Matthew Evert 
Chapter Three Review 
Grade Level/Class: /Algebra 2 Honors 
Time Length: 70 minutes 
Chapter Three 
 
 
Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL): 
 CC.9-12.A.REI.12  
Represent and solve equations and inequalities graphically. Graph the solutions to a
linear inequality in two variables as a half-plane (excluding the boundary in the case of a
strict inequality), and graph the solution set to a system of linear inequalities in two
variables as the intersection of the corresponding half-planes. 
 CC.9-12.A.REI.6  
Solve systems of equations. Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two variables. 
 
Educational Objectives: 
 The students will be able to solve systems of equations, up to three variables, by
using graphing, elimination, and substitution. 
 The students will be able to graph, shade, and solve for solutions of inequalities. 
 
Assessment on Learning: 
 Chapter 3 Test 
 
Central Focus 
 The students will focus on reviewing and practicing all of the concepts using
linear equations and inequalities. 
 
Accommodations for students with specific learning needs:   
 There are no accommodations needed. 
 
Academic Language 
Language Function (select 1): 
  
Analyze  Compare/Contrast  Construct  Describe  Evaluate 

Examine  Identify  Interpret  Justify  Locate 

Explain  Prove  Argue  Synthesize   

 
 Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:  
The students will be able to properly solve and evaluate systems of equations by graphing and
using elimination or substitution and the students will be able to solve inequalities and use proper
shading to find solutions. 
Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use: 
The students will need to understand what a system of equations is and how to properly apply
elimination and substitution to said equations.  The students will also need to understand what
the shaded region represents. 
Vocabulary: 
1. Linear Programming: A method for finding a minimum or maximum value of
some quantity, given a set of constraints (limits). 
2. Feasible Region: The constraints in a linear programming situation form a
system of linear inequalities. The graph of this is the feasible region. 
3. Objective Function: A function that represents the quantity you are trying to
maximize or minimize. 
4. The Vertex Principle: If there is a maximum or minimum value of the linear
objective function, it occurs at one or more vertices of the feasible region. 
5. System of Equations: Two or more equations that share variables. 
6. Inequality: Mathematical sentences formed by relating two expressions to each
other. 
7. Matrix: A rectangular array of numbers or other mathematical objects for which
operations such as addition and multiplication are defined. 
 
Plus at least one of the following: 
Syntax 
Discourse  
Materials: 
Teacher 
Tablet and projector 
White board  
White board markers 
Review game answer sheet 
Chapter Three guided notes 
Graphing calculator 
Exit slip answers 
 
Student 
Chapter Three guided notes 
Algebra 2 Book 
Pencil 
Graphing calculator 
Exit slip 
 
Anticipatory Set/ Attention Getter: 
To begin the class the teacher will introduce the review game to the students.  The teacher will
break the students into teams and go over the rules of the game. 
 
Questions to Ask 
1. What is the difference between using elimination and substitution when solving systems of
equations? Knowledge 
2. How would you explain the meaning of shading inequalities? Analysis 
3. How could you express the importance of using inequalities outside of the
classroom? Comprehension 
4. What conclusions can be made when every term cancels when solving a system of
equations? Application 
5. How effective is linear programming and will it always be an efficient way to analyze the
maximums and minimums? Evaluation  
 
Sequence of Events (include time needed): 
1. Anticipatory Set/Attention Getter - (5 mins). 
2. The teacher will begin the review game with the students, going through each of the problems
and ensuring that each student has the opportunity to go multiple times.  The teachers will
answer any questions about the material after each question -  (50 mins) 
3. The students will work on their self checking questions independently and use our answer
handout to check their answers (exit slip) - (15 mins) 
 
Conclusion/Summary: 
In order to check for student understanding the students will be given an independent self
checking assignment (an exit slip).  Once they have completed that assignment, they will raise
their hands and be given the answers to correct themselves and check their answers.  This exit
slip will be handed into the teacher before the students leave class.  
 
 
 
 
 
 
 
 
 
Review game questions: 
Solve each system by graphing or using a table: 
1. Y = X - 2,  Y = -2X + 7                              2. 3X + Y = 5,  X - Y = 7 
Classify each system as independent, dependant, or inconsistent: 
1. 4X + 8Y = 12,  X + 2Y = -3                       2. X - 3Y = 2,  4X - 12Y = 8 
Determine whether each statement is always, sometimes or never true for the following
system: 
Y = X + 3,  Y = mx + b  
1. If m = 1, the system has no solution        2.  If b = 3, the system has exactly one
solution 
      3.  If m 
≠
 1, the system has no solution       4. If m 
≠
 1 and b 
≠
 2, the system has 
∞
 solns.  
Graph each inequality on a coordinate plane: 
1. 3X - 4Y ≥ 16             2. -5X > 8Y + 4 
Solve the inequality: 
1. 3n < -4(2 + n)            2. 4X - 2 > ½  
Solve by substitution: 
1. 4X + 2Y = 7,  Y = 5X                    2. X + 12Y = 68,  X = 8Y - 12 
Solve by elimination: 
1. X + Y = 12,   X - Y = 2                  2. X + 2Y = 10,  X + Y = 6 
Write an ordered pair that is a solution of each system of inequalities: 
1. 2Y > 4,  3X + 4Y ≤ 14                   2. X ≥ 2,  5X + 2Y ≤ 9 
Graph the constraints, find the vertices, find the max and min: 
1. 25 ≤ X ≤ 75,  Y ≤ 110,  8X + 6Y ≥ 720 for C = 8X + 5Y 
2. 2X + Y ≤  300,  X + Y ≤ 200,  X ≥ 0,  Y ≥ 0 for P = X + 2Y 
Find the X and Y intercepts: 
1. Y = 2X + 62. 2X + 9Y = 363. Y = X - 1     
Write a matrix to represent each system: 
1. X + 2Y = 11,  2X + 3Y = 18                         2. 2a - 3b = 6,  a + b = 2 
Complete each system for the given number of solutions: 
1. ∞ many solutions: X + Y = 7,  2X + 2Y = ____ 
Solve the inequality: 
1. 12 ≥ 2(4X + 1) + 222. 2X - (3X + 5) ≤ 303. 4X + 5 - 3X ≤ 2X + 1 
Solve the three variable system by elimination: 
1. X + Y - 2Z = 8,  5X - 3Y + Z = -6,  -2X - Y + 4Z = -13 
Solve the three variable system by substitution: 
1. 3X + Y - 2Z = 22,  X + 5Y + Z = 4,  X = -3Z 
Graph each system of constraints and name the vertices of the feasible region: 
1. X ≤ 5,  Y ≤ 4,  X ≥ 0,  Y ≥ 02.  X + Y ≤ 8,  Y ≥ 5,  X ≥ 0 
Self-Checking Worksheet 
Match each question with the correct answer 
 
1. Solve the system                                                                                
3x + y = 6 
4x − 3y = −5 
 

 
2. Solve the system                                                                                
2x − y = −5 
y = 1 − 3x 
 
3. Classify as independent or dependent and consistent or inconsistent  
-3x = 3 − y  
2y = 6x + 2           
 
4. Classify as independent or dependent and consistent or inconsistent      
x + y = 1 
4y + 4x =
4                                                                                                          
 
 
Answers 
a. Inconsistent 
b. x=1, y=3 
c. x=1, y=-2 
d. Consistent, Dependent