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Learning Experience Plan

Subject: Algebra
Grade level: 9
Unit: Reasoning with Equations and Inequalities
Length of LEP(days/periods/minutes): 25
minutes
Topic: Solving Systems of Equations
Content Standards: (include only standards addressed in this LEP)
A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by
the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will:
-Solve systems of linear equations
graphically and algebraically using the
Substitution Method in order to understand
how equations and graphs are related.
-Apply their knowledge of systems of
equations in order to understand how they
are used to solve real world problems or
situations.
- Graph two lines to find a point of
intersection in order to understand the
solution to a system of two linear equations is
the point of intersection of their graphs.

Group Work- Airplane Problem


Exit Ticket- Phone Plan Problem
Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
Provide guided notes and
additional examples to help
students understand steps.
Offer extra review after class.

On-level
Offer extra credit problems
or projects to encourage
them to reach the next
level.

Beyond
Provide more difficult, higher
level problems. Have them
research careers that involve
solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.
Systems of equations are used in economics to maximize profits, minimize costs and balance
production and consumption of goods. Careers in Production and Operations Management
involve skills used in solving systems of equations.
Materials

Procedures/Strategies

White Board
Markers
Graph
paper
String
Activity
Directions
Glossary
Class
Examples

Day 1 (add additional days as needed)


Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)
Activity: X Marks the Spot!
1. Clear the center of the classroom and choose two students to help with the
activity.
2. Have each student start in adjacent corners of the room and then walk to
the opposite corner of the room.
3. Each student should leave a trail of string behind them and then pull the
string into a straight line.
4. Observe that two straight lines will only meet or cross at one point.
5. Have students imagine that the string goes on forever in both directions.
6. Review Line vs. Line Segment
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
What is a linear equation and what is a system of equations?
How are systems of equations applied in the real world?
How many times will two straight lines meet, cross or intersect?
What does the point of intersection mean? (solution to a system of equations)
Class discussion: teacher and students discuss what it means to solve a
system of equations.
Possible ideas: When the two lines cross, the two linear equations have the
same x and y values. EX: the linear system: x + 4y = 4 x- y = -6
Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
Review how to solve equations with only one variable. EX: 9x-3=15
Review that two straight lines will only meet or intersect at one point.
Review how to graph linear equations using slope and y intercept.
Direct Instruction (input, modeling, check for understanding)
Step #1: Discuss the skills and concepts students need to know and key terms
before beginning the new lesson.
Choose several students to read vocabulary terms from the Glossary page.
Vocabulary: coefficient, Graphing Method, intersection, linear equation, slope,
solution of a system of linear equations, Substitution Method, systems of linear
equations.
Inform students they will have an opportunity to apply this knowledge to solve
exciting real life problems.
Step #2: Demonstrate how to solve the following example of a system of
equations graphically and by the substitution method.

y = x 3
y = 3x + 5
Substitution method:
x-3 = 3x+5
-3 = 2x+5
-8 = 2x
-4 = x
Graph:

Check:y = -4 - 3
y = -7
Solution: (-4, -7)

Step #3: Involve the students by asking them to help you and guide you
through another example in order to check if they understand what you have
done so far. (Graphing Method on graph paper)
y=2x+1
y=x-2
Substitution Method:
2x+1= x-2
Check: y = -3 -2
Solution: (-3, -5)
x+1 = -2
y = -5
x = -3
Step #4: Encourage students to ask questions. If students seem to have
successfully understood the new concepts, provide them with the formative
assessment (Airplane Problem) to work on problems and practice what they
have just learned. Allow them to work together in groups for collaborative and
successful progress.
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing / tutoring: Students will exchange their formative assessment
(Airplane Problem) with another group and review the other groups work /
solutions. Students will compare their work to the work done by the other
group and comment on similarities and differences. Students will work
cooperatively to ensure all groups have the correct solutions and understand
the process involved in getting to it.
Airplane Problem (Real Life Example)
An airplane is traveling along the line x -y = -1. Another airplane is traveling
along the line 5x + 3y = 19. If they continue along the same lines, at what point
will their flight paths cross?
x -y = -1
5x + 3y = 19
Check: 2 y = -1
-y = -x-1
5x+3(x+1) = 19
-y = -3
y = x+1
5x+3x+3= 19
y=3

8x+3= 19
8x = 16
Solution: (2, 3)
x=2
What does this point represent in the context of the problem?
It represents the crash point between the planes.
The coordinate point represents a geographical point on a map.
Independent Practice (what students will do to reinforce learning of the lesson)
For homework, students will independently complete a HW worksheet
(formative assessment) which will be reviewed the next day to ensure their
understanding.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
Teacher will hand out an Exit Ticket (formative assessment) to each student.
Students will complete the problem before they leave the classroom.
Phone Plan Problem (Real Life Situation)
Beth is comparing two phone plans. Plan A charges $15 per month plus 10
cents per minute she talks. Plan B charges $20 per month but only 5 cents per
minute she talks on the phone.
a. Write a system of equations to represent the monthly cost of each plan.
y= 0.10x+15
y= 0.05x+20
b. Solve the system using the substitution method.
0.10x+15 = 0.05x+20
0.10x = 0.05x+5
0.05x = 5
x = 100
c. How many minutes per month do the phone plans cost the same amount?
100 minutes

Learning Experience Plan


Subject: Algebra
Grade level: 9
Unit: Reasoning with Equations and Inequalities
Length of LEP(days/periods/minutes): 25
minutes
Topic: Solving Systems of Equations
Content Standards: (include only standards addressed in this LEP)
A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by
the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will:
-Solve systems of linear equations
algebraically using the Elimination Method in
order to understand how solving equations
algebraically and graphically are related.
-Apply their knowledge of systems of
equations in order to understand how they
are used to solve real world problems or
situations.

Admit Ticket
Group Work- Concession Stand Problem
Exit Ticket- Willy Wonka Problem
Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
Provide guided notes and
additional examples to help
students understand steps.
Offer extra review after class.

On-level
Offer extra credit problems
or projects to encourage
them to reach the next
level.

Beyond
Provide more difficult, higher
level problems. Have them
research careers that involve
solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.
Systems of equations are used in economics to maximize profits, minimize costs and balance
production and consumption of goods. Careers in Production and Operations Management
involve skills used in solving systems of equations.
Materials

Procedures/Strategies

White Board

Day 2 (add additional days as needed)


Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)
Activity: Admit Ticket

Markers

Glossary
Class
Examples

Ms. Ross told her class that tomorrows math test will have 20 questions and
be worth 100 points. The multiple-choice questions will be 3 points each and
the open-ended response questions will be 8 points each. Determine how
many multiple-choice and open-ended response questions will be on the test.
a. Write a system of equations. Describe your variables.
Let x represent the number of multiple-choice questions and y represent the
number of open-ended response questions.
X+Y=20
3X+8Y=100
b. Without solving the system of linear equations, interpret the solution.
The solution will represent the number of multiple-choice questions and the
number of open-ended response questions on the 100-point test.
c. Solve the system of equations using the substitution method.
X=20-Y
3(20-Y)+8Y=100
60-3Y+8Y=100
5Y=40
Y=8
X+8=20
X=12
(12,8)
d. Interpret the solution of the system in terms of the problem situation.
There will be 12 multiple-choice questions and 8 open-ended response
questions on the test.
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Recall from the previous lesson:
What does it mean to solve systems of equations?
How do we solve systems of equations using substitution?
How do we solve systems of equations graphically?
What does it mean to eliminate a variable?
Class discussion: teacher and students recap their discussion from yesterday
on solving systems of equations to solidify the concept, talk about how we
would like to find the x and y value that give us the intersection point
Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
Review how to solve equations with substitution.
Review how to solve equations with graphing.
Review how to add and subtract equations containing constants and variables.
Direct Instruction (input, modeling, check for understanding)
Step #1 Discuss the methods students have learned for solving systems of
equations (graphing and substitution). Share with the class that today they will
learn a third method for solving systems of equations. Ask one of the students

to read the new vocabulary term from the Glossary page.


Vocabulary: Elimination Method
Inform students they will have an opportunity to apply this knowledge to solve
exciting real life problems.
Step #2: Demonstrate how to solve the following examples of a system of
equations from the previous day by using the elimination method.
y = x 3
y = 3x + 5
Elimination Method:
Combine the equations using addition or subtraction to eliminate a variable.
y=3x + 5
-(y= x - 3)
0=2x + 8
Solve for the remaining variable.
0=2x + 8
-8
-8
-8 = 2x
/2 /2
-4 = x
Plug the variable you just solved for into one of the original equations to solve
for the variable you eliminated.
y = (-4) - 3
y = -7
Solution: (-4, -7)
Check: Plug both variables into both equations to make sure the left sides are
equal to the right sides.
(-7) = (-4) - 3
(-7) = 3(-4) + 5
-7 = -7
-7 = -7
Step #3: Involve students by asking them to help and guide you through
another example in order to check if they understand what you have done so
far.
3x + y = 10
2x y = 5
Combine the equations using addition or subtraction to eliminate a variable.
3x + y = 10
+2x y = 5
5x = 15
Solve for the remaining variable.
5x/5 = 15/5
x=3
Plug the variable you just solved for into one of the original equations to solve
for the variable you eliminated.
3(3) + y = 10

9 - 9 + y = 10 9
y=1
Solution: (3,1)
Check: Plug both variables into both equations to make sure the left sides are
equal to the right sides.
3x + y = 10
2x y = 5
3(3) + 1 = 10
2(3) 1 = 5
9 + 1 = 10
61=5
10 = 10
5=5
Step #4: Encourage students to ask questions. If students seem to have
successfully understood the new concepts, provide them with the formative
assessment (Concession Stand Problem) to work on problems and practice
what they have just learned. Allow them to work together in groups for
collaborative and successful progress.
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing / tutoring: Students will exchange their formative assessment
(Concession Stand Problem) with another group and review the other groups
work / solutions. Students will compare their work to the work done by the
other group and comment on similarities and differences. Students will work
cooperatively to ensure all groups have the correct solutions and understand
the process involved in getting to it.
Concession Stand Problem
You are running a concession stand at a basketball game. You are selling hot
dogs and sodas. Each hot dog costs $1.50 and each soda cost $0.50. At the
end of the night you made a total of $78.50. You sold a total of 87 hot dogs
and sodas combined. You must report the number of hot dogs sold and the
number of sodas sold. How many hot dogs were sold and how many sodas
were sold?
Step 1: Define variables
x = the number of hot dogs sold
y = the number of sodas sold
Step 2: Write two equations. One will be related to price and the other will be
related to quantity (or number) of hot dogs and sodas.
1.50x + .50y = 78.50
x +y = 87
To solve: Multiply the top equation by 2 and subtract.
3x + y = 157
- (x + y =87)
Once one variable is remaining, solve for it.
2x=70 (Divide both sides by 2)

x=35
Now plug x = 35 into x + y =87 to solve for y.
35 + y = 87
y = 52
35 hot dogs were sold at the basketball game.
52 sodas were sold at the basketball game.
Check:
1.50(35) + .50(52) = 78.50
35 + 52 = 87
78.50 = 78.50
87 = 87
Independent Practice (what students will do to reinforce learning of the lesson)
For homework, students will independently complete a HW worksheet
(formative assessment) which will be reviewed the next day to ensure their
understanding.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
Teacher will hand out an Exit Ticket (formative assessment) to each student.
Students will complete the problem before they leave the classroom.
Willy Wonka Problem
You are an employee at Willy Wonkas Chocolate Factory. He has gone on
vacation for the week and left you in charge. There will be a big tour of the
factory where people all over the world can come and buy candy from the
factory. Unfortunately, due to the mass amounts of customers, the scanner on
the cash register malfunctions and you do not know the individual price of the
candies. Luckily, you do know the sale that is going on which is 3 Everlasting
Gobstoppers and 5 Wonka Bars cost $7.30 and 2 Everlasting Gobstoppers
and 2 Wonka Bars cost $3.40. How much does 1 Everlasting Gobstopper
cost? How much does 1 Wonka Bar cost?
a. Write a system of equations to represent the cost of each candy.
7.30= 3x+5y
3.40= 2x+2y
b. Solve the system using the elimination method.
3x + 5y = 7.30
2x + 2y = 3.40
6x + 10y = 14.60
- (6x + 6y = 10.20)
4y = 4.40
y = 1.10
2x + 2y = 3.40
2x + 2.20 = 3.40

