Jfeunitplan

SED 399 - Junior Field Experience:
Unit Plan
Cooperating Teachers: Judith
Donahue & Farshid Saf
Unit Topic: Solving Systems of
Linear Equations.
April 1 - April 17, 2015.
Created by: Nicholas Brion.
II: Table of Contents

I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Title Page
Table of Contents
Rationale
Overview
Considering the Learner
Calendar
U.b.D Template
Individualized Daily Lesson Plans/Worksheets
Summative Assessment
Student Survey/Commentary
III. Rationale:
Mathematics is an integral part of our everyday lives. No matter where we go or
what we do, mathematics is involved in some way, no matter how insignificant it may
seem. For example, how many miles per gallon does your car get? What annual
percentage rate does my mortgage have? How many calories did I consume or did I
burn today? All of these questions and more are taking place and affecting peoples
lives without them consciously thinking about them. Therefore, by increasing a
students ability to analyze information and to transform it into useable, solvable
problems, we have taught them one of lifes most valuable skills. Ultimately,
mathematics is foundational; mathematics must be understood well enough so that it
allows an individual to live independently and securely.
This unit on solving systems of linear equations in two variables (tentative) not
only aims to allow a student to grow mathematically, but it also allows them to think
critically to solve real-world situations. Students will have to devise equations from
given word problems and to think critically and rationally to solve them for the most
optimal answer. Most, if not all, of lifes situations can be approached in more than one
manner, and this idea can be directly translated to math; there is always more than one
way to solve a problem, and being able to utilize all possible methods will certainly
prove invaluable in a students life.
Franklins eighth grade students may not see its relevance now, but, as a
teacher, I hope to instill that sense of the necessity of mathematics and how valuable it
truly is. By providing relevant real-world examples, displaying my true passion for the
content, and stressing that mathematics is embedded in the world around them, I hope
to provide them with an enlightening, educational experience that will stick with them for
the rest of their lives.
IV.
Overview:
This unit on systems of linear equations will be taught with direct yet interactive
instruction. Mathematics is rather difficult for students to just discover on their own,
especially when it comes to a more advanced topic such as this. Therefore, instead of
lecturing the students and seeing them bored, disengaged, and half asleep, I will allow
students engage with me and their fellow students to discover this topic. For example,
engagement can be achieved by providing activities that require movement around the
classroom or by having students go to the board to draw the graphs themselves. As
has been previously discussed on many occasions, students will both learn and retain
more information if they are engaged in their learning. Direct instruction must be given,
but I will do so in such a manner in which students work and collaborate with both one
another and me.
Luckily, mathematics never has just one approach. The topics discovered in this
unit will require students to recall and to effectively integrate previously learned
knowledge and expand upon it. This unit in particular explores three different methods
to solve systems of linear equations. Therefore, activities that support the learning of
each individual method will include relevant examples in which a particular method is
optimal to solve the questions. These activities will be used as a tool for me to analyze
student reasoning and processing, as well as to serve as the deciding factor if students
are ready to progress.
Similarly, as a result of the varied instruction and activities, students will discover
when and why a certain method works more efficiently or more easily to solve a
particular question. It will be stressed to students that each situation is not to be taken
lightly, and that all of the methods are equally as important to a full understanding. The
lessons in this unit will follow a logical progression, beginning with the method that is
easiest to introduce the topic and continue to the most difficult method. The methods
will build upon one another sequentially in order to reinforce their importance and
relevance. Ultimately, the final goal is for students to able to read a mathematics
questions, analyze it well enough to construct equations from it, and use the most
appropriate method to find a solution.
V.
Considering the Learner:

The student population at Franklin Middle School is very diverse. Over 40% of
students are African American, and nearly 30% are Hispanic. This demographic is
evident within Mrs. Bensons classroom, for the majority of her students are African
American. The NJDOE School Report Card for Franklin Middle School also indicated
that 52.8% of the student population is economically disadvantaged. These two
factors, along with many others, will certainly influence the way I go about teaching.
One of the most striking statistics is that more than half of students come from
economically disadvantaged homes. The school district has a set of computers that
may be rented so that students may access an online test, see a Powerpoint
presentation, or access the PARCC exam. Not every student has his or her own
electronic device in Franklin. Based on the statistic that more than half of students are
economically disadvantaged, I cannot assume that every student has access to a smart
phone or a computer at home, and, thus, I must ensure that I provide the resources for
students. Similarly, completing their math homework (something that may be so
insignificant to them, but crucially important to me) may be their last priority if they have
other duties to attend to while at home. I must learn to be understanding that these
situations can, and will, occur.
Another factor that influences student achievement is if students are being wellnourished. Since more than half of students are economically disadvantaged, not every
student may have an adequate breakfast, lunch, or dinner, which will ultimately hinder
his/her ability to perform in the classroom. Franklin Middle School has a breakfast
system in place in which the students who qualify for free or reduced lunch are also
provided with a free breakfast during their homerooms. This may be the only meal a
student eats during the day, and a students ability to focus and perform in the
classroom could be directly affected.
The best way for me to deal with these situations is simply to be exposed to the
students and to differentiate accordingly. This ability will not come naturally, for it is
difficult for me to relate to Franklin Middle Schools students since I did not come from a
similar background. If there is one thing that we all do have in common, it is that we are
in school to learn from one another; I will learn just as much from my students as they
learn from me, and it will not come solely in the form of mathematics. While
mathematics will be the focus, we will all grow as individuals and learn to appreciate
one anothers lifestyles, which is the most valuable lesson that can be learned.
VI. Unit Calendar

Lesson 1:
Substitution
Introduction: One
Solution, Zero
Solutions, and
Infinitely Many
Solutions:
4/1/15 ROOM 415
11:10-12:30
Objectives: SWBAT
Integ
rate simple
substitution
and the
properties of
real numbers
to solve a
system of
linear
equations.
Anal
yze and
solve linear
equations
and pairs of
simultaneous
linear
equations by
substitution.
EQ:
What
is indicated
about a
system of
linear
equations
that either
has no
solution, one
solution, or
an infinite
number of
solutions?
Lesson 2: Substitution
Continued; Practice
Problems and Around
the World Activity
4/2/15 ROOM 415
11:10-12:30
Objectives: SWBAT
Integr
ate simple
substitution
and
properties of
real numbers
to solve a
system of
linear
equations.
Analy
ze and solve
linear
equations and
pairs of
simultaneous
linear
equations by
substitution
EQ:
What
advantages
does the
substitution
method have
that makes
solving
systems of
linear
equations
easier?
What
is indicated
about a
system of
linear
Lesson 3:
Substitution Wrapup, Word Problems,
and Stations Activity
- Substitution
Review & Real-World
Applications
4/13/15 ROOM 415
11:10-12:30
Objectives: SWBAT
Gene
rate a system of
linear equations
given a real-world
context.
Break
down a real-world
context word
problem in order
to transform it into
equations in
which they can
manipulate.
Unde
rstand what the
solution to a realworld word
problem
represents in
context.
EQ:
How
can
algebraic
expressions
and
equations be
used to
model,
analyze, and
solve
mathematica
l situations?
Lesson 4:
Elimination
Introduction: Basic
Addition - One
solution, No solutions,
Infinitely Many
Solutions
4/14/15 ROOM 415
11:10-12:30
Objectives: SWBAT
Identi
fy when it is
appropriate
to use the
elimination
method to
solve
systems of
linear
equations.
Imple
ment the
elimination
method to
solve a
system of
linear
equations.
EQ:
Unde
r what
circumstance
s does the
elimination
method
prove
beneficial in
solving
systems?
What
is indicated
about a
system of
How
can algebraic
expressions
and
equations be
used to
model,
analyze, and
solve
mathematical
situations?
Instruction:
After SGO review,
students will respond
to the Do-Now
worksheet. The do
now will be followed
by students viewing a
PowerPoint which
introduces the
Substitution method.
Practice worksheets
that reinforce and
expand upon the
substitution method
will then be
completed and
reviewed.
equations that
either has no
solution, one
solution, or an
infinite
number of
solutions?
Instruction:
Following SGO
review, students will
complete the Do-Now
worksheet to activate
prior knowledge
before transitioning
into the homework
review. Students will
then complete the
Around the World
activity by moving
around the classroom
and working
collaboratively with
their peers. Students
will then complete the
Shaping Up reflection
piece which will be
collected.
Lesson 5: Elimination
Continued Elimination/Substitution Method
Practice & Figure Me Out
Activity
4/15/15
11:10-12:30 ROOM 415
Objectives: SWBAT
Draw
connections between the
elimination method and
substitution method of
solving systems of linear
equations.
Model a real-
Instruction:
Students will
collaborate and
complete the DoNow which will
expose them to realworld word
problems. After, the
preceding days
homework will be
reviewed prior to
completion of the
activity. The stations
activity that follows
will provide even
more real-life
examples.
Lesson 6: Solving Systems of

Equations - All Methods
Review; Relay Activity
4/16/15
11:10-12:30 ROOM 415
Objectives: SWBAT
Draw
connections between the
elimination method and
substitution method of
solving systems of linear
equations
Demonstrate
proficiency in their ability to
solve systems of equations
linear
equations
that has
either no
solution, or
an infinite
number of
solution and
one solution?
Instruction:
Students will
complete a Do-Now
which provides a last
look at the
Substitution Method
before transitioning
into a PowerPoint
which introduces the
Elimination Method.
Students will then be
given practice
worksheets to
reinforce the newly
learned method.
Homework will then
be distributed to the
students.
Lesson 7: Summative on all

methods & SGO Review
4/17/15
11:10-12:30 ROOM 415
Objectives: SWBAT
Assess which
method to use to solve a
system of linear equations
by inspection.
Breakdown a
real-world context word
problem in order to
transform it into equations
which they can manipulate
and solve.
life system of linear

equations and solve it using
the elimination method.
Implement the
elimination method of
solving a system of linear
equation to make sense of
the quantitative
relationships between them.
EQ:
How can
algebraic expressions and
equations be used to
model, analyze, and solve
real-world mathematical
situations?
Instruction:
Students will work individually
on the Do-Now which will help
to activate prior knowledge
while highlighting common
mistakes that students make,
which will lead to brief
discussion. After the homework
is reviewed together, students
will complete the Figure Me Out
activity which reinforces the
Elimination Method. After this is
reviewed, students will be given
an Exit Ticket which will be
collected as a formative
assessment. Students will then
be given a study guide which
prepares them for the
summative assessment on April
17th.
using any of the three

applicable methods
(graphing, substitution, and
elimination).
EQ:
How can
mathematical situations?
Instruction:
Students will complete the Do
Now which will activate prior
knowledge of the graphing
method in preparation for the
summative assessment.
Yesterdays study guide will
then be collaboratively reviewed
so students may use it as a
study tool. Students will then
participate in the Relay Activity
in which they work
collaboratively to solve various
systems using both the
substitution and elimination
methods. Students will then be
given a worksheet to practice
word problems and more review
of the elimination and
substitution methods. I will then
distribute a homework sheet.
Persevere in
solving a system of linear
equations using all three of
the methods (graphing,
substitution, and
elimination).
EQ:
Why is being
able to solve systems of
linear equations useful for
your future?
How can
Instruction:
I will briefly review yesterdays
homework assignment to
ensure students have enough
time to complete the summative
assessment. After the
summative assessment takes
place, students will complete
the reactionary survey which
will then be collected. Students
will then be given two SGO
review sheets which they will
complete silently until everyone
finishes the summative
assessment, which will then be
reviewed cooperatively.
VII: UbD Template

Stage 1 Desired Results
Transfer
Established Goals: Students will...
8.EE.C.8b. Solve systems of two linear equations in two

variables algebraically, and estimate solutions by graphing the equations.
Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6
have no solution because 3x + 2y cannot simultaneously be 5 and 6.
8.EE.C.8c. Solve real-world and mathematical problems

leading to two linear equations in two variables.
8.1.8.A. Select and use appropriate tools and digital

resources to accomplish a variety of tasks and to solve problems.
MP.1. Make sense of problems and persevere in solving them.
MP.6. Attend to precision.
MP.7. Look for and make use of structure.

Meaning
UNDERSTANDINGS
Algebraic
expressions and
equations are used to
ESSENTIAL QUESTIONS
What is indicated about a system of

linear equations that either has no solution,
one solution, or an infinite number of
model real-life problems

and represent quantitative
relationships, so that the
numbers and symbols
can be mindfully
manipulated to reach a
solution or make sense of
the quantitative
relationships
solutions?
How can algebraic expressions and
equations be used to model, analyze, and
solve mathematical situations?
Why is being able to solve systems of

linear equations useful for your future?
What advantages does the

substitution method have that makes solving
systems of linear equations easier?
Under what circumstances does the

elimination method prove beneficial in solving
systems?
Acquisition
Students will know
How to solve a
system of linear equations
using all three methods
(graphing, substitution, and
elimination.)
Assessment Evidence
Students will be able to...
Generate a system of equations given a

real-world context word problem.
Calculate the solutions to a system of

linear equations.
Identify if a solution of linear equations

has infinitely many solutions or no solution by
inspection.
Stage 2
PERFORMANCE TASKS
Summative assessment (Quiz) will serve as both an evaluation of

student comprehension and as a performance assessment of their ability to
solve a system of linear equations using the graphing method, the substitution
method, and the elimination method. The assessment will also hone in on a
students ability to construct a system of linear equations from a given realworld context and have them interpret the results.
OTHER EVIDENCE:
Relay Activity Design: Students work with a partner in order to solve
various systems of equations by elimination and substitution. When they solve

a system, they bring their solution to the front to have it checked. If it is
correct, the student pair is given access to the next piece of the puzzle. Once
all pieces are obtained, students then glue their pieces on a piece of
construction paper which will then be displayed around the classroom.

Stations Activity in which students move around the room and
complete the various problems located at the various centers or stations.
Around the World Activity Design: There are seven to nine

worksheets hanging around the room, each containing a system of linear
equations on the bottom half and a solution on the top half. The solution on
the top half does not correspond to the question below it. Students pick a
starting location, solve the question on that worksheet, find its solution on
another worksheet in the classroom, and then complete the question below it.
Students repeat this process until all worksheets have been solved.
Daily Do-Nows, homework sheets, and in-class assignments will serve as a

means of assessing student progress and comprehension, allowing me to construct
future lessons based on the results.
Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Learning Activities:
Around the World Activity to activate and engage kinesthetic learners while
reinforcing the substitution method of solving systems of equations.
Stations Activity to engage kinesthetic learners while exposing students to realworld context word problems which require them to solve using the substitution method.
Relay Activity to add the thrill of competition, getting students excited, engaged,
and collaborative while exercising both the substitution method and the elimination
method.
Figure Me Out Activity to allow students to discover facts about me while still
remaining on task, as they will figure out the facts by obtaining the correct solutions to
various systems of linear equations. They will complete the systems using the
elimination method.
Lemonade Problem worksheet to provide students with another example of a

real-life context. Students will solve this using the elimination method.
Exit Ticket will be given to serve as an assessment tool to evaluate student

progress.
Teaching Strategy / Reasons for Instruction:
Mathematics is rather difficult for students to just discover on their own, especially
when it comes to a more advanced topic such as this. Therefore, instead of lecturing
the students and seeing them bored and disengaged, I will allow students engage with
me and their fellow students to discover this topic.
I hope to instill that sense of the necessity of mathematics and how valuable it truly is.
By providing relevant real-world examples, displaying my true passion for the content,
and stressing that mathematics is embedded in the world around them, I hope to
provide them with an enlightening, educational experience that will stick with them for
the rest of their lives.
VIII: Individualized Daily Lesson Plans/Worksheets

Day 1: Substitution Introduction: One Solution, Zero Solutions, and Infinitely Many
Solutions: Math 8, Grade 8. April 1st, 2015. Period 6/7.
Enduring Understandings:
Algebraic expressions and equations are used to model real-life problems and
represent quantitative relationships, so that the numbers and symbols can be mindfully
manipulated to reach a solution or make sense of the quantitative relationships.
Essential Questions:
How can algebraic expressions and equations be used to model, analyze, and solve
What is indicated about a system of linear equations that has either no solution, or an
infinite number of solutions and one solution?
Common Core Standards & Mathematical Practices:
8.EE.C.8b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection. For
example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot
simultaneously be 5 and 6.
8.1.8.A. Select and use appropriate tools and digital resources to accomplish a variety
of tasks and to solve problems.
Learning Objectives (Students will be able to):
Integrate simple substitution and the properties of real
numbers to solve a system of linear equations.
Analyze and solve linear equations and pairs of

simultaneous linear equations by substitution.
Assessments:
Do Now discussion and response.
Having students explain the relationship between answer
found from substitution method with answer they would have gotten from
graphing method.
Exit ticket response.
Materials:
Pencils & Paper.
Guided Notes Worksheet.
Practice Questions Worksheet.
Homework Worksheet.
Whiteboards (if deemed necessary to do practice
problems).
Pre-lesson Assignments / Prior Knowledge:
Do Now: Students will be given two to three problems of
one variable in which they must solve for that variable by using algebraic
reasoning.
This is meant to activate prior knowledge and
act as a transition into the introduction of the substitution method.
Students will have just finished the graphing method, and
students will be told that this method serves the same purpose as the
graphing method.
Possible Misconceptions/Errors:
When distributing, students may forget to multiply the
integer on the outside by both terms on the inside.
When distributing and/or simplifying, students may mix up
their signs, especially negatives.
If multiple steps are necessary, students may have difficulty
solving one equation for one of the variables before proceeding.
Instructional Plan
Mrs. Benson facilitates SGO review (first 20 minutes).
Do Now to activate prior knowledge and serve as a
transition into the lesson.
Introduction to Substitution Powerpoint (Google Drive).
Students will be expected to follow along and
complete the guided notes.
I will work with the students through the
problems in the Powerpoint presentation, being sure to emphasize
the possibility of the different types of solutions (one solution, no
solutions, infinitely many solutions).
Students will then be given practice problems to complete.
Can be done individually or in pairs/groups

(students will be given the choice of what they would like to do).
Students will be given a homework sheet containing more
practice problems, and be asked to have it ready to review the following
day.
Transitions/Questions:
How does your solution to the system of
equations compare to what your solution would look like if this
system were graphed?
What are the five steps needed to solve a
system of equations by substitution?
Differentiation:
Students will be given the choice of working
individually or in pairs/groups for the practice problems section of
the lesson.
For early finishers, students will be given the
homework problems early to begin working on them.
For students struggling, practice problems
could be written in an easier form (e.g. with one of the equations
already solved for one variable).
Closure: Exit card: Students will be asked to describe, in their own
words, the steps needed to solve a system of equations by substitution as well
as to solve a system of equations by substitution for further practice.
Name__________________________________________
Date _______________
Do Now - Solve the following equations for x:

1.
5 (x + 5) = - x + 1
2.
8x - 12 = 2x + 12
Answer Key: Do Now

1.
5 (x + 5) = - x + 1
5x + 25 = -x + 1
6x + 25 = 1
6x = -24
x=-4
2.
8x - 12 = 2x + 12
6x - 12 = 12
6x = 24
x=4
Name______________________________________
Date _____________________
Guided Notes for Substitution Powerpoint

The 5 steps used in solving a system of equations by substitution are:
Solve an equation for __________ variable. (The goal is to get y = ; x = ; a = ; etc.)
1.
2.
Substitute into the other equation. (Substitute the equation found in part one into
the other equation)
3.
__________ the equation. (Get the variable by itself to determine its value)
4.
Substitute back into the other equation to Solve for
5.
__________ your solution.
the _________________
(The value of one variable should be known at this point)
What do you notice about the variable you solved for in step 1 after you substitute in step 2?
_________________________________________________________________________
#1:
x+y=5
y=3+x
x + (3 + x) = 5
Step 1: Note that the second equation is already solved for y!

Step 2: Substitute y = 3 + x in for y in the first equation.
Step 3: Solve the equation
2x + 3 = 5
-3 -3
2x = 2 x = 1
Step 4:
Substitute x = 1 back in to find the other variable.
1+y=5
-1
-1
y=4
Step 5:
Check your solution! In this problem, it is
Check: (1) + (4) = 5 ? YES!

(4) = 3 + (1) ? YES!
(1, 4).
#2: x = -3y + 7
4x - 2y = 0
Step 1: Note that the first equation is already solved for x!

Step 2: Substitute x = -3y + 7 into the second equation.
4 (-3y + 7) - 2y = 0 Step 3: Solve the equation. (Remember to distribute!)

-12y + 28 - 2y = 0 Combine like terms
-14y + 28 = 0
- 28 - 28
-14y = - 28
y=2
Divide by -14
Step 4:
Substitute y = 2 back in to find the other variable.
4x - 2(2) = 0
4x - 4 = 0
+4 +4
4x = 4
x=1
Divide by 4
Step 5:
Check your solution! In this question, it is (1, 2)
Check:
1 = -3(2) + 7? 1 = -6 + 7? YES!
4(1) - 2(2) = 0? 4 - 4 = 0? YES!
If we were to graph the equations, would we get the same answer?

YES, because the intersection point is a coordinate (x, y) that
makes both equations TRUE! The substitution method is the same
concept!
When is solving systems by substitution easier to do than graphing?
______________________________________________________
Name________________________________
Date_________________________
SUBSTITUTION PRACTICE
Solve the following systems of equations using substitution. You may work with a
partner. Show all of your work.
1. y = x + 4
y = -2x + 19
2) y = 3x - 18
y = -x - 14
3) 2a 3b = -14
b = 3a + 7
4) -2x + y = -9
-3x + y = 3
Substitution Practice Answer Key
1.
y=x+4
x + 4 = -2x + 19
3x + 4 = 19
3x = 15
x=5
2.
y = 3x - 18
3x - 18 = -x - 14
4x - 18 = -14
4x = 4
x=1
y = -2x + 19
y=5+4
y=9
(5, 9)
y = -x - 14
y = 3(1) - 18
y = -15
(1, -15)
3) 2a 3b = -14
b = 3a + 7
2a - 3(3a + 7) = -14
b = 3(-1) + 7
2a - 9a - 21 = -14
b=4
-7a - 21 = -14
-7a = 7
a = -1
(-1, 4)
4) -2x + y = -9
-3x + y = 3
Solving first equation for y:

y = 2x - 9
-3x + (2x - 9) = 3
-x - 9 = 3
-x = 12
x = -12
-3(-12) + y = 3
36 + y = 3
y = -33
(-12, -33)
Name _________________________________________________________
___________________
Date
Solve each system by substitution. Be sure to reference your guided notes! Check your
answers.
1. y = - x + 5
x-y=-3
2. y = 3x - 1
2x + y = 14
3. 3y = -2x + 8
9y = -6x + 24
4. y = 2x - 5
y=4-x
5. y = 5x - 1
y = 14
Answer Key
1.
y=-x+5
x-y=-3
x - (-x + 5) = -3
x + x - 5 = -3
2x - 5 = -3
2x = 2
(1, 4)
x=1
y = -(1) + 5
y=4
2. y = 3x - 1
2x + y = 14
2x + (3x - 1) = 14 y = 3(3) - 1
5x - 1 = 14
y=9-1
5x = 15
y=8
x = 3 (3, 8)
3. 3y = -2x + 8
9y = -6x + 24
Solving first equation for y:
y = (-)x + (8/3)
9((-)x + (8/3)) = -6x + 24
-6x + 24 = -6x + 24
Infinite Solutions:
4. y = 2x - 5
y=4-x
4 - x = 2x - 5
4 = 3x - 5
9 = 3x
x=3
(3, 1)
y=4-3
y=1
5. y = 5x - 1
y = 14
14 = 5x - 1
y = 14
15 = 5x
x=3
(3, 14)
Name________________________________________ Date ____________________
Exit Ticket: Answer the following questions.

1. In your own words, describe the process to solve a system of equations by
substitution.
2. Solve the following system of equations by substitution. Show all of your work:
y = -3x + 2
2x + 3y = -8
Exit Ticket Answer Key:

1. In your own words, describe the process to solve a system of equations by
substitution.
Students will be expected to explain the five steps in their own words Should
be along the lines of: Rewrite an equation to isolate a variable, substitute into
the other equation, solve for the other variable, substitute that value into
either ORIGINAL equation, solve again for the isolated variable.
2.
Solve the following system of equations by substitution. Show all of your work:
y = -3x + 2
2x + 3y = -8
2x + 3(-3x + 2) = -8
2x - 9x + 6 = -8
-7x + 6 = -8
-7x = -14
x=2
y = -3(2) + 2
y = -6 + 2
y = -4
(2, -4)
Day 2: Substitution Continued; Practice Problems and Around the World Activity
Math 8, Grade 8. April 2, 2015. Period 6/7
Enduring Understandings
Algebraic expressions and equations are used to model
real-life problems and represent quantitative relationships, so that the
numbers and symbols can be mindfully manipulated to reach a solution
or make sense of the quantitative relationships.
Essential Questions
What is indicated about a system of linear equations that has either no solution, or an
infinite number of solutions and one solution?
What advantages does the substitution method have that
makes solving systems of linear equations easier?
Common Core Standards & Mathematical Practices
8.EE.C.8c. Solve real-world and mathematical problems
leading to two linear equations in two variables. For example, given
coordinates for two pairs of points, determine whether the line through
the first pair of points intersects the line through the second pair.
Integrate simple substitution and properties of real numbers
to solve a system of linear equations.
Analyze and solve linear equations and pairs of
simultaneous linear equations by substitution.
Assessments
Students will have their homework from the night before
checked.
Around the World activity.
Modified KWL sheet Shaping Up.
Materials
Pencils & Paper.
Colored Pencils
Guided Notes (used as reference; given day before).
Around the World Answer Sheet.
Around the World Question Sheets.
Do Now worksheet.
Shaping Up worksheet.
Pre-lesson Assessments/Prior Knowledge
Do Now consisting of a review of solving a system of

equations by graphing and of two systems of equations in which students
must solve by substitution (in order to recall prior knowledge).
Students will be expected to know how to solve systems of
one variable algebraically.
Possible Misconceptions/Errors
When distributing, students may forget to multiply the
integer on the outside by both terms on the inside.
When distributing and/or simplifying, students may mix up
their signs, especially negatives.
If multiple steps are necessary, students may have difficulty
solving one equation for one of the variables before proceeding.
When asked to graph a line in the form of y = or x =,
students may believe that the value represents a slope and attempt to
graph it incorrectly.
Instructional Plan
Do Now to activate prior knowledge and review topics from
yesterday.
Address any concerns/misconceptions with
the Do Now.
Review the homework and discuss it with students to
assure student understanding of the substitution method.
Students will be explained the rules of the Around the World
activity before completing it.
Students will be given an answer sheet in
which they record their responses.
Briefly verbally review the process of solving systems of
equations by substitution before introducing the Shaping Up worksheet.
Students will be given the Shaping Up worksheet and asked
to turn it in before leaving.
Do Now worksheet and review of the
homework will serve as a transition into the activity by first
reviewing topics discussed yesterday.
How do the five steps to solving a system of
linear equations relate to the way you solved the systems? Are
there any differences?
Differentiation:
If students have difficulty with the graphing
question during the Around the World activity, they can be
provided with colored pencils to make seeing the intersection of
the two lines (the solution) easier.
Students who finish rapidly will have a chance

to discuss their solutions with either myself or another classmate.
Students could also be given the
Shaping Up worksheet early.
Closure
Prior to being given the Shaping Up worksheet, the
process and details of solving a system of equations by substitution will
be briefly reviewed.
Students will be given the Shaping Up worksheet to
complete and turn in.
Name _____________________________________ Date_________________
Substitution Day 2: Do Now

1. Solve the following system of equations graphically:
x = 15
y = - x + 18
Solve by substitution: Be sure to check your answer.

2.
y = 3x + 2
12x - 4y = 7
3.
-2x + 8y = -22
x = 4y + 11
Do Now Answer Key:
1.
x = 15
y = - x + 18
y = (-)(15) + 18
y = -5 + 18
y = 13
2.
y = 3x + 2
12x - 4y = 7
12x - 4(3x + 2) = 7
12x - 12x - 8 = 7
-8 = 7
NO SOLUTION
3.
-2x + 8y = -22
x = 4y + 11
-2(4y + 11) + 8y = -22
-8y - 22 + 8y = -22
-22 = -22
INFINITE SOLUTIONS
x = 15
(15, 13)
#1
#2
#3
#4
#5
#6
#7
#8
#9
Name____________________________________________________
Around the World - Answer Sheet

Be sure to save this page to use as a study tool!
Date_____________
Remember that the answer at the top of each page doesnt correspond to the
question below it!
#1
(12, 17)
x = 2y
2x 5y = -4
#2
(1, 7)
y = -x + 8
4x 3y = -3
#3
(2, 2)
y=x+5
y = 2x 7
#4
(4, 3)
y = 3x + 11
y 11 = 3x
#5
(3, 5)
y + 7x = -9
y = -7x + 13
#6
Infinite Solutions
y = -x + 4
6x + 3y = 12
#7
No Solution
x = -3y + 8
2x + y = 6
#8
(8, 4)
Solve graphically:
y = -1/2 x + 5
y=x-1
#9
(0, 4)
y - 3x = 4
x=y-6
Answers:
1.
x = 2y
2x 5y = -4
2(2y) - 5y = -4
x = 2(4)
4y - 5y = -4
x=8
-y = -4
y=4
(8, 4)
#2
y = -x + 8
4x 3y = -3
4x - 3(-x + 8) = -3
y = -(3) + 8
4x + 3x - 24 = -3
y=5
7x = 21
x=3
(3, 5)
#3
y=x+5
y = 2x 7
2x - 7 = x + 5
y = 2(12) - 7
x-7=5
y = 24 - 7
x = 12
y = 17
(12, 17)
#4
y = 3x + 11
y 11 = 3x
(3x + 11) - 11 = 3x
3x = 3x
INFINITE SOLUTIONS
#5
y + 7x = -9
y = -7x + 13
(-7x + 13) + 7x = -9
13 = -9
NO SOLUTION
#6
y = -x + 4
6x + 3y = 12
6x + 3(-x + 4) = 12
6x - 3x + 12 = 12
y=0+4
3x + 12 = 12
y=4
3x = 0
x=0
(0, 4)
#7
x = -3y + 8
2x + y = 6
2(-3y + 8) + y = 6
2x + 2 = 6
-6y + 16 + y = 6
2x = 4
-5y + 16 = 6
x=2
-5y = -10
y=2
(2,2)
#8
Solve graphically:
y = -1/2 x + 5
y=x-1
(-)x + 5 = x - 1
y=4-1
(-3/2)x + 5 = -1
y=3
(-3/2)x = -6
x=4
(4, 3)
#9
y - 3x = 4
x=y-6
y - 3(y - 6) = 4
x=7-6
y - 3y + 18 = 4
x=1
-2y + 18 = 4
-2y = -14
y=7
(1, 7)
Name________________________________________ Date__________________
1 thing you loved about the lesson
4 ideas concepts you feel are important
3 of the most important facts you learned
1 statement that summarizes learning
Name_____________________________________________ Date_________________
Day 2: Substitution - Exit Ticket Response
1. On a scale of 1 to 10, 1 being not-very and 10 being very, how confident are you
in your ability to solve a system of equations via substitution?
2. What is something you still struggle with and would like more clarification on with the
substitution method?
3. What did or didnt you like about todays activity? Explain.
Day 3: Substitution Wrap-up, Word Problems, and Stations Activity Substitution Review & Real-World Applications. Math 8, Grade 8. April 13th, 2015.
Period 6/7.
How can algebraic expressions and equations be used to
model, analyze, and solve real-world mathematical situations?
8.EE.C.8c. Solve real-world and mathematical problems leading to two linear equations
in two variables.
Generate a system of linear equations given a real-world context.
Breakdown a real-world context word problem in order to transform it into equations in
which they can manipulate.
Understand what the solution to a real-world word problem represents in context.
Assessments:
Students will complete the worksheet that accompanies the stations activity. Progress
will be monitored as a form of formative assessment.
Homework given the previous week will be checked for completeness and correctness.
Materials:
Stations Worksheet.
Stations Transparent Folders.
Document Camera.
Pencils / Colored Pencils.
Substitution Practice Worksheet (from Day 1 which was never used).
Pre-lesson Assessments/Prior Knowledge:
Students will be expected to know how to solve a system of linear equations by
graphing.
Knowledge of solving a system of linear equations by substitution must be recalled in
order to be strengthened with the activity & review.
Do Now will consist of word problems consisting of real-life situations
These will be solved with substitution, further having students exercise prior knowledge.
Knowledge of solving problems by writing and solving

