Graphing to Solve Systems of Linear Equations Lesson Plan

Lesson Date and Time: Tuesday, Day 2 of Unit

Teachers Name: Sasha Rudow
Number of Students: 32
Length of Lesson: 50 minutes
Lesson Objective:
The objective for this lesson is for students to understand what systems of linear
equations are and how to solve them through the method of graphing. Students should
understand what it means to have one solution, infinitely many solutions, and no
solutions.
Standards Addressed and Expectations of Students:
Determine whether a system of linear equations has no, one, or infinitely many
solutions.
Solve systems of equations by graphing.
Anticipatory Set (About 10 minutes):
Students will come in and begin working on the bell assignment. Graph the following
equations on the same graph. What do you notice about them?
and
.
Teaching/Instructional Process (About 30 minutes):
Teacher/Teacher Talk
-Students will be greeted
and asked to check their
homework and then begin
the bell assignment.

Students
-Students will check their
homework and ask fellow
group members if they have
questions.
-Students will then begin
work on the bell assignment
individually or in groups.

Rationale
-Students should
understand that this
classroom is for learning
mathematics.

-After about 5 minutes the

teacher will bring the class
back together and go over
any homework questions
that students did not
understand.
-The teacher will then pick
students at random using

-Students that are called on -All students are held

will explain what they have accountable for attempting
found concerning the bell
the bell work.
assignment. Students that
are not called on are
expected to pay attention
and contribute if the student
presenting needs help.

Sasha Rudow

the TI-Nspire randint()

function to talk about their
answers to the bell
assignment.
Why do you think that
property is significant?
How did you actually
graph the two lines?
Why do you think I
asked you what was
significant?
-After the bell assignment,
the teacher should have
one student from each table
grab a calculator for each
person at his or her table.
-While the students are
getting calculators, the
teacher will put the
following problem on the
board:
If x is the number of
years since 2000 ad y is
units sold in millions, the
following equations
represent the sales of
CD singles and music
videos. CD singles:
Music
videos:

-One student should be

grabbing calculators. The
other students are allowed
to talk.

-Students need a small

brain break during the class
period.

-The teacher will ask the

-Students will talk in groups
students to talk about the
and plug in the equations to
scenario in their groups and their calculators.
to graph the two equations
on their calculator.
-The teacher will walk
around while students are
doing this to ensure that
they are staying on task.
The teacher will also
answer questions when
needed.

-Students will be doing an

exploration regarding
systems of equations.

-The teacher will then ask

-Students should

-Students will find the

Sasha Rudow

where the intersection point

of these two lines is. If
students do not remember
how to find intersection
points, the teacher will
remind them to go to:
menu64left side of
intersectionright side of
intersection. The
intersection point is: (1.58,
10.7)
-The teacher will then ask
students what the meaning
of this intersection point is.
What do you think the
intersection point stands
for?
Why is this intersection
point important?
How can we use
graphing to help us
solve problems in real
life?

intersection point of the two understand the meaning of

graphs and then talk in their having a solution to a
groups about what the
system of linear equation.
intersection point means.

-The teacher will then talk

about how these two
equations can be thought of
as a system. The point
when two linear equations
intersect can be called a
solution. When two
equations intersect at one
specific point they have one
solution.
-The teacher will then ask
the students to discuss
whether linear equations
can have more or less than
one solution.

-Students will listen and

take notes during the
discussion on linear
equations. Students are
expected to ask questions if
they are confused.
-Students will then discuss
in groups what other types
of solutions can occur with
systems of linear equations.

-Students are more likely to

understand and remember
concepts if they discover
them.

-The teacher will then bring

the class together again
and ask students what they
believe they have
discovered about systems
of linear equations.

-Students will share what

they come up with
regarding the number of
solutions for systems of
linear equations.
-Students will then take

-Students will have a

guided exploration and then
have notes to refer back to
at a later date.

