwouldyourepresentintermsofxandyeachofthecolumnsinyourtable?
Whatwouldthislooklikealgebraically/graphically?
Doyougetasimilaranswerwhenyousolvealgebraically/graphically?

Misconceptions:
Numberofcoupleticketssoldcanbyodd
Somestudentsmightmixupthenumberofcouplesandthenumberofcouplesticketssold

Elimination/Substitution
x=individualticket y=coupleticket
5x+4y=200
5x+4y=201
x+y=47
x+y=47
x=12,y=35
x=13,y=34

x=numberofindividuals
y=numberofcouples
5x+8y=200
5x+8y=201
x+2y=47
x+2y=47
x=12,y=15.5
x=13,y=17

Questions:
Whatinformationdidyouusetocreateyourequations?
Whatdothevariablesrepresent?
Howdidyoucomeupwithyourcoefficients?
Whydidyousetyourequationequalto200/201?
Usewordstoexplainthesignificanceofthealgebraicexpressions.
Considerthesolutionsyoufoundwhensolvingforxandy.Whatdothesevaluestellyou?
Whatmethoddidyouusetosolvethesystemofequations?
Canyouthinkofanotherapproach?Doesitmakemoreorlesssensetosolveusingthisapproach?
Doyougetasimilarsolutionifyousolvegraphically?

Misconceptions:
Studentsmayhavetroubledefiningvariablesandasaresultcreateaincorrectalgebraic
representations.
coupleticketssoldvnumberofcouples
whatthefinalvalueforyrepresents
Studentsmayfindasolutionwhenx+y=200andthinktheyarefinished.Askthemtointerprettheir
resultsandaskifthesolutionmakessense.
Studentsmayassumethathavinganoddnumberofcouplesmeanstherewereanoddnumberofcouple
ticketssold.

SolutionbyGraphing

x=numberofindividualticketssold
y=coupleticketssold

5x+4y=201
x+y=47

5x+4y=200
x+y=47


x=numberofindividuals

y=numberofcouples

5x+8y=201
5x+8y=200
x+2y=47
x+2y=47

Questions:
Howdoesthisrelatethesolutionyoufoundusingalgebra/table/reasoning?
Lookingatthevaluesyoucameupwithinthetable,howdotheserelatetothelinesinthegraph?

Misconceptions:
Studentsmayhavetroubledefiningvariablesandasaresultcreateincorrectalgebraicrepresentations.
coupleticketssoldvnumberofcouples
whatthefinalvalueforyrepresents
Youcannothaveanoddnumberofcouplesticketssoldbutyoucanhaveanoddnumberofcouples

SolutionbyReasoning
Anevennumberofcoupleticketsweresoldat$4/ticket.Thus,thetotalamountforthecostof
thoseticketsiseven(evenxeven=even)
Sinceanoddnumberofticketsweresold,weknowtherewereanoddnumberofsingletickets
sold(even+odd=odd)andthatthetotalamountforthecostofsingleticketsisodd(oddxodd
=odd)
Ifweaddthetotalamountfromcoupleticketsandthetotalamountfromsingletickets,we
knowtheamountofmoneyinthecashboxmustbeodd(even+odd=odd).

Isthereawaytocheckthisusingthenumbersgiven?
Whatwouldthislooklikealgebraically/graphically?
Doyougetasimilarsolutionifyousolvealgebraically/graphically?

Misconceptions:

Studentsmayassumethathavinganoddnumberofcouplesmeanstherewereanoddnumberofcouple
ticketssold.