equations.
Knowledge of the process of substituting numbers for
variables in equations.
The ability to graph in a coordinate plane (four quadrants).
Recognize slope-intercept form and how to interpret it in
order to graph an equation.
Based on previous performance, students should not have many algebra errors but still
exhibit difficulty with the actual substitution itself.
When distributing, students may perform an arithmetic error or use an incorrect sign,
especially when multiplying by negative values.
Students may confuse the information given in a word problem and write the two
equations incorrectly.
Instructional Plan
Prior to students entering, station worksheets will be prepared in the transparent folders
(communicators) and placed around the classroom.
Verbal discussion about what occurred in previous class sessions will take place
(verbally asked to recall the substitution and graphing methods).
Students will be asked to take out their homework and worksheets given in previous
days to act as aids during the proceeding worksheet & activity.
Do Now / Mini Lesson - Interactive discussion will occur and critical thinking skills will be
exercised in solving real-world word problems.
Worksheet will be given to students in order to reinforce knowledge of solving systems
of linear equations by substitution.
Worksheet will then be reviewed by projecting it via the document camera and having
students come to the board to demonstrate their thought process and methodology in
solving the equations, while verbally answering any questions their classmates may
have.
Preceding the stations activity, students will be given instructions and told to ask any
questions they may have. Similarly, they will be told to keep their answer page to use
as a study tool for their quiz on Friday.
Proceeding the stations activity, the major concepts of the substitution method will be
reviewed verbally prior to distributing homework materials.
Homework sheet will be distributed to the students prior to them exiting. They will be
told that it will be checked for a grade the next day.
After SGO review, students will be verbally asked to recall what they learned about
substitution and graphing to solve systems of linear equations.
As the activity ends, students will be verbally asked to think about the processes
involved in solving a system of linear equation by substitution, which will then be
connected to the idea of another method existing and how their processes are similar.
In these two methods (graphing and substitution), we notice that at least one of our
equations is in slope-intercept form.
What if both of our equations are in standard form?
Do you think we are able to solve a system of equations without having to rewrite one?
Differentiation:
During the stations activity, students will have access to colored pencils in order to write
their equations in different colors, making the substitution easier to see.
There are six stations which will be adequate enough for students of higher ability to
complete. For students of lower ability, they will be told that they must complete at least
3 (at least one of which is a word problem).
Closure:
Students will be told that they will be beginning another method of solving a system of
equations the next day.
Students will be given a homework page, which they will be told is their final review of
substitution before moving to the next topic.
Name_____________________
Do Now
Set up an equation for each situation and solve:

1. George makes a $1000 down payment for a car and then pays $325 per month.
Elaine makes a $2500 down payment for a car and then pays $325 per month. Is
there any number of months after which both George and Elaine will have paid the
same amount? Explain.
a. write an equation for George _____________________
b. write an equation for Elaine ______________________
c. What do these equations have in common?
d. solve the equation:
2. Cell phone plan A charges $17.50 per month plus $0.17 per minute used. Cell
phone plan B charges $32 per month plus $0.07 per minute used. Write and solve
an equation to find the number of minutes you must talk to have the same cost for
both calling plans?
a. write an equation for cell phone plan A __________________
b. write an equation for cell phone plan B _________________
3. Gabby bought oranges and bananas. She bought 12 pieces of fruit and spent $5.
Oranges cost $0.50 each and bananas cost $0.25 each. Write a system of
equations to model the problem. Then solve the system algebraically. How many
oranges and how many bananas did Gabby buy?
a. equation 1 ____________________________
b. equation 2 _____________________________
c. rewrite one of the equations to isolate the variable
____________________________
d. write an equation with only one variable ___________________
e. solve the equation:
Do Now Answer Key:

Set up an equation for each situation and solve:
1. George makes a $1000 down payment for a car and then pays $325 per month.
Elaine makes a $2500 down payment for a car and then pays $325 per month. Is
there any number of months after which both George and Elaine will have paid the
same amount? Explain.
a. write an equation for George ____y = 325x + 1000___
b. write an equation for Elaine ____y = 325x + 2500_____
They both have the same monthly payment OR they have the same slope OR
they have the same rate of change OR They are both non-proportional
relationships.
325x + 1000 = 325x + 2500
1000 = 2500
NO SOLUTION
They will never have paid the same amount for their vehicles.
2. Cell phone plan A charges $17.50 downpayment plus $0.17 per minute used. Cell
phone plan B charges $32 downpayment plus $0.07 per minute used. Write and
solve an equation to find the number of minutes you must talk to have the same
cost for both calling plans?
a. write an equation for cell phone plan A ___y = 0.17x + 17.50_____
b. write an equation for cell phone plan B __y = 0.07x + 32_____
They both have downpayments OR both relationships are non-proportional.

0.17x + 17.50 = 0.07x + 32
0.10x + 17.50 = 32
0.10x = 14.50
x = 145
It will take 145 minutes for both plans to cost the same amount of money.
3. Gabby bought oranges and bananas. She bought 12 pieces of fruit and spent $5.
Oranges cost $0.50 each and bananas cost $0.25 each. Write a system of
equations to model the problem. Then solve the system algebraically. How many
oranges and how many bananas did Gabby buy?
a. equation 1 ____x + y = 12_____
b. equation 2 ____0.50x + 0.25y = 5______
c. rewrite one of the equations to isolate the variable
_______x = -y + 12_______
d. write an equation with only one variable _0.50(-y + 12) + 0.25y = 5_
e. solve the equation:
-0.50y + 6 + 0.25y = 5
-0.25y + 6 = 5
-0.25y = -1
y=4
x=8
x + 4 = 12
(8, 4)
f. explain the solution

Gabby bought 8 oranges at $0.50 each and 4 bananas at $0.25 each. She
spent $5 total and bought 12 pieces of fruit.
Understand the Problem
Make a Plan (Write your two equations to

be solved. Rewrite to get an equation solved
for one variable, if necessary.)
-4x + 3y = 20
x = 2y + 10
Look Back
Check (________,________) using both
equations.
Solve by Substitution

be solved)
Johns family went to the movies to see

Iron Man 3. They purchased tickets for
$5 each and spent $10 on food prior to
entering. Later that week, they went to
the theater again and spent $3 on each
ticket and spent $20 on food prior to
entering.
What does your answer mean in the
context of this problem?
Hint: Figure out what each variable
represents first. What does y represent?
What does x represent?
Look Back
Check (________,________) using both
equations.
Solve by Substitution and Explain what

the Answer Represents.
Zach is buying tickets online

for a Chris Brown concert.
He finds tickets for $70 each
plus a processing fee of $10.
Ashley is looking for tickets
for the same concert. She
finds them at another site for
$65 and a processing fee of
$30. At what amount of
tickets will Zach and Ashley
pay the same amount of
money?
Look Back
Check (________,________) using both
equations.

be solved)
Zachs equation:
Price per ticket:
Processing fee:
Ashleys equation:
Price per ticket:
Processing fee:
Solve by Graphing
y = 4x - 10
y = -x + 5
Look Back
Check (________,________) using both
equations
Make a Plan (Rewrite your equations OR

isolate one variable, if necessary)
y = 2x + 4
3x + y = 9
Look Back
Check (________,________) using both
equations.
Make a Plan
2x + 2y = 0
6x + y = -10
Look Back
Check (________,________) using both
equations.
Stations Solution Sheet
Name_______________________________________
1
Stations Solutions:
1. -4x + 3y = 20
x = 2y + 10
-4(2y + 10) + 3y = 20
-8y - 40 + 3y = 20
-5y - 40 = 20
-5y = 60
y = -12
x = 2(-12) + 10
x = -24 + 10 x = -14 SOLUTION: (-14, -12)
2. y = 5x + 10
y = 3x + 20
3x + 20 = 5x + 10
10 = 2x
x=5
y = 5(5) + 10 y = 35
EXPLANATION: IN ORDER TO SPEND THE SAME AMOUNT OF
MONEY BOTH TIMES ($35), THE FAMILY HAD TO BUY 5 TICKETS
EACH TIME. (5, 35)
3. zach: y = 70x + 10
ashley: y = 65x + 30
65x + 30 = 70x + 10
20 = 5x
x=4
Solutions(cont)
y = 70(4) + 10
y = 290
EXPLANATION: IN ORDER TO SPEND THE SAME AMOUNT OF
MONEY ($290), ZACH AND ASHLEY NEEDED TO BUY 4 TICKETS
EACH. (4, 290)
4. y = 4x - 10
y = -x + 5
4x - 10 = -x + 5
5x = 15
x = 3 ---->>>> y = 4(3) - 10 --->>> y = 12 - 10, y = 2
SOLUTION (3, 2).
5. y = 2x + 4
3x + y = 9
3x + (2x + 4) = 9
5x = 5
x = 1 ----->>>> y = 2(1) + 4 y = 6 SOLUTION (1, 6)
6.
2x + 2y = 0
6x + y = 10
y = -6x + 10
2x + 2(-6x + 10) = 0
2x - 12x + 20 = 0
-10x = -20
x = 2 ---->>>> y = -6(2) + 10 --->>>> y = -2 SOLUTION (2, -2)
Day 4: Elimination Introduction: Basic Addition - One solution, No solutions,

Infinitely Many Solutions.
Math 8, Grade 8. April 14, 2015. Period 6/7.
Under what circumstances does the elimination method
prove beneficial in solving systems?
What is indicated about a system of linear equations that
has either no solution, or an infinite number of solution and one
solution?
estimate solutions by graphing the equations.
Implement the elimination method of solving a system of linear equation to make sense
of the quantitative relationships between them.
Identify when it is appropriate to use the elimination method to solve systems of linear
equations.
Assessments:
Reinforcement worksheet containing practice questions will be used to evaluate student
comprehension.
While both completing the worksheet and reviewing it together.
Comfortability with and correctness on the worksheet given the day before will
determine whether or not students will review the substitution method in more depth
prior to the summative assessment.
Materials:
Laptop Computer.
Powerpoint Presentation.
Projector.
Guided Notes Sheet.
Elimination Practice Worksheet.
Elimination Homework Worksheet.
Pencils & Paper.
Knowledge of solving a system of linear equations by substitution and graphing must be

recalled in order to draw connections between them and the elimination method.
Do Now will consist of solving systems of equations by substitution.
Since these will be solved with substitution, students further exercise and strengthen
prior knowledge.
equations.
If equations arent given to students vertically, they may find it difficult to determine
which variable to eliminate.
Students may eliminate the wrong variable.
If given an equation containing infinitely many or no solutions, students may become
confused by which variable to eliminate (both can be eliminated simultaneously, but
resulting with 0 on one side may seem incorrect to students).
Instructional Plan
As today is the introduction of a new topic, the Do Now will be distributed and will serve
as the transition piece into the new topic while reinforcing previously learned material.
Do Now will be reviewed with students, and they will be prompted to ask me any
questions they may have left about the substitution method to solving systems of
equations.
Transition into Introduction to Elimination Powerpoint
(Google Drive).
Students will be expected to follow along and
complete the guided notes.
Questions will be answered as
they arise, perhaps invoking student discussion.
I will work with the students through the
problems in the Powerpoint presentation, being sure to emphasize
the possibility of the different types of solutions (one solution, no
solutions, infinitely many solutions).
Students will then be given practice problems to complete.
Can be done individually or in pairs/groups
(students will be given the choice of what they would like to do).
This will again be aided by my
assistance, if necessary.
Students will be given a homework sheet containing more
practice problems, and be asked to have it ready to review the following
day.
Students will be verbally asked to think if there is another way in which we can solve
systems of linear equations.
This will be done by alluding to the ways in which an equation can be written.
What if we dont want to have to rewrite an equation to solve for one variable? What
do you think we can do?
Can you draw a relationship between the substitution method and the elimination
methods of solving systems?
What do they both have in common?
What is different about them?
Differentiation:
Students will be given the choice of whether or not they would like to work on the
practice problems proceeding the Elimination Powerpoint alone or with a partner.
For struggling students, colored pencils will be available if they wish to color-code the
variables, thereby making the elimination process more visual.
For early finishers, students will be given access to the homework worksheet early.
Closure:
Students will be prompted to think of the similarities and differences in approaching
solving systems of equations via the substitution method and via the elimination method
in order to draw connections between them.
Findings will be discussed aloud.
Homework worksheet will be given prior to students exiting.
Name_________________________________ Date_____________
Do Now - Solve the following systems of equations using the appropriate
method.
1.
-5x + 3y = 11
y = -2x
2.
2x - 4y = -10
x=y-2
3.
6x - 12y = 18
x = 2y + 3
SOLUTIONS
Do Now - Solve the following systems of equations using the appropriate

method.
1.
-5x + 3y = 11
y = -2x
-5x + 3(-2x) = 11
-5x - 6x = 11
-11x = 11
x = -1
2.
(-1, 2)
2x - 4y = -10
x=y-2
2(y - 2) - 4y = -10
2y - 4 - 4y = -10
-2y = -6
y=3
3.
y = -2(-1)
y=2
x=3-2
x=1
(1, 3)
6x - 12y = 18
x = 2y + 3
6(2y + 3) - 12y = 18
12y + 18 - 12y = 18
18 = 18
INFINITE SOLUTIONS
Name___________________________
Date______________
Solving Systems of Equations: Elimination Method Guided Notes

