Baker College Teacher Prep Lesson Plan Form
Unit: Modifying Graphs on the
coordinate plane
CCSS or State Standards:
A.REI.5 A.REI.6
Resources and Materials:
Worksheets:
Smartboard
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Lesson Title: System of Linear Grade/Period: 10/11
Equations
I can solve for multiple variables in a system of equations.
I can solve a system of equations by graphing.
I can solve a system of equations using substitution.
I can solve a system of equations using elimination.
How do you solve for a system of equation?
How do you solve a system of equation using graphing?
How do you use substitution to solve for a system of equation?
How do you use elimination to solve for a system of equation?
1. Introduce the topic by putting the equations:
2x + 2y = 6
4x + -6y = 12
2. Ask a student to change the first equation to slope intercept
form.
3. Ask a student to change the second equation to slope intercept
form.
4. Ask a student to graph the first equation.
5. Ask a student to graph the second equation. Graph should
look like:
 Baker College Teacher Prep Lesson Plan Form

6. Ask the class if anyone can identify the point of intersection.

Sequence of Activities: 1. Introduce the topic by putting the equations:

Provide an overview of the flow of the lesson. 2x + 2y = 6
Should also include estimates of
pacing/timing. 4x + -6y = 12
2. Ask a student to change the first equation to slope intercept
form.
3. Ask a student to change the second equation to slope intercept
form.
4. Ask a student to graph the first equation.
5. Ask a student to graph the second equation. Graph should
look like:

6. Ask the class if anyone can identify the point of intersection.

7. Say that through solving a system of equations what you find
is the point in which the two lines intersect.
9. Use SmartBoard to graph other system of equations. Have
students give you numbers for xs and ys (nothing above 10), graph
a few equations to get the idea across.
8. Show how to solve these two equations algebraically on
SmartBoard
Baker College Teacher Prep Lesson Plan Form

I. Elimination:
4 6 = 12
2 + 2 = 6
Step 1. Multiply one equation by a number:
3(2 + 2 = 6)
This equation then becomes:
6 + 6 = 18
Step 2. Add the first equation with the new second equation.
4 6 = 12
+ 6 + 6 = 18
When you do this, it is just like adding normally, go straight down
the line.
4 + 6 = 10
6 + 6 = 0
(notice how the ys cancel out. The goal of the multiplying is to get
one of the variables to cancel out. In this case it is the y)
12 + 18 = 30
The new equation becomes:
10 = 30
Step 3. Solve for x
10 30
= 10; = 3
10
Step 4. Plug in 3 for x, and solve for y.
2(3) + 2 = 6
6 + 2 = 6
2 = 0
=0
Step 5. = 3, = 0, (3,0)These two lines will
intersect at (3,0) as shown on the graph.
Take questions.
II. Substitution:
4 6 = 12
2 + 2 = 6
Step 1. Chose an equation and solve the equation for x or y. In this
case we will chose equation 2. And solve for x.
2 + 2 = 6
Subtract 2y from both sides:
2 = 6 2
Divide by 2 to get x alone:
= 3
Step 2. Change x into (3-y) for equation 1, solve for y
4(3 ) 6 = 12
12 4 6 = 12
12 10 = 12
10 = 0
= 0
Step 3. Change y to 0 in equation 2, solve for x.
2 + 2(0) = 6
2 = 6
= 3
Baker College Teacher Prep Lesson Plan Form

Step 4. = 3, = 0; (3,0)
Take questions
9. Handout worksheets:
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
For extra credit include this question:
The admission fee at a small fair is $1.50 for
children and $4.00 for adults. On a certain day, 2200 people enter
the fair and $5050 is collected. How many children and how many
adults attended?
10. Ask students to theorize when a system of equations would have
an infinite number of solutions, and when a system of equations
would have no solution. Have them ready to share their thoughts the
next day.
Instructional strategy will be primarily lecture based.
There will also be practice through worksheets.
Formative: Questions throughout the lesson; students will be
given time to work on worksheet. The summative assessment
will happen based on the progress of the worksheets.
Summative: There will be a quiz that will assess how the
students do. This quiz will be done when most of the students
are done with the worksheets. The quiz will take questions from
 Baker College Teacher Prep Lesson Plan Form

quiz, test, project, paper, presentation, the worksheets. It will take the question 2 from the graph
demonstration, etc.).
worksheet, and it will take questions 2, 6, 8, and 11 from the
other worksheet.

Differentiation: Students at lower levels will only get the graph worksheet.
Describe who will need additional or different Students at the mid range will get both the worksheets.
support during this lesson, and how you will
support them. Differentiated instruction could The extra credit is to challenge the higher level students.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and The next day students will go over the worksheet, and ask questions
Reflection: about it. Discussions about the infinite solutions and no solutions
List the way that you will bring students will also nicely sum up the lesson.
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
This is a review activity so I will know what knowledge has been taught concerning this lesson. I will need to
give clear details about how to complete the review as this is the first time doing so this way.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
I will explain the importance of being able to move around while you study. I will simply ask S if they like
the idea of moving around as they master material.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? S will initially be concerned about the word review but I will assure them I just want to
know what they know right now. They will also have questions about the procedures and I will list the
steps they should follow verbally and on the board for later reference.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? We will hold a class
discussion and also I will provide feedback quickly.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Based on the results I will later assign
problems that will help them master the needed content.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson
 Baker College Teacher Prep Lesson Plan Form

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This is an exceptionally behaved class and I
can anticipate they will do well however that might not always be the case. This review might need to be
done in a larger area or via the standard paper/pencil at your desk depending on the class.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram