Drexel Lesson Plan Template

Lesson Plan Format

Teacher: Logan Ford
Grade: 9th/10th
Content Area: Algebra I

1. Content and Standards: Solving Systems of Equations: CC.2.2.HS.D.10 Represent,

solve, and interpret equations/inequalities and systems of equations/inequalities
algebraically and graphically.

2. Prerequisites: Prior to this lesson, students should know how to graph lines that are in
slope intercept (y=mx+b) form.

3. Essential Questions: What is the significance of an intersection point for two lines
graphed on the same coordinate plane?

4. Materials and Equipment: A projector and laptop will be used to display the materials for
the students to see. Graph paper and rulers will be used to aid students during the
graphing process. An exit ticket will be handed out in order to assess student
understanding of the lesson.

5. Instructional Objective: State what students will know and be able to do at the end of this
lesson

SWBAT graph two linear equations on a coordinate plane using the equation of a line and
write the intersection point of the two lines IOT determine the solution for both equations..

6. Instructional Procedures: List instructional strategies and learning experiences that are in
alignment with the objective(s). Include information about what teaching strategies you
will use to engage students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the objectives.
a. Do Now-Students will use various methods to solve this problem—tables, graphs,
guess and check. After approximately 10 minutes, students will share their methods
and the answer they got. I will then introduce how I got my answer—through
graphing. During this discussion, we will review the meaningful parts of the
equation of the line (slope and y-intercept) and how to graph a line based on that
information. Once we determine the answer (4, 1200) we will discuss what that
means in the context of the problem. (Guiding Questions Below)
b. Discuss: What does it mean to intersect and what does that mean in terms of a
solution?
c. Direct Instruction: Steps to solving a system by graphing & 2 example problems
(Items Below)
d. Small Group Practice: Find the solution of 2 systems by graphing and verify the
intersection point in both equations. (Items Below)
 e. Large Group Practice: There are 8 complete systems. Each system has a card with
the equation, a card with the graph, and a card with the point of intersection. Each
student will be given a card (either an equation, graph, or point), it will be their job
to find their corresponding system mates (ie. The equation person finds the
intersection point person and the graph person). (Second Attachment)
f. Exit Ticket: Students answer questions based on the large group activity (Items
Below)
7. Assessment: During the discussion of the do-now, I will assess student understanding
and number sense through listening to them explain their individual methods. In addition,
I can assess their understanding of graphing and a graph’s meaning by their answers to
my guided questions. Small Group Practice: During small group practice, students will
be working together to solve 2 systems. I will use this time to actively monitor student
work and discussion—clearing up any misconceptions. In addition, we will review the
problems as a class allowing students to share their work . The exit ticket based on the
large group activity will be a comprehensive assessment as all students will complete it.
Based off responses, I can remediate any misunderstandings or answer any questions
during the next class period.

Differentiated Instruction:

For students who quickly grasp the concept, I will give them equations in standard form
(Ax+By=C) and require them to convert from standard form into y-intercept form before they
graph. This added step requires students to think critically about the two different forms and how
to get from one to the other using properties of equality.

For students who are struggling, I will have a graphing remediation activity where students can
review how to graph based on y intercept and slope using tacks and strings. This activity allows
students to get a hands-on learning experience and make the connection that lines are continuous
in both directions. This activity will help students with the graphing procedure that is necessary
to solve systems of equations by graphing so that they may identify a solution to the system.

Materials:

• Do Now
o Question: Ms. Ford has to choose a DJ for her wedding and has narrowed it
down to two. DJ A has a cheaper down payment, but is more expensive per
hour. DJ B has a more expensive down payment, but is less expensive per hour.
DJ A is $200 down plus $250 per hour. DJ B is $400 down plus $200 per hour.
How many hours would they have to DJ to cost the same?
§ Guiding Questions:
• What is the dependent and independent variable?
• How would you represent each DJ as an equation?
 • What is the significance of the answer (4, 1200) within context of
the problem?
• Before 4 hours, which DJ is cheaper? How can you visually tell?
• After 4 hours, which DJ is cheaper? How can you visually tell?
• Intersection & Solution Discussion:
o What does it mean to intersect? What does that special point mean for both
lines?
o How does the word “solution” tie into intersections?
• Steps to Solving a System Through Graphing
o 1. Get both linear equations in slope-intercept form.
o 2. Graph each line (BE SURE TO USE A RULER!)
§ Identify the y-intercept and follow the slope to get to the next point.
Connect using a ruler and label the line.
o 3. Look for the point of intersection for the two lines.
o 4. Test the point in both of the equations to make sure it is a solution for both
equations.
§ Question: Why should you check when you’re doing a graph by hand?
o Example Problems (Teacher Demonstrates)
§ y= -x+1 & y= -1/3x+3
§ y= -3x -2 & y=1/2x+5
• Small Groups Problems:
o y= -2x-3 & y= 2x+5
o y=3x-2 & y= -1/2x +5
• Large Group Activity: Cut up columns 2-4 into pieces and pass out to each student.
Each student will find their match. (See second attachment)
• Exit Ticket Questions:
o Why is the intersection point considered to be a solution for the entire system?
o If you were given a graph of a system:
§ How would you find the equations involved in that system?
§ How would you determine the solution of that system?
o The system containing two parallel lines is said to have “no solution.” Why is
that?
o If you were asked to show how a coordinate pair was a solution but you could
not use graphing, how would you do it? Prove that (3, -2) is a solution to 𝑦 =
#
𝑥 − 3 𝑎𝑛𝑑 𝑦 = −𝑥 + 1
$
o Please write if you have any questions or concerns.