Steps used in solving a system of equations by Elimination are:
1. Place both equations in ____________ form. Ax + By = C.
2. Determine which variable to _____________ with addition or subtraction.
3. ____________ for the variable remaining.
4. Use the variable found in step 3 to solve for the second variable by
________________.
5. ____________ the solution in both equations.
Example 1: 5x + 3y = 11
-5x - 2y = 1
What do you notice about our x-terms? What happens if you add them together?
_______________________________________________________________
Using elimination, we can eliminate our x-terms by adding the second equation to the first
5x + 3y = 11
-5x - 2y = 1
0 + y = 12
*Notice that our 5x and -5x, when added, will equal 0, therefore
Eliminating the x-term.*
y = 12
5x + 3(12) = 11
*Since we solved for y first, we will now solve for x by
5x + 36 = 11 substituting our value of y into one of our equations.*
- 36 - 36
5x
= -25
x = -5
Our solution to this system is (-5, 12).
Just as with the substitution method, we must check our solution by substituting into both
equations.
5(-5) + 3(12) = 11?
-25 + 36 = 11?
-5(-5) - 2(12) = 1?
25 - 24 = 1?
x + y = 10
5x - y = 2
6x + 0 = 12
11 = 11? YES!
1 = 1? YES!
*Notice that y and -y, when added, will equal 0, therefore

Eliminating the y-term.*
x=2
5(2) - y = 2
10 - y = 2
-10
-10
-y =-8
*Since we solved for x first, we will now solve for y by

substituting our value of x into one of our equations.*
y=8
Our solution to this system is (2, 8).
Just as with the substitution method, we must check our solution by substituting into both
equations.
(2) + (8) = 10?
2 + 8 = 10?
5(2) - (8) = 2?
10 - 8 = 2?
Try them on your own!
2x + 2y = 2
x - 2y = 13
2x - y = 6
x+y=3
10 = 10? YES!
2 = 2? YES!
Name_________________________________ Date_____________
Elimination Practice Questions: Show your work and check your
solutions!
1. 7x - y = -10
-7x + 5y = -6
2.
2x + 3y = -12
-x - 3y = 18
3.
5x - 4y = -23
-5x + 9y = 8
4.
10x + 7y = 1
-5x - 7y = 24
SOLUTIONS
1.
Elimination Practice Questions: Show your work and check your

solutions!
7x - y = -10
-7x + 5y = -6
4y = -16
y = -4
2.
2x + 3y = -12
-x - 3y = 18
x=6
3.
2(6) + 3y = -12
12 + 3y = -12
3y = -24
y = -8
(6, -8)
5x - 4y = -23
-5x + 9y = 8
5y = -15
y = -3
4.
7x - (-4) = -10
7x + 4 = -10
7x = -14
x = -2
(-2, -4)
5x - 4(-3) = -23
5x + 12 = -23
5x = -35
x = -7
(-7, -3)
10x + 7y = 1
-5x - 7y = 24
5x = 25
x=5
(5, -7
10(5) + 7y = 1
7y = -49
y = -7
Name___________________________
Date_____________
Elimination Method - Homework. Refer to your guided notes!

1.
-9x + 8y = 20
9x - 8y = 11
2.
4x - 5y = -4
-4x + 2y = -8
3.
-3x + 9y = -27
5x - 9y = 25
4.
10x + 7y = 45
-3x - 7y = 39
SOLUTIONS
Elimination Method - Homework. Refer to your guided notes!
1.
-9x + 8y = 20
9x - 8y = 11
0 = 31
NO SOLUTION
2.
4x - 5y = -4
-4x + 2y = -8
-3y = -12
y=4
3.
-3x + 9y = -27
5x - 9y = 25
2x = -2
x = -1
4.
4x - 5(4) = -4
4x - 20 = -4
4x = 16
x=4
(4,4)
-3(-1) + 9y = -27
3 + 9y = -27
9y = -30
y = -10/3
(-1, -10/3)
10x + 7y = 45
-3x - 7y = 39
7x = 84
x = 12
10(12) + 7y = 45
120 + 7y = 45
7y = -75
y = -75/7
(12, -75/7)
Day 5: Elimination Continued - Elimination/Substitution Method Practice & Figure

Me Out Activity - Math 8, Grade 8. April 15th, 2015. Period 6/7.
How are the five steps to solving a system of linear equations exercised when solving
systems?
in two variables.
Implement the elimination method of solving a system of linear equation to make sense
of the quantitative relationships between them.
Draw connections between the elimination method and substitution method of solving
systems of linear equations.
Model a real-life system of linear equations and solve it using the elimination method.
Assessments:
Figure Me Out activity will be used as a formative assessment while serving as an
attention grabbing and engaging activity.
My reason for including questions relating to myself is because I want to be seen as
more than just their teacher who stands in the front of the room and lectures them; I
want them to realize that I am a human being who does human things. By letting
students know more about me, while still performing mathematical exercises and
remaining on task, will allow me to better relate to my students and grow stronger
relationships with them.
Study Guide to be given will serve as a formative assessment both for me and for
students, for it allows them to pinpoint areas in which they need to study and complete
more practice questions.
Materials:
Guided Notes (from yesterdays lesson).
Pencils & Paper.
Do-Now worksheet.
Document Camera.
Figure Me Out worksheet.
Quiz study guide
Substitution Worksheet (from day 1).
Knowledge of solving a system of linear equations by substitution and graphing must be
recalled in order to draw connections between them and the elimination method.
Do Now will consist of solving systems of equations by elimination.
Since these will be solved with elimination, students further exercise and strengthen
prior knowledge.
equations.
If equations arent given to students vertically, they may find it difficult to determine
which variable to eliminate.
Students may eliminate the wrong variable.
If given an equation containing infinitely many or no solutions, students may become
confused by which variable to eliminate (both can be eliminated simultaneously, but
resulting with 0 on one side may seem incorrect to students).
Students may confuse the information given in a word problem and write the two
equations incorrectly.
Based on student performance on 4/14, students may easily find the first variable, but
then forget to find or incorrectly substitute to determine the value of the second variable.
Instructional Plan
As the Do-Now is being worked on, students will place yesterdays homework on their
desks to be checked for completeness and correctness.
Do-Now Find the Error will be completed and reviewed.
Discussion will occur in which students explain the errors made and how they are
corrected.
This will serve as an example where students can see where mistakes can be made,
and they should consequently infer that they must be careful when working through
solving the systems.
Homework will be reviewed, addressing any misconceptions students may have with
the elimination method.
Figure Me Out activity will ensue in which students solve various systems using the
elimination method.
Discussion about the questions will occur - students will respond aloud to the questions.
As the questions relate to me, small discussion about the questions and how they relate
to my life will take place.
This is not meant to detract from reinforcing the mathematical concepts at hand, but to
allow students to relate to me on a more personal level.
Following the Figure Me Out activity, in order to reinforce prior knowledge leading up
to their summative assessment, students will be given the substitution practice
worksheet which was prepared for Day 1 but, because of time constraints, was never
used.
Exit ticket will be given as a formative assessment piece in which students will be asked
to solve one system by substitution and to solve one by elimination.
This will be collected and used in determining a course of action for Day 6.
Prior to leaving, students will be given a study guide for Day 7s quiz.
This will be reviewed together tomorrow, addressing any questions or concerns
students may have.
Why are we allowed to combine or add one equation to the other when exercising
the elimination method?
In what situations is it best for us to use the elimination method?
When two equations are combined (added), what do we notice about one of the
variables?
During the transition from the Figure Me Out activity to the substitution practice
worksheet, students will be reminded that both methods are equally important
Between the Find the Error activity and the review of the homework, students will be
prompted to think if they made any mistakes themselves on the homework and to take
caution when completing future problems.
Differentiations:
While the Figure Me Out activity is meant to be completed independently, if a student
is struggling with a question, he/she may consult with a classmate nearby.
Closure:
Formative assessment in the form of an exit ticket will be collected, analyzed, and used
in determining the course of action for the next day.
Name_________________________________
Date______________
Elimination Practice - Do Now

Directions: Below are students responses to solving systems of linear equations by
elimination. Identify their mistakes, and then solve the systems correctly.
1.
2.
15x - 3y = 45
-15x - 6y = 0
3y = 45
y = 15.
-8x + 7y = -29
3x - 7y = 24
-5x
= -5
x=1
15x - 3(15) = 45
15x - 45 = 45
15x
= 90
x=6
Solution: (6, 15).
3(1) - 7y = 24
3 - 7y = 24
-7y = 27
y = -27/7
Solution: (1, -27/7)
Elimination Practice - Do Now

Directions: Below are students responses to solving systems of linear equations by
elimination. Identify their mistakes, and then solve the systems correctly.
1.
15x - 3y = 45
-15x - 6y = 0
3y = 45
y = 15.
15x - 3(15) = 45
15x - 45 = 45
15x
= 90
x=6
Solution: (6, 15).
The student incorrectly subtracted -6y from -3y instead of adding. Thus
we should end with -9y = 45 y = -5
15x - 3(-5) = 45
15x + 15 = 45
15x = 30
x=2
2.
-8x + 7y = -29
3x - 7y = 24
-5x
= -5
x=1
Correct Solution: (2, -5)
3(1) - 7y = 24
3 - 7y = 24
-7y = 27
y = -27/7
Solution: (1, -27/7)
The initial substitution is correct. x = 1 is the correct solution.