Sasha Rudow

formal notes on the

Can systems of linear
concept.
equations have more
than one solution?
Can they have less than
one solution?
How do you know?
What would the graphs
of these look like?
-The teacher will then put
up formal notes for students
to record.
Exactly one solution
o Find intersection

Infinitely many solutions

No solutions

Sasha Rudow

-The teacher will then put

up the following 4 practice
problems one by one for
the students to work on in
their groups. After each
problem, the teacher will
pick a group to present how
they solved the problem.
-The teacher will make sure
that the graphs are
displayed and the solution
is shown so that there is no
confusion.
-Students are allowed to
use calculators to check
their answers but they
should also be able to
graph the equations by
themselves.
1. y=-x+5 and y=x-3
One solution: (4,1)
2. y=-x+5 and 2x+2y=-8
One solution (.5, -4.5)
3. x+2y=5 and 2x+4y=2
No solution
4. 3x+y=3 and 2y=-6x+6
Infinitely many solutions
Why do you think we
went over how to write
equations in slope
intercept form
yesterday?
Why is it important to
check your answers on
your calculator?
How can this concept be
used in real life?
Does anyone have
questions about this
concept?

-Students will be working

on the practice problems in
their groups and then they
will take notes during the
practice problems.
-Students are encouraged
to ask questions if they are
confused.

-After the practice

problems, the students
should be able to visualize
and understand the
difference between one
solution, no solution, and
infinitely many solutions.
-Students should have prior
knowledge of how to put
equations into y=mx+b form
and how to graph
equations.

Guided Practice and Monitoring:

The teacher will use fist of five periodically to ensure that the students understand the
concepts at hand. If the majority of students are at a 4 or 5 with the concept, we will
move on to the next concept. If the majority of students are at a 1-3 then we will do

Sasha Rudow

another example. Fist of five helps students gage their own learning and it helps with
keeping them involved in the lesson.
Closure:
We will finish the lesson by coming back to the anticipatory set and talking about how
the intersection point was a solution to a system of linear equations that was found by
graphing. The teacher will ask students to explain what connections they see between
the anticipatory set and todays lesson.
Independent Practice:
See Graphing Systems of Linear Equations Worksheet.

Sasha Rudow

Name:______________________________________ Date:__________ Hour:_______

Graphing Systems of Linear Equations Worksheet
All odd numbered problems must be completed by hand. You may check your work
using a calculator. All even numbered problems may be completed using a calculator,
but you must show all work and draw the graphs. Use a separate sheet of paper to
show your work.
1. How many solutions do
One

have?

2. How many solutions do

Zero

have?

3. How many solutions do

Zero

have?

For the rest of the questions, find the solution (if possible) by graphing.
4.

5.

6.

7.

8.

9.

10. Monica and Max each want to buy a scooter. Monica has already saved $25 and
plans to save $5 per week until she can buy the scooter. Max has $16 and plans to
save $8 a week. In how many weeks will Monica and Max have saved the same
amount of money? How much will each person have saved at that time?

Sasha Rudow

Name:Key___________________________________ Date:__________ Hour:_______

Graphing Systems of Linear Equations Worksheet
All odd numbered problems must be completed by hand. You may check your work
using a calculator. All even numbered problems may be completed using a calculator,
but you must show all work and draw the graphs. Use a separate sheet of paper to
show your work.
1. How many solutions do
One

have?

2. How many solutions do

Zero

have?

3. How many solutions do

Zero

have?

For the rest of the questions, find the solution (if possible) by graphing.
4.

One solution (2, -2)

5.

One solution (2, -2)

6.

One solution (2, 0)

Sasha Rudow

7.

No Solution
8.

One solution (-6, 8)

9.

Infinitely many solutions

10. Monica and Max each want to buy a scooter. Monica has already saved $25 and
plans to save $5 per week until she can buy the scooter. Max has $16 and plans to
save $8 a week. In how many weeks will Monica and Max have saved the same
amount of money? How much will each person have saved at that time?
Monica = 5x+25
Max = 8x+16

3 weeks, $40

Sasha Rudow