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Original Title: lesson 10 - comparison method

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You are on page 1of 4

Group 03 – January 31st

Date Group 05 – February 1st

Group 06 – February 1st

Lesson Title Comparison Method

Course Math

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

Area a) Makes conjectures

Competencies b) Constructs proofs

c) Constructs and uses networks of mathematical concepts and processes

a) Makes adjustments in communicating a mathematical message

b) Interprets mathematical messages

G. McBean 2019

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)

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

G. McBean 2019

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.

- 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:

G. McBean 2019

- 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

G. McBean 2019

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