The student correctly substituted x = 1 into the second equation, but
incorrectly simplified.
3(1) - 7y = 24
3 - 7y = 24
-7y = 21
y = -3
Correct Solution: (1, -3)
Figure Me Out! - Mr. B Edition

Directions: The following questions have numerical answers. But, to get their
answers, you have to solve the systems of equations underneath each question! Each
answer will tell you a little something about me. Use the elimination method for
each question.
How many siblings does Mr. B have?
(Use your solution for X!)
How tall is Mr. B? (The X-solution is the

amount of feet, and the Y-solution is the
amount of inches!)
4x - 3y = 15
-4x + 6y = -30
-6x + 5y = 15
6x - 4y = -6
How many pets does Mr. B have? (Use

your solution for Y!)
What month is Mr. Bs birthday in? (Use

your solution for X!)
7x - 8y = 4
-2x + 8y = 16
-3x + 7y = -22
3x - 11y = 14
What size shoe does Mr. B wear? (Use

your solution for Y!)
What was Mr. Bs class rank? (Use your

solution for X!)
8x - 7y = -23
-11x + 7y = 8
-2x + 7y = -30
2x + 2y = 12
Answer Key to Figure Me Out activity
1.
4x - 3y = 15
4x - 3(-5) = 15
-4x + 6y = -30
4x + 15 = 15
3y = -15
4x = 0
y = -5
x=0
Mr. B has no siblings and is an only child.

2.
-6x + 5y = 15
6x - 4(9) = -6
6x - 4y = -6
6x - 36 = -6
6x = 30
y=9
x=5
Mr B is 5 feet, 9 inches tall.
3.
7x - 8y = 4
7(4) - 8y = 4
-2x + 8y = 16
28 - 8y = 4
-8y = -24
5x = 20
x=4
4.
y=3
Mr B has 3 pets.
-3x + 7y = -22
3x - 11(2) = 14
3x - 11y = 14
3x - 22 = 14
3x = 36
-4y = -8
x = 12
y=2
5.
Mr. B was born in the 12th month - December.
8x - 7y = -23
-11x + 7y = 8
-11(5) + 7y = 8
-55 + 7y = 8
7y = 63
-3x = -15
x=5
6.
y=9
Mr. B wears a size 9 shoe.
-2x + 7y = -30
2x + 2y = 12
-2x + 7(-2) = -30

-2x - 14 = -30
-2x = -16
9y = -18
y = -2
x=8
Mr. B was 8th in his graduating class.
Name_____________________________________
Date______________________
Solving Systems of Equations - Study Guide. Show your work and check your solutions!
SLOPE-INTERCEPT FORM:
STANDARD FORM:
y = mx + b
Ax + By = C
Rules of Thumb:
If BOTH equations are in SLOPE-INTERCEPT FORM, solve by graphing OR

substitution if a graph is not provided.
If ONE equation is in SLOPE-INTERCEPT FORM and ONE equation is in STANDARD
FORM, solve by substitution.
If BOTH equations are in STANDARD FORM, solve by elimination.
Practice Questions: Solve the following systems using the method of your choice (Solve
#1 by graphing.)
1. y = (-)x + 3
y = ()x - 7
How many solutions are
there?
____________________
What is the solution, if
it exists?
____________________
2.
2x - 4y = 12
x=-y
3.
3x - 7y = 1
-3x + 7y = -6
Answer Key to study guide
1. y = (-)x + 3
y = ()x - 7
How many solutions are
there?
_________ONE_______
(-)x + 3 = ()x - 7
3=x-7
x = 10
What is the solution, if

it exists?
________(10, -5)_________
2.
2x - 4y = 12
x=-y
2(-y) - 4y = 12
-2y - 4y = 12
-6y = 12
y = -2
3.
y = ()(10) - 7
y=2-7
y = -5
3x - 7y = 1
-3x + 7y = -6
0 = -5
NO SOLUTION
x = - (-2)
x=2
(2, -2)
Name _______________
Exit Ticket Response - Day 5
Solve each system of linear equations:

1. use substitution
2x + y =6
y= -x + 3
2. use elimination
2x y= 4
3x + y =6
Answer Key to exit ticket

1. use substitution
2x + y =6
y= -x + 3
2x + (-x + 3) = 6
x+3=6
x=3
2(3) + y = 6
6+y=6
y=0
(3,0)
2. use elimination
2x y= 4
3x + y =6
5x = 10
x=2
2(2) - y = 4
4-y=4
y=0
(2, 0)
Day 6: Solving Systems of Equations - All Methods Review; Relay Activity - Math
8, Grade 8. April 16th, 2015. Period 6/7.
in two variables.
MP.7. Look for and make use of structure
Demonstrate proficiency in their ability to solve systems of equations using any of the
three applicable methods (graphing, substitution, and elimination).
Draw connections between the elimination method and substitution method of solving
systems of linear equations
Assessments:
Exit ticket from Day 5 which was never given will be given today in order to assess
student ability to solve systems of equations using both substitution and elimination.
This will be collected for a grade.
Formative Assessment.
Relay activity will be used for a similar purpose as well as to demonstrate students
cooperation skills.
Performance Task/Formative Assessment.
Materials:
Graphing Question Do Now worksheet.
Lemonade practice question worksheet.
Relay Directions Sheet & Tangram sheet.
Colored paper.
Glue.
Scissors.
Exit ticket.
Homework Assignment sheet.
Do Now will be used to reinforce knowledge of solving systems of equations by

graphing in preparation for the next days summative assessment.
Students will be expected to recall knowledge of slope-intercept form and the ability to
graph equations on the coordinate plane.
Similarly, students will have to recall knowledge of
Based on previous days performance, students have difficulty with substituting to find
the second variable after first discovering the value of the first variable.
Students forgetting negatives when distributing or adding to equations together is
becoming increasingly prevalent.
Students may still incorrectly set up word problems.
If given two equations in standard form and asked to solve by substitution, students may
struggle to solve one of the equations for one variable.
Instructional Plan
Do Now will be distributed to students which they will be asked to complete individually.
Discussion and review of the Do Now will follow. Students will be prompted to ask any
final questions about the graphing method.
The study guide assigned the previous day for homework will be checked. Any
questions or concerns will be discussed.
Students will be reminded that they should use it as a study tool for the quiz the next
day.
The Lemonade practice questions will be distributed.
Students can work in partners or alone in completing this worksheet.
Answers will again be reviewed.
Relay Activity will then be distributed
This activity is printed on various colored paper.
Students will work in pairs to solve systems of equations.
Once completed by all groups, their work will be displayed around the classroom.
An exit ticket response will then be distributed. Students will be informed that it will be
collected and graded.
This is meant to assess the students current standings with regards to their ability to
solve systems of equations and act as a foreshadow of how the results of tomorrows
quiz will turn out.
Any last questions will be discussed prior to distributing the homework assignment.
Do you think a certain method used to solve a system is more important than the other
two? If so, which method and why?
During the transition from the graphing question do now into the study guide review,
students will be reminded that their summative assessment will contain a graphing
component.
Similarly, the transition from the Lemonade practice question worksheet into the Relay
activity, students will be reminded that their summative assessment contains a word
problem in which they will be asked to explain their solution in the context of the word
problem.
Differentiations:
Teams struggling with a certain system will be able to receive one hint from me for the
duration of the activity.
Closure:
Exit ticket will be distributed, completed, collected, and graded.
Students will be reminded to study for their quiz tomorrow.
Students will be given the homework sheet and told that it will be reviewed prior to the
quiz the next day.
Do Now
Name_______________________________________
1) Anne joins a fitness club that has a

membership fee of $20 plus $15 per
month. Juans club has a membership
fee of $40 and charges $10 per month.
Equation 1
Write the system of equations to

describe the relationship between total
cost (y) and number of months of
membership (x).
y-intercept b =
In how many months will the two clubs

cost the same?
Slope m =
Date____________
Slope m =
Equation 2
y-intercept b =
Solution is ______________
because___________________
________________________________________
______________
Check
In how many months will the two clubs
cost the same?
Equation 1
=
Equation 2
Graph
2) Movies Are Us has two video rental

plans. The Regular video rental plan charges
$ 3for each video rental. The Preferred
video rental plan has an $ 8 membership fee
and charges $ 2 for each video rental.
Define your variables.
Write a system of equations to model

the above situation.
Equation 1
Slope m =
y-intercept b =
Equation 2
Slope m =
y-intercept b =
Solution is ______________
because___________________
________________________________________
______________
Check
Graph
How many video rentals give the two plans

the same cost? What is the equal cost? Use
mathematics to explain how you determined
your answer. Use words, symbols or both in
your explanation.
Equation 1
Equation 2
Which video plan costs more for 18 video

rentals? Use mathematics to justify your
answer.
Which plan provides more videos for $

30.00? Use mathematics to justify your
answer
Answer Key
1) Anne joins a fitness club that has Equation 1
a membership fee of $20 plus $15
Slope m = 15
per month. Juans club has a
membership fee of $40 and
charges $10 per month.
y-intercept b = 20
Write the system of equations to
describe the relationship between
total cost (y) and number of months Equation 2
of membership (x).
Slope m = 10
In how many months will the two
clubs cost the same?
y-intercept b = 40
Annes Equation: y = 15x + 20
Juans Equation: y = 10x + 40
Solution is __(4, 80)_ because__After 4

months, both plans will cost the same
amount of money, which is $80._
Check
Graph
In how many months will the two

clubs cost the same?
Equation 1
=
Equation 2
15x + 20 = 10x + 40
5x + 20 = 40
5x = 20
x=4
y = 10(4) + 40
y = 40 + 40
y = 80
2) Movies Are Us has two video rental

plans. The Regular video rental plan charges
$ 3for each video rental. The Preferred
video rental plan has an $ 8 membership fee
and charges $ 2 for each video rental.
Define your variables.
Write a system of equations to

model the above situation.
.
Let y = the total cost for the
video plan
Let x = the total number of
videos purchased
Regular Plan: y = 3x
Preferred Plan: y = 2x + 8
Equation 1
Slope m = 3
y-intercept b = 0
Equation 2
Slope m = 2
y-intercept b = 8
Solution is __(8, 24)___ because__for
both plans, renting 8 videos will
cost 24 dollars.
Check
Graph
How many video rentals give the two plans

the same cost? What is the equal cost? Use
mathematics to explain how you determined
your answer. Use words, symbols or both in
your explanation.
Equation 1
3x = 2x + 8
3(8)
x=8
24
Equation 2
y=
y=
Which video plan costs more for 18 video

rentals? Use mathematics to justify your
answer.
y = 2(18) + 8 y = 44. 44$ for 18 videos
with preferred.
y = 3(18) y = 54. $54 for 18 videos
with regular. Regular costs more.
Which plan provides more videos for $
30.00? Use mathematics to justify your
answer
30 = 3x x = 10 (Regular)
30 = 2x + 8
22 = 2x x = 11 (Preferred).
The preferred plan provides
more as it provides 11 videos
as opposed to the regular
plans 10 for $30.
Name__________________________________________
Date_______________________
Classwork - Elimination Method. Be sure to check your solutions!
1. One large pitcher and two small pitchers can hold 8

cups of water. One large pitcher minus two small
pitchers leaves 0 cups of water. How many cups of
water can each pitcher hold?
2.
x + 4y = 45
-x + 3y = 25
3.
-42x + 15y = -39

30x - 15y = 45
Answer Key to Classwork Activity
1. One large pitcher and two small pitchers can hold 8

cups of water. One large pitcher minus two small
pitchers leaves 0 cups of water. How many cups of
water can each pitcher hold?
Let L represent a Large Pitcher, and S represent a Small Pitcher:

L + 2S = 8
L - 2S = 0
2L = 8
L=4
2.
4 + 2S = 8
2S = 4
S=2
A large pitcher holds 4 cups and a small pitcher holds 2 cups
x + 4y = 45
-x + 3y = 25
7y = 70
y = 10
(5, 10)
3.
x + 4(10) = 45
x + 40 = 45
x=5
-42x + 15y = -39

30x - 15y = 45
-12x = 6
x = -0.5
(-0.5, -4)
-42(-0.5) + 15y = -39

21 + 15y = -39
15y = -60
y = -4
Systems of Equations Surprise

With a partner complete the 5 equations that will be found in each
of the pieces of the puzzle.
All work must be shown and the answer must be correct to receive
full credit.
Directions:
You will take a puzzle piece and solve the system of equations
on it.
Come to me when you complete your piece to check if it is
correct. If you are correct, I will give you the next piece. If
not, return to your seat to correct your work.
Repeat until all 5 equations are completed.
When done, glue the pieces on construction paper and make a
design.
In order to receive full credit, all work must be done and
correct. There will be enough time given in class to complete
all five equations.
Solution Set by Piece:

Top Piece:
5x + 4(-2x + 3) = 6
5x - 8x + 12 = 6
-3x + 12 = 6
-3x = -6
x=2
5x + 4y = 6
y = -2x + 3
y = -2(2) + 3
y = -4 + 3
y = -1
(2, -1)
Left Piece:
2x - y = 4
5x + y = 17
2(3) - y = 4
6-y=4
-y = -2
y=2
7x = 21
x=3
(3, 2)
Center Piece:
2x + 2y = 6
y = -x + 3
2x + 2(-x + 3) = 6
2x - 2x + 6 = 6
6=6
INFINITE SOLUTIONS
Right Piece:
5y = -5
y = -1
-x + 2y = -14
x + 3y = 9
x + 3(-1) = 9
x-3=9
x = 12
(12, -1)
Bottom Piece:
2(2y - 5) - 7y = -22
4y - 10 - 7y = -22
-3y = -12
y=4
2x - 7y = -22
x = 2y - 5
x = 2(4) - 5
x=8-5
x=3
(3, 4)
Day 7: Solving Systems of Equations Summative Assessment & SGO Review Math 8, Grade 8. April 17th, 2015.
Why is being able to solve systems of linear equations useful for your future?
in two variables.
Assess which method to use to solve a system of linear equations by inspection.
Breakdown a real-world context word problem in order to transform it into equations
which they can manipulate and solve.
Persevere in solving a system of linear equations using all three of the methods
(graphing, substitution, and elimination).
Assessments:
Summative Assessment.
Materials:
Summative Assessment Worksheet.
Homework worksheet from previous night.
SGO Model Curriculum Questions Worksheet.
SGO Equations Worksheet.
Student Reactionary Survey.
Homework sheet will be reviewed and discussed, addressing any misconceptions about
any methods prior to completing the summative assessment.
At this point, it is expected that students have adequate knowledge of how to solve a
system of equations by elimination, substitution, and graphing.
Based on prior performance, students will most likely solve for one variable correctly in
both the elimination and substitution methods, but will then either forget to solve for the
second variable or incorrectly solve for the second variable.
With the word problems, students may incorrectly interpret the word problem and
subsequently incorrectly construct the two linear equations.
Instructional Plan
After students take out the previous nights homework, discussion will ensue
immediately about it and answers will be checked.
In order to ensure that students have adequate time to complete the summative
assessment piece.
Any last minute questions or clarifications will be posed.
Summative assessment distribution and completion.
Questions may be asked and answered during the assessment.
Student reactionary survey will be distributed, completed, and collected.
After everyone has completed the summative assessment - if time permits - students
will be distributed the two SGO review worksheets and asked to complete them during
the remainder of the period.
Again, if time permits, the answers will be reviewed with students prior to them exiting.
Are there any last questions or processes that youd like explained or would like to see
an example of?
After collecting the summative assessment from all students, students will be notified
that they are able to communicate aloud to their peers about the two SGO review
worksheets.
Differentiations:
Early finishers will be given the two SGO review worksheets to complete while other
students are still completing the summative assessment.
For the word problem on the summative assessment, as it does not specify which
method to use to solve the system of equations, if a student wishes to solve it
graphically, he or she will be provided with a piece of graph paper.
Closure:
Students will be asked for their general opinion of the summative assessment and small
discussion will follow.
Based on general response of what students had difficulty on, future lessons would be
structured to include review of those topics.
I will thank my students for their cooperation and participation during my time instructing
so they know that their efforts are appreciated.
Name_______________________________________
Date_____________________
Model Curriculum SGO Review

1. Is (-3, 11) a solution to the system of equations shown below?
Explain your answer.
x - 3y = -36
3x + 4y = 48
2. The graphs of the equations in the system below are shown in the
coordinate plane.
x + 2y = 4
3x - 2y = -12
Based on the graph provided, what is the solution to the system of
equations?
Model Curriculum SGO Review

1. Is (-3, 11) a solution to the system of equations shown below?
Explain your answer.
x - 3y = -36
3x + 4y = 48
-3 - 3(11) = -36? -3 - 33 = -36? -36 = -36? YES
3(-3) + 4(11) = 48? -9 + 44 = 48? 35 = 48? NO
No, (-3, 11) is not a solution to the system of equations because it
does not prove true in both equations, and therefore is not a
solution.
2. The graphs of the equations in the system below are shown in the
coordinate plane.
x + 2y = 4
3x - 2y = -12
Based on the graph provided, what is the solution to the system of
equations?
(-2, 3)
Name ____________________________
Solve each of the following equations and identify if it is one solution, no solution,
or infinite solutions:
1. 2(x 3) + 4= 2x - 10
2. x + 5 = -5x + 5
3. 24x 22= -4(1 6x)
4. x + 12 + 3x 4= 8(x + 1)
5. (15 9x) = 6 3x
6. (3x -2) = 2 3x
7. 11 + 6x -14= (15x 5)
8. 5 3(2x 7)= 2(7 3x)
Answer Key
1. 2(x 3) + 4= 2x - 10
2x - 6 + 4 = 2x - 10
2x - 2 = 2x - 10
NO SOLUTION
2. x + 5 = -5x + 5
6x + 5 = 5
6x = 0
x=0
ONE SOLUTION
3. 24x 22= -4(1 6x)
4. x + 12 + 3x 4= 8(x + 1)
24x - 22 = -4 + 24x
24x - 18 = 24x
NO SOLUTION
4x + 8 = 4x + 8
INFINITE SOLUTIONS
5. (15 9x) = 6 3x
6. (3x -2) = 2 3x
5 - 3x = 6 - 3x
NO SOLUTION
-3x + 2 = 2 - 3x
INFINITE SOLUTIONS
7. 11 + 6x -14= (15x 5)
8. 5 3(2x 7)= 2(7 3x)
6x - 3 = 9x - 3
-3x - 3 = -3
-3x = 0
x=0
ONE SOLUTION
5 - 6x + 21 = 14 - 6x
-6x + 26 = 14 - 6x
-6x + 12 = -6x
NO SOLUTION
IX - Summative Assesment
Name:________________________________Period:_______ Date:_______________
Solving Systems of Equations Quiz

1. Is (-6, 21) a solution to the system of equations shown below? Show your
work and explain your answer.
y = -2x + 9
y + 3x = - 3
______________________________________________________________________
______________________________________________________________________
5. Solve the following system using an appropriate method:
- 3x + y = 2
- 2x - y = 8
6. Leslie joins a fitness club that has a membership that has a membership of
$20 plus $15 per month. Rashads club has a membership fee of $40 and charges
$10 per month. In how many months will the two clubs cost the same?
Leslies Equation:________________________
Rashads Equation: ______________________
Solve:
What does your solution mean in the context of the problem?

_________________________________________________________
_________________________________________________________
_________________________________________________________
Summative Assessment Answer Key
1.
Is (-6, 21) a solution to the system of equations shown below? Show your
work and explain your answer.
y = -2x + 9
y + 3x = - 3
21 = -2(-6) + 9? 21 = 12 + 9? 21 = 21 YES.
21 + 3(-6) = -3? 21 - 18 = -3? 3 = -3? NO
No, (-6, 21) is not a solution to the system of equations shown because for it to be a
solution, it must prove true in BOTH equations, and it does not prove true in the second
one.
x - 3 = -x + 5
2x - 3 = 5
2x = 8
x=4
y=1
(4, 1)
When graphed, the two lines will intersect at the point (4, 1)
y=4-3
2x + (10 + x) = 4
3x + 10 = 4
3x = -6
x = -2
5x = 15
x=3
y = 10 + (-2)
y=8
(-2, 8)
4(3) + 2y = 22
12 + 2y = 22
2y = 10
y=5
(3,5)
5. Solve the following system using an appropriate method:
- 3x + y = 2
- 2x - y = 8
-5x = 10
x = -2
-3(-2) + y = 2
6+y=2
y = -4
(-2, -4)
6. Leslie joins a fitness club that has a membership that has a membership of
$20 plus $15 per month. Rashads club has a membership fee of $40 and charges
$10 per month. In how many months will the two clubs cost the same?
Leslies Equation:___y = 20 + 15x____

Rashads Equation: ____y = 10x + 40___
Solve:
20 + 15x = 10x + 40
20 + 5x = 40
5x = 20
x=4
y = 20 + 15(4)
y = 20 + 60
y = 80
(4, 80)
What does your solution mean in the context of the problem?

