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# Jessica

Aguirre

Lesson Plan

## Subject: Algebra 1 Unit Title: Graph Systems

Assessment Limits/Standards: (What are the skills being taught? Which standards Total time:
are being specifically addressed in this lesson?)
90 minutes
A3.F Supporting Standard
TEK:
graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist;

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

Found the students able to defined and identify a two linear equation in two variables, and graph the solution if it exists.

Topic:
Graph of a linear equations in two variables and they solutions.

## Goal and Objectives:

Identify a system of two linear equations.
Identify a graph of a linear equation.
Visualize the graph of two linear equations in two variables.
Graph a system of two linear equations.
Determine the solutions of those equation if they exist.

Content Outline:
1. Prior knowledge:
a. linear equation in two variables,
i. Slope-intercept equation of a straight line form
Ex. y = mx + b, where m represents the slope (gradient) and b tells where
the line intersects the axis y
ii. General form
Ex. Ax + By + C = 0
iii. As a Function form
Ex. f(x) instead of y: y=2x-3 , f(x)=2x-3
b. coordinate plane
xy- Axis
2. New concepts to learn:
2. Linear equation system in two variables.
A linear equation system is a group of two or more equations in the same
graph. The value of x and y will be the same for every equation of the
system.
Jessica Aguirre

3. Graph of a linear equation system.
It is referring to the graph where both linear equations will be represented.
4. Solution of a linear equation system in two variables.
The solution of a linear equation system of two or more equations is where
the lines of each equations intersects. It means that the coordinate where
the lines intersects is the values to x and y that satisfies each linear
equation.
The solution of a system of two linear equations meaning where both lines
converge in the graph. The point where both lines converge is the solution.
It is the value for x and y that satisfies both linear equations.
3. Examples to work together.
5. The goal of these examples is work together with the students in the process of
resolving the linear system.
6. The teacher need to be enthusiastic and motivate students to participate.
Encourage the students to think deeper is fundamental.
7. The teacher is able to give hints and guide the class to further solutions.
8. Examples:
i. y = 2x + 20
y = 10x + 50

ii. y = -x + 4
y = 2x + 3

4. Group Activity
9. The objective of this activity is to show the students the real application of math
on common situation of life.
10. They are suppose disguised themselves with the tissue paper with the purpose to
have fun in the meantime where they are learning math and some of its
applications.
11. Because this activity could bring some nervous to shy students, the teacher need
to be very enthusiastic and aware of those students struggling to participate and
help them.
12. Some students could still have some questions about the material cover in class,
as teacher, be sure to reflect to students an invited and comprehensive attitude to
students to be able to ask.

Learning Activities:
a. 5 minutes_ Recalling prior concepts such as linear equations and coordinate
plane.
b. 10 minutes_ Explaining graph a system of two linear equations and solutions of
the such system.
c. 10 minutes_ Bring some examples, and work together with students to find the
solutions.

## d. 65 minutes_ Group activity:

Jessica Aguirre

30 minutes- preparation
30 minutes- to present in front of class, divide the time between the number
of teams.
5 minutes- to accommodate to circumstances.

i. Break class on teams. Divide the class on 5-6 teams depending in the
number of students. Count numbers and then put together the students
with the same number.
ii. Give to each group a card with an explained scenario. The students will
need to find the solution of the scenario. They will need settle each
situation on a mathematical expression and work through it.
iii. Let the groups work together in order to solve the problem in each
scenario.
iv. Each team will be responsible to create the charts that will represent the
problem and the solution of each situation.
v. In order to present their work in front of class, they will need to play the
characters on each card. In order to characterize the play, they can disguise
themselves with whatever their imagination say and with the tissue paper.

## Resources and Materials:

Paper and crayons.
Some tissue paper of colors to make a representation of characters and present the
situation of each card and explain the solutions.
Cards:
1. Two tailors, Lucy and Jodie, sit down to do some embroidery. Lucy cam
embroider 3 shirts per hour, and Jodie can get through 4 shorts per hour. In
completed 15 shirts, and Jodie has completed 10 shirts. Lucy and Jodie decide to
take a break when they have finished the same total number of shirts. How many
shirts, in total, will each tailor have finished?
Write a system of equations, graph them, and type the solution.

Explanation:
Start by writing a system of equations. Let x=hours and y=shirts.
Y=3x+15
Y=4x+10
The first equation is y=3x+15
The y-intercept is 15. Plot the point (0,15)
The Slope is 3, which is the same as 15/5 . Move up 15 and right 5 to find another
point on the line.
Draw a line connecting them
The second equation is y=4x+10
The y-intercept is 10. Plot the point (0,10)
The slope is 4, which is the same as 20/5. Move p 20 and right 5 to find another
point on the line.
Draw a line connecting them.
Jessica Aguirre

Finally, identity the point of intersection.

2. A yoga studio offers memberships that cost \$50 per month for unlimited classes.
The studio also accepts walk-ins, charging \$5 per class. If someone attends
enough classes in a month, the two options cost the same total amount. How many
classes is that?
Write a system of equations, graph them, and type the solution.

Explanation:
Start by writing a system of equations. Let x=classes and y=dollars.
Y=50
Y=5x
The first equation is y=50
This equation tells you that every y-value is 50. Plot some points that have a y-
value of 50, like (0,50) and (5,50) and then draw a line connecting them.
The second equation is y=5x
The y-intercept is 0. Plot the point (0,0)
The slope is 5, which is the same as 50/10. Move up 50 and right 10 to find
another point on the line.
Draw a line connecting them.
Finally, identify the point of intersection.
The lines intersect at (10,50).
If someone attends 10 classes, each option costs \$50.