2x = 1.20
x = .60
Everlasting Gobstoppers cost $0.60 each and Wonka Bars cost $1.10 each.
c. Check:
3(.60) + 5(1.10 ) = 7.30
2(.60) + 2(1.10 ) = 3.40
7.30 = 7.30
3.40 = 3.40

Learning Experience Plan


Subject: Algebra
Grade level: 9
Unit: Reasoning with Equations and Inequalities
Length of LEP(days/periods/minutes): 25
minutes
Topic: Solving Systems of Equations
Content Standards: (include only standards addressed in this LEP)
A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by
the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will:
-Solve systems of linear equations
graphically and algebraically using the
Substitution Method and the Elimination
Method in order to understand how equations
and graphs are related.
-Compare and contrast all three strategies in
order to determine the most efficient method
to solve systems of equations.
-Apply their knowledge of systems of
equations in order to understand how they
are used to solve real world problems or
situations.

Group Work- Candy Problem


Exit Ticket Problem
Homework Worksheet

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
Provide guided notes and
additional examples to help
students understand steps.
Offer extra review after class.

On-level
Offer extra credit problems
or projects to encourage
them to reach the next
level.

Beyond
Provide more difficult, higher
level problems. Have them
research careers that involve
solving systems of equations.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.
Systems of equations are used in economics to maximize profits, minimize costs and balance
production and consumption of goods. Careers in Production and Operations Management
involve skills used in solving systems of equations.
Materials

Procedures/Strategies

White Board

Day 3 (add additional days as needed)


Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)
Activity: Solving Systems Memory
1. Give each set of partners 20 index cards.
2. Have them write the following problems on 10 cards.
2x + 3y = 5
x = 2y 3
x = -2y + 2
x = 5y + 9
4x 5y = -3
7x 3y = -20

Markers
Graph
paper
Activity
Directions
Glossary
Class
Examples

3.

4.
5.

6.
7.
8.

3x + 2y = 6
y = -2x + 2

y = x 17
3x + y = -17

3x + 2y = 10
y = 2x 9

x = -3y 2
-4x 5y = 8

y = 3x 7
5x = 2y + 12

x = 2 2y
4y = -3x 4

x = -4
2x + y = -10
Have them write the following answers on 10 cards.
(4, -1)
(3, 3)
(-2, 2)
(-2, 6)
(0, -17)
(4, -1)
(-2, 0)
(2, -1)
(-8, 5)
(-4, -2)
Place all cards upside down in two separate piles: 10 questions and
10 answers.
Partner A flips over one question card. Both partners work out the
problem. When they have reached an answer, have them flip over 1
answer card.
If the answer matches the problem, Partner A keeps the two cards
and flips over another problem card. His/her turn continues.
If the answer does not match the problem, turn the two cards back
over. Partner B then flips a different question card and repeats step 5.
Continue until all cards are paired up.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Recall from the previous two lessons:
What does it mean to solve systems of equations?
How are systems of equations applied in the real world?
How do we solve systems of equations graphically and algebraically?

Class discussion: teacher asks students to think about the three strategies.
How do you determine which method to use to solve systems of equations?
Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience).
Review how to solve equations graphically.
Review how to solve equations algebraically with substitution or elimination.
Direct Instruction (input, modeling, check for understanding)
Step #1 Discuss the three methods students have learned for solving
systems of equations (graphing, substitution and elimination).
Ask student to refer to the vocabulary terms on the glossary page.
Inform students that today they will be using all three of the strategies they
learned for solving systems of equations to solve real life problems.
Step #2: Demonstrate how to solve the following example of a system of
equations graphically and by the substitution method.
Solve the following system of equations:
y = 7x 12 and 4x - 2y = 34
Check: y = 7(-1)-12
Substitution method:
y = - 19
4x - 2(7x-12) = 34
4x 14x + 24 = 34
Solution: (-1,-19)
-10x = 10
x = -1
Graph:

Step #3: Involve the students by asking them to help and guide you through
another example this time using the elimination method in order to check if
they understand what you have done so far.
y = 4x+1
y=x-5

Elimination Method:
y = 4x + 1
-(y = x - 5)
0 = 3x + 6
-6
-6
-6 = 3x
/3 /3
-2 = x

Check:
y = 4(-2) + 1
y = -2 - 5
y = -7
y = -7
Solution (-2, -7)
Step #4: Encourage students to ask questions. If students seem to have
successfully understood the new concepts, provide them with the formative
assessment (Candy Problem) to work on problems and practice what they
have just learned. Allow them to work together in groups for collaborative and
successful progress.
Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing / tutoring: Students will exchange their formative assessment
(Candy Problem) with another group and review the other groups work /
solutions. Students will compare their work to the work done by the other
group and comment on similarities and differences. Students will work
cooperatively to ensure all groups have the correct solutions and understand
the process involved in getting to it.
Candy Problem (Real Life Example)
Ms. Rubino decided to purchase candy for her whole class. She bought
Skittles and Tootsie Rolls for their next exam. Each bag of Skittles cost $7.00
(including tax). The bag of Tootsie Rolls cost $8.50 (including tax). She ended
up spending $60.50 on her purchase of 8 items. (Elimination method)
1. Define the variables.
x = number of Skittles bags
y = number of Tootsie Roll bags
2. Write a system of equations to model the situation.
Items: x + y = 8
Cost: 7.00x + 8.50y = 60.50
3. How many bags of Skittles did Ms. Rubino buy?
Finding the number of Skittles bags means I should eliminate y since that is
the variable that defines Tootsie Roll bags.
x+y=8 (multiply this equation by -8.50 to eliminate y) -8.50x -8.50y = -68
7.00x + 8.50y = 60.50(nothing needs to change here)+7.00x + 8.50y = 60.50
-1.50x = -7.50
X=5
4. How many bags of Tootsie Rolls did Ms. Rubino buy?
Finding the number of Tootsie Roll bags means I should eliminate x since that
is the variable that defines Skittles bags.
x = y = 8 (multiply this equation by -7.00 to eliminate x) -7.00x -7.00y = -56
7.00x + 8.50y =60.50 (nothing needs to change here) +7.00x + 8.50y = 60.50
1.50y = 4.50
y=3

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


For homework, students will independently complete a HW worksheet
(formative assessment) which will be reviewed the next day to ensure their
understanding.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
Teacher will hand out an Exit Ticket (formative assessment) to each student.
Students will complete the problem before they leave the classroom.
Solve the following system of equations using one of the methods we learned.
y = 3x + 1 and 2x + y = 16
Check: y = 3(3) + 1
2x + (3x + 1) = 16
y = 10
5x + 1 = 16
5x = 15
Solution: (3,10)
x = 3

Resources
http://www.fredonia.edu/org/projectprime/resources/lessons/watchyourstep.pdf
http://math.buffalostate.edu/~it/projects/Stephens.pdf
https://www.thestemnet.com/sites/default/files/resources/Systems%20of%20Equations%20Less
on%20Plan.docx
http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c80532636
http://betterlesson.com/common_core/browse/1989/ccss-math-content-hsa-rei-reasoning-with-e
quations-inequalities?from=megamenu_domain
http://schools.nyc.gov/NR/rdonlyres/37BEA54D-7761-4BC3-B036-01889BED352D/0/NYCDOE_
G8_Math_TxtandTalk_Final.pdf
http://schools.nyc.gov/NR/rdonlyres/0D9AA86E-F601-4F26-9598-CF57C4FA7CAB/0/NYCDOE
HSAlgebraTheCycleShop_Final.pdf
http://www.ilovemath.org/index.php?option=com_docman&task=cat_view&gid=53
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOURCE/
U14_L2_T2_text_final.html
http://jwilson.coe.uga.edu/EMAT6680Fa2012/Warrayat/EMAT%206690/Unit%20Plan/UnitPlan.h
tml
https://redlandsusd-my.sharepoint.com/personal/caleb_rothe_redlands_k12_ca_us/_layouts/15/
download.aspx?guestaccesstoken=pEepeEP4rIkAJ%2FLsx6SzPRU6SlVMTGzFXFmb2Yikjtw%
3D&docid=09c0d4f4c3bbd4755a9f4d3d231873da0