After 4 months of fitness club membership, both Leslies and Rashads plans will
cost the same amount of money ($80).
Summative Assessment - 6 Question Quiz consisting of Solving Systems

of Linear Equations by Substitution, Elimination, and Graphing. One
word problem was included.
Results:
Grades themselves:
100: 100/100/100 (3)
90-99: 91/91/93/93/93/95/95/96/99 (9)
80-89: 88/89 (2)
70-79: 73/74/79 (3)
60-69: (0)
0-60: 32/36/39/39/57 (5)
Total Quizzes Given: 22.
Modes: 93 & 100.
Median: 91.
Mean: 79.6.
Most students had no issue with the elimination method. However,
substitution still gave many students issues. Some students correctly
solved for the first variable (via both methods) but then either forgot to or
incorrectly substituted back into an equation to find the second variable.
A large part of the mistakes were from algebra errors (mainly forgetting
negatives or dividing two negative values and getting a negative value).
Almost no students got an incorrect solution to the graphing question,
but any misconceptions resulted in incorrectly plotting the y-intercepts;
the calculation of the slopes was correct. The majority of students
correctly interpreted the word problem (evident by the equations they
constructed), but rather than solving the system algebraically (which was
the intended purpose of the word problem), as it did not specify how it
had to be solved, some students asked for a large sheet of graph paper
to instead graph their solutions. It seems that these students feel more
comfortable in their graphing abilities than their algebra abilities.
Implications:
Based on these results, the act of substitution (both the method and to
find the second variable) has proved difficult for students. Therefore, as
the marking period exam is readily approaching and solving systems of
linear equations is an integral component of it, I would incorporate more
substitution practice into the Do-Nows or homework pages. I would
place more emphasis on substitution than elimination, but be sure to
incorporate some elimination practice. Graphing has been emphasized
in other lessons during the marking period (proportionality vs. nonproportionality, word problems, etc.) and therefore I would most likely
place very little emphasis on graphing.
X. Survey for End of Instruction: (Please be as detailed as

possible. Continue on to the back if necessary
1.
Did my methods of teaching positively influence you? If yes, explain how.
2.
Is there anything you would suggest I do to improve my teaching for future
years?
3.
List three things that you enjoyed about my teaching (activities, specific
assignments, homework, my communication/interaction with you, Do Nows,etc.)
4.
List three things that you did not enjoy (activities, assignments, specific
homework assignments, Do Nows,etc).
5.
On a scale of 1 to 10, 1 being not at all and 10 being very much so, how
professional was I?
6.
On a scale of 1 to 10, 1 being not at all and 10 being very much so, was I
clear about what was expected from you?
7.
Did I motivate you to give your best effort?
8.
What activity was your favorite and why?
Student Surveys - Reactionary Piece

Based on the feedback from the student survey, I was able to make a couple of
conclusions about my teaching. Firstly, the large majority of students said that I move
too fast and that I need to slow down. I believe that I am so caught up in making sure
that my students complete all of the worksheets that I give them in the allotted time that
I tend to go too fast in instruction. It is evident that I must work on my pacing and learn
to provide more activities or worksheets that assess and reinforce multiple concepts as
opposed to providing a large amount of short assignments. I personally value quality
over quantity, so over time I will work to perfect this. I wish to deepen understanding
using concrete, involved and engaging examples. Being exposed to class periods no
longer than 45 minutes each, I feel that I over-extrapolated the amount of time I have
and consequently over-prepared, which made me rush through instruction, worksheets,
and activities instead of focusing my attention on making sure that my students fully
understand the materials. This is an ability that I must work on and learn to adapt to
based on my circumstances in the classroom.
Additionally, my students seemed to thoroughly enjoy the three activities that I
prepared - the stations, the Figure Me Out, and the relay. Many students responses
were similar to [I liked]...the walking around because it helped my understanding a lot
more. Therefore, as has been discussed multiples times in class discussion, getting
students physically engaged in the learning seems to add to understanding by
appealing to the kinesthetic learning style in these students. Many students, when
bored, get up and walk around the classroom on their own anyway, so having them do it
productively is conducive to their learning. Because of this feedback, I will be sure to
include these types of activities in my future teaching. I also received a lot of positive
feedback about my Figure Me Out activity in particular because the students liked
where we learned stuff about Mr. Brion. It is in my philosophy that I wish to be seen as
more than just a teacher who stands in front of the room and lectures; I believe that
establishing personal connections with students is crucial. and the activity seems to
have succeeded in doing just that.
Additional Feedback and Introspection:

In an attempt to gain more insight on my method of teaching, the 5th lesson of
my unit, which revolved around practice of the elimination method, will be reviewed. It
should be noted that the previous day, my students were taught the elimination method
of solving a system of equations for the very first time. While there did not seem to be
as much confusion with this method as the previous methods, uncertainties did exist.
Firstly, this lesson had three main objectives, which were: Implement the
elimination method of solving a system of linear equation to make sense of the
quantitative relationships between them; draw connections between the elimination
method and substitution method of solving systems of linear equations; and model a
real-life system of linear equations and solve it using the elimination method. The
activity I had prepared (Figure Me Out) seemed to peak student interest, and thus the
students were very focused and determined to achieve correct solutions to the various
systems. Based on student performance, the first objective was met quite well. There
were very few errors made by students and nearly all of the students finished the
worksheet in an adequate time frame. The second objective I had made it a point to
express this notion when students were given the substitution method practice
worksheet. My emphasis on their relatedness was brief, but it was brought up how the
second portions of both methods follow exactly the same process. I had not questioned
students on this matter but merely pointed it out to them. With regards to modelling a
real-world instance, students did not have to generate their own equations from a given
word-problem context, but rather students were given various systems that had
solutions related to a real-world context. Overall, as it was only the second day of
practicing this method, I am quite pleased at the student success in achieving the first
objective, for at this point in time it seems on target for their skill levels.
Prior to the main instruction, to serve as the lesson opening, students were given
a worksheet which contained commonly-made errors, and it was the students job to
find them and correct them. In transitioning into the lesson, I verbally explained to
students that the mistakes that appeared on the paper were those commonly made by
them, and thus they should be careful and attentive when solving systems. I believe
this helped students transition into the lesson by making them more conscious of their
work so that it contains less errors. It seems to have been a great success in the eyes
of my students. None of them were argumentative that mistakes didnt exist and none
of them seemed personally insulted or belittled by using this opening piece.
With regards to the flow of the lesson, I was especially fond of my first transition
from the Do-Now opening into the review of the homework sheet. It served as a nice
bridge by making students more aware of the possible mistakes that they could have
made in the homework sheet. I notice that I did not have many smooth transitions
otherwise; they were abrupt and involved finishing one worksheet or activity and then
distributing the next. I would talk aloud to students and give them directions on the
proceeding activities or worksheets, but thats the extent of the transitions. Despite this,
students did not seem to be confused or disconnected. Since I was explaining the
mechanics of the worksheets they were about to get, it left little room for students to talk
to one another and become disengaged. It is evident, however, that I will need to
improve on this matter.
In evaluating the lesson closure, because of time constraints, I was not able to
distribute the exit ticket I had planned, and instead had to give the students their study
guides for their upcoming summative assessment. This unfortunate occurrence did not
further assess any of the concepts learned that day or during previous days. However,
because of the worksheets planned during the lesson, students had adequate practice
with both the elimination and substitution method. Both worksheets had reinforced the
learning objectives for the day, and they could be seen as the formative assessment
pieces for the day instead of the planned exit ticket. Since I had not been able to use
the exit ticket, I saved it for future lessons so that I could use it as a formative
assessment.
Based on this days performance, I would classify questioning as one of my
weaker points. During instruction of previous days, more open questions were asked
when building bridges between topics and ideas, but the questioning during this lesson
was closed and restricted. It focused more around computational notions rather than
theoretical notions. While there was not much direct instruction in this lesson, questions
still could have been posed to students that evoked critical thinking and reasoning.
When questioning opportunities did arise, I would say that my wait time was sufficient
enough for my students academic levels. As there was either a lack of participation
from students or the same few students repeatedly participating, cold-calling was
exercised a few times to ensure students were paying attention and focused. Were I to
ask students more open questions, I must ensure that I exercise an appropriate amount
of wait time. If students seem stuck, I would rephrase questions so that my students
are able to understand them more clearly. Questioning is something I will definitely
need to work to improve.
Furthermore, the overall social-emotional climate of the classroom was one of
engagement and excitement. During the activity, students were hard at work - focused
and determined to complete it. If any questions arose during the activity (of which there
were very few), I would attend to that students needs. It is worth mentioning that in the
beginning of my JFE experience, I was almost hesitant to exercise classroom
management. At this point in time, I have substantially less difficult exercising
classroom management because I am more comfortable with my students and I feel
that I have more of an authority over them now than I did in the beginning. Moreover, I
noticed I would stand in a position in which my back was turned to the majority of the
class. In this case, it didnt prove to be an issue because the students were focused
and hard-working. For the future, I would want to position myself so that I am able to
keep a close eye on more students. Overall, I feel I have a fairly good grasp when it
comes to the social-emotional climate of the classroom.
Classroom routines were handled quite well. From having observed my
cooperating teachers routines, I adapted hers as my own. For this lesson and all
others, I had copies of the materials ran off one to two days in advance. Distributing
and collecting papers was effortless, and I sometimes even delegate students to do it
for me (that did not happen in this lesson). With regards to organization, in this lesson
and in the others, I would put the stack of the worksheets and handouts for the day on
the desk in the front of the classroom in order of use, so I did not have to waste time
rummaging through the pile to find the next worksheet. I did notice that I can improve
on making the transitions between these worksheets smoother. As we finish up a

worksheet or activity, I should be distributing the next one so as not to lose students or
disengage students during the downtime. Because of these qualities, I feel that this
area is among my stronger areas overall.
In sum, introspectively viewing myself has ultimately proved beneficial in
pinpointing areas that need improvement. As with everything, both practice and
exposure to the classroom setting will prove to be the most beneficial method of
improving my teaching strategies. The two main areas that I feel need the most
improvement are transitions between topics and questioning. Student teaching will
provide me with ample time to work on improving these qualities. With the help of my
cooperating teacher and my own persistence, I will not only be able to improve these
two qualities, but also I will become a better educator overall.

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SED 399 - Junior Field Experience:

Created by: Nicholas Brion.

II: Table of Contents

Considering the Learner:

VI. Unit Calendar

Lesson 6: Solving Systems of

Lesson 7: Summative on all

life system of linear

using any of the three

VII: UbD Template

8.EE.C.8b. Solve systems of two linear equations in two

8.EE.C.8c. Solve real-world and mathematical problems

8.1.8.A. Select and use appropriate tools and digital

MP.1. Make sense of problems and persevere in solving them.

MP.6. Attend to precision.

MP.7. Look for and make use of structure.

What is indicated about a system of

model real-life problems

Why is being able to solve systems of

What advantages does the

Under what circumstances does the

Students will be able to...

Generate a system of equations given a

Calculate the solutions to a system of

Identify if a solution of linear equations

Summative assessment (Quiz) will serve as both an evaluation of

Relay Activity Design: Students work with a partner in order to solve

various systems of equations by elimination and substitution. When they solve

Around the World Activity Design: There are seven to nine

Daily Do-Nows, homework sheets, and in-class assignments will serve as a

Stage 3 Learning Plan

Lemonade Problem worksheet to provide students with another example of a

Exit Ticket will be given to serve as an assessment tool to evaluate student

VIII: Individualized Daily Lesson Plans/Worksheets

Analyze and solve linear equations and pairs of

Can be done individually or in pairs/groups

Do Now - Solve the following equations for x:

Answer Key: Do Now

Guided Notes for Substitution Powerpoint

Solve an equation for __________ variable. (The goal is to get y = ; x = ; a = ; etc.)

Substitute back into the other equation to Solve for

__________ your solution.

Step 1: Note that the second equation is already solved for y!

Substitute x = 1 back in to find the other variable.

Check your solution! In this problem, it is

Check: (1) + (4) = 5 ? YES!

Step 1: Note that the first equation is already solved for x!

4 (-3y + 7) - 2y = 0 Step 3: Solve the equation. (Remember to distribute!)

Substitute y = 2 back in to find the other variable.

Check your solution! In this question, it is (1, 2)

If we were to graph the equations, would we get the same answer?

Substitution Practice Answer Key

Solving first equation for y:

Name________________________________________ Date ____________________

Exit Ticket: Answer the following questions.

Exit Ticket Answer Key:

Do Now consisting of a review of solving a system of

Students who finish rapidly will have a chance

Name _____________________________________ Date_________________

Substitution Day 2: Do Now

Solve by substitution: Be sure to check your answer.

Do Now Answer Key:

Name____________________ Date

Name _____________________ Date_