Systems of Equations Lesson

Title: Introduction to Special Angles Created by Transversals Subject(s): Math 3-Algebraic Relationships Strand Grade(s): 8 Standards: 8.1.5: Relate systems of two linear equations in two variables and their solutions to pairs of lines that are intersecting, parallel, or the same line. 8.1.6: Use informal strategies (e.g., graphs or tables) to solve problems involving systems of linear equations in two variables. Objectives: Students will be able to determine the number of solutions to a given system of equations and display their aptitude via the creation of a poster. Essential Questions: How can I use graphs to find the number of solutions to a system? How can I use graphs, tables, and equations to find a specific solution to a system of equation? How can we use algebra to solve systems of equations? New Vocabulary: Systems of Equations: two or more equations, tables, or graphs that are being compared Solution: The (x,y) point the equations, tables, graphs have in common. The options are none, one, or infinite solutions. No Solution: when there is no point in common on the objects being

compared One Solution: when there is one point in common on the objects being compared Infinite Solutions: when all the points are in common on the objects being compared Vocabulary to Refresh: Y-intercept: the place where a line crosses the y axis Slope: the amount that a line changes from one point to the next, accompanies the x variable Parallel: lines that change at the exact same rate and never touch Intersect: what we call it when two lines cross each other once Materials Needed: SMARTBoard, Large pieces of poster paper, markers, graph paper spirals Brief Description: Students will first spend time discussing how to tell from a graph, table, or equation the number of solutions in groups of no more than 4. They will then be given a set of two equations. They are tasked with identifying the number of solutions for that pair. They must then create an informational poster that shares the equations, graphs, and tables. It must also have sentences that explain how they know the number of solutions based on their equations, tables, and graphs. They will then present their findings to their peers. Lesson: Warm-up: 5 minutes for students to work on the three problems given at the board. Exploration/Discussion: Break the students into groups of four to explore how to find the number of solutions to a system of equations. Using a set of six pink cards, students will take turns answering these questions with the help of their group members until all six have been answered. Application: Students will then be given a set of two equations. They must together decide how many solutions there are for the system.

Working together, students will create a poster that lists the two equations, shows their graphs and tables, and uses sentence frames provided to explain how they know how many solutions there are. Wrap-up: With the last approximately 15 minutes, students will present their posters to their peers. The students not presenting will take notes, in a chart created in their spirals, from the information being shared by their peers. These notes may be words, pictures, equationsanything that will help the students understand. Assessment: Students will be assessed for this lesson on the posters that they have created. If all of the necessary details are on their posters or their poster-planning sheet, then the students have achieved the objective. In a broader assessment view, students will be given a test the day after this lesson and then another one about a week later to assess their growth with the topic. Extension: Since this is a group project and we let the students choose their own groups, the differentiation will be easier. For the most part we are able to assign the groups their sets of equations. This means that we can give the more challenging systems to the students who need to be constantly pushed. Thus there is limited extension for this project.