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Comparison Method

Your Name Gregory McBean


Group 03 – January 31st
Date Group 05 – February 1st
Group 06 – February 1st
Lesson Title Comparison Method

Grade Level Sec.3

Course Math

Unit Introduction to Functions


Algebra: Understanding and manipulating algebraic expressions
C) 3 – Manipulates relations or formulas (e.g. isolates an element)
D) 1a – Determines whether a situation may be translated by a system of
equations
Progression of 2a – Translates a situation algebraically or graphically using a system of
Learning equations
Section(s) 3a – Solves a system of first-degree equations in two variables in the
form y=ax+b by using a table of values, graphically or algebraically (by
comparison), with or without technological tools
6 – Interprets the solution or makes decisions if necessary, depending on
the context.
Learning To understand and be comfortable with solving a system of two linear
Objectives equations, using the comparison method

Targeted Subject 2. Uses mathematical reasoning


Area a) Makes conjectures
Competencies b) Constructs proofs
c) Constructs and uses networks of mathematical concepts and processes

3. Communicates by using mathematical language


a) Makes adjustments in communicating a mathematical message
b) Interprets mathematical messages

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Targeted Cross Competency 2- Solves problems
Curricular
Competencies

Resources Notes
Required Smart board
Smart board pen
Computer (and charger)
Work package
Work package answer key
Graph paper (both physical copies and smart board templates)

Procedures Start the class with the agenda written on the board: First we will start
(Including Hook & with a warm up, then move onto notes on the comparison method, then
Closures) lastly there will be some time to practice this topic on pages 220-221 of
the skill builder. Once the warm up is covered take attendance (5 mins)
Based on a 75-
minute period Hook: The next page on the smart board will be a picture of different
cell phone companies. Explain to the students that the classic question
for intersection between two lines is to find out which cell phone
company is cheaper. This is a real-world application of this
mathematical concept.

Warm-up: for the warm up today, students will have to find the point of
intersection between two linear functions by using a table of values
and/or a graph. The point of intersection has a value of x=4 so it is very
doable with just a table of values but for students who are more
comfortable graphing these functions, they can do it that way as well.
(15 minutes)

Notes on the comparison method of finding the point of intersection:


Start off by giving a quick definition of a system of equations and
explain that in order to solve a system of equations (the way it will be
phrased on their upcoming test) they will need to find the point of
intersection. This can be done through graphing or a table of values as
seen last class but it can sometimes take a long time and can give
inaccurate answers. Introduce the comparison method, first list the 4
steps to using the comparison method; 1- Isolate the same variable in
each equation, 2- make the 2 equations equal to each other, 3- solve for
the remaining variable, 4- substitute that answer into the original
equation to find the other variable. Start off with a basic example (where
the y is already isolated) y=-2x+5 and y=4x-1. Once this has been
solved using the 4-step comparison method process, solve the following
example: find the intersection between the rules 4x=4y-40 and
4x=-6y+80. Let them know that since 4x is equal to 4x then we don’t

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need to isolate anything and can simply start with 6y+80=4y-40 and
continue as normal. For the third example, something will have to be
isolated, we have the rules 2x+y=12 and y=5x-2 so we will have to
isolate the y in the first equation. Lastly, do a word problem that
connects to the hook for the lesson You are buying a new phone and
aren’t sure which company you should go with. Telus offers a basic
monthly plan of $45 plus an additional $0.10 per text. Koodo offers a
basic monthly plan of $60 plus an additional $0.05 per text. Which
company should you go with? In this problem, students will have to find
the equation for each company, then use the comparison method to find
the point of intersection. Once they found the point of intersection (300,
75) they will be able to write which company is cheaper before 300 and
which company is cheaper after 300 texts. (35 minutes)

Practice: Students will then work on pages 220-221 in their skill builder
packages in order to practice these two methods of solving an
intersection problem. If students have any problems, they can raise their
hands and I will help them figure out anything they don’t understand.
(20 minutes)

Closure: Remind them that this is the last new material they will be
learning for this test, their review will be next class and they will
Assessment Students will be practicing in the end of the lesson and will be
answering questions in their skill builders. They will be formatively
assessed through teacher circulation and the posing of questions. The
warm up is also something that could be asked on the test, it could serve
as a self-assessment for the students to see if they are prepared for the
upcoming test or not.

Accommodation(s) Group 03:


- A few students need things to be read out-loud to them and also need
certain things to be paraphrased, when giving an example be sure to read
it clearly and also rephrase what the question is asking to make sure that
everything is clear.
-instructions also need to be repeated for certain students so be very
clear when giving instructions, also write them on the smart board and
repeat them.

Group 05:
- one student needs things to be read out-loud to them and also need
certain things to be paraphrased, when giving an example be sure to read
it clearly and also rephrase what the question is asking to make sure that
everything is clear.

Group 06:

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- Several students need things to be read out-loud to them and also need
certain things to be paraphrased, when giving an example be sure to read
it clearly and also rephrase what the question is asking to make sure that
everything is clear.
- certain students need to restate things to verify their understanding, be
sure to check in with those students while everyone practices.
- A couple students need instructions to be broken down. When looking
at word problems, read it once as a whole, then read specific parts in
order to go through it slowly. Also break up the parts of the word
problems with spaces in order to break down the problem.

Extensions If students manage to finish all the pages on this topic, they can go back
in their skill builders and finish any other topic in the unit that they had
not finished.
Additional Notes

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