## 3. Philip is a plumber, and his coworker Dwayne is an electrician. Philip charges

customers a fee of \$40 just to come to their houses and then \$3 per minute that he
is there. Dwayne also charges a fee of \$80 for a home visit, plus an additional \$1
per minute. Las week the coworkers went to a job site together, spent the same
amount of time working, and earned the same amount. How much time did each
one append working?
Write a system of equations, graph them, and type the solution.

Explanation:
Start by writing a system of equations. Let x=minutes and y=dollars.
Y=3x+40
Y=x+80
The first equation is y=3x+40
The y-intercept is 40. Plot the point (0,40)
The slope is 3, which is the same as 30/10. Move up and right 10 to find another
point on the line.
Draw a line connecting them.
The second equation is y=x+80
The y=intercept is 80. Plot the point (0,80)
The slope is 1, which is the same as 10?10. Move up 10 and right 10 to find
another point on the line.
Draw a line connecting them.
Jessica Aguirre

Finally, identify the point of intersection.
The lines intersect at (20,1000)
Phillip and Dwayne worked for 20 minutes, and each earned \$100.

4. Craig and his workout partner are lifting weights together, doing many sets of
each exercise. On a certain exercise, Craig is using a 15-pound bar, increasing the
amount of weight he lofts by 6 pounds on each set. His partner, meanwhile,
started out using a 10-pound bar and is upping the weight by adding 7 pounds in
every set. Eventually, Craig and his workout partner will be lifting the same
amount, and will take turns using the same barbell. How much weight will they be
lifting then?

Explanation:
Start by writing a system of equations. Let x=sets and y=pounds.
Y=6x+15
Y=7x+10
The first equation is y=6x+15
The y-intercept is 15. Plot the point (0,15)
The slope is 6, which is the same as 30/5. Move up 30 and right 5 to find another
point on the line.
Draw a line connecting them.
The second equation is y=7x+10
The y-intercept is 10. Plot the point (0,10)
The slope is 7, which is the same as 35/5. Move up 35 and right 5 to find another
point on the line.
Draw a line connecting them.
Finally, identify the point of intersection.
The lines intersect art (5,45)
After completing 5 sets, they will both be lifting 45 pounds.

5. MR. Vance is contemplating which chauffeured car service to take to the airport.
The first costs \$15 up front and \$2 per kilometer. The second costs \$10 plus \$3
per kilometer. For a certain driving distance, the two companies charge the same
total fare. What is the total fare?
Write a system of equations, graph them, and type the solution.

Explanation:
Start by writing a system of equations. Let x=kilometers and =dollars.
Y=2x+15
Y=3x+10
The first equation is y=2x+15
The y intercept is 15. Plot the point (0,15)
The slop is 2, which is the same as 10/5. Move up 10 and right 5 to find another
point on the line.
Draw a line connecting them.
The second equation is y=3x+10
Jessica Aguirre

The y-intercept is 10. Plot the point (0,10)
The slope is 3, which is the same as 5?5. Move up 15 and right 5 to find another
point on the line.
Draw a line connecting them.
Finally, identify the point of intersection.
The lines intersect at (5,25)
For a driving distance of 5 kilometers, the total fare is \$25.

6. On the windowsill is a plant that is 1 inch tall. It is growing 3 inches per week. A
second plant, which is 4 inches tall, is on the coffee table. It is growing 2 inches
per week. Eventually the two plants will be the same height. How many weeks
will that take?

Explanation:
Start by writing a system of equations. Let x=weeks and y=inches.
Y=3x+1
Y=2x+4
The first equation is y=3x+1
The y-intercept is 1. Plot the point (0,1)
The slope is 3. Move up 3 and right 1 to find another point on the line.
Draw a line connecting them.
The second equation is y=2x+4
The y-intercept is 4. Plot the point (0,4)
The slope is 2. Move up 2 and right 1 to find another point on the line.
Draw a line connecting them.
Finally, identify the point of intersection.
The lines intersect at (3,10)
In 3 weeks, each plant will be 10 inches tall.

## 7. A fashion photographer needs to hire a stylist to prepare her models. Ernesto

charges \$200 for showing up, plus \$60 per hour. Priya charges \$150 plus \$70 per
hour. The photographer realizes that, given the expected duration of her photo
shoot, either stylist would cost her the same amount. What would the duration be?

Explanation:
Start by writing a system of equations. Let x=hours and y=dollars.
Y=60x+200
Y=70x+150
The first equation is y+60x+200
The y-intercept is 200. Plot the point (0,200)
The slope is 60, which is the same as 300/5. Move up 300 and right 5 to find
another point on the line.
Draw a line connecting them.
The second equation is y=70x+150
The y-intercept is 150. Plot the point (0,150)
Jessica Aguirre

The slope is 70, which is the same as 350/5. Move up 350 and right 5 to find
another point on the line. Draw a line connecting them.
Finally, identify the point of intersection.
The lines intersect at (5,500)
If the shoot lasted hour 5 hours, either stylist would cost \$500.

Evaluation Plan:

The presentation will be the element to evaluate the understanding of the material
explained in class.
The teacher need to be present in each group meanwhile the process of preparation to
present in order to observe how much the students understand the graph and solution of
linear system in two variables.