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# Lesson Plan Solving Systems with Substitutions

8.EEI.8 Investigate and solve real-world and mathematical problems involving systems of linear
equations in two variables with integer coefficients and solutions.
c. Solve systems of linear equations algebraically, including methods of substitution and elimination,
or through inspection.
d. Understand that systems of linear equations can have one solution, no solution, or infinitely many
solutions.

Process Standards:
1. Make sense of problems and persevere in solving them.
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of
others.
4. Connect mathematical ideas and real-world situations through modeling.
7. Identify and utilize structure and patterns.

Measureable Objectives: Students will be able to solve a system of linear equation using
substitution as a method and identify one solution, no solution, or infinitely many solutions.

Warm-up Problem:
Solve the system of equations using the substitution method:
y=x3
y = -2x + 3
(2, -1)

## Two more example problems/Two more practice problems:

o y 10 = 4x o 2x 3y = 8
o y = 4x + 1 o 6x 9y = 24
o 10 1 (no solution) o Infinitely many
o solutions
o 2y = 4x + 6 o
o y 3 = 2x o 3x 7 = 2y
o Infinitely many solutions 3
o y= x+5
o 2
o -10 7 (no solution)
o
o To solve a system of equations, we have to be able to substitute in one equation for
another. What does it mean to substitute?
o What variable can we solve for?
o Can we substitute?
o What does one solution/no solution/infinitely many solutions look like on a graph?
o
o Materials:
o -Warm up Problem
o -Notes
o -Activity Worksheet
o -Document Camera
o -Packets with cut up Paper to use as manipulatives.
o
o Students should know:
o Recognize that intersecting lines will have one solution.
o Recognize that parallel lines will have no solution because the two lines do not intersect.
Recognize that coinciding lines will have infinitely many solutions because they are the
same line.
o
o Instructional Procedures:
1. The teacher will spend approximately 5 minutes on the warm-up problem.
2. The teacher will teach a mini lesson of two example problems and two practice problems
to refresh student memory. (Approximately 15-20 minutes)
3. Group students into pairs. Assign the pairs according to students sitting near them.
4. Pass out the activity handouts and the manipulatives folders. This is a high cognitive
demand task that should require students to think critically.
a. Explain the directions. Students must use the manipulatives to answer the
questions.
b. Students should work in pairs. Allow students time to explore the process and
come up with their own ways of learning the material. Approximately every ten
minutes, allow students to move on to the next problem.
c. These will be taken up at the end of class.
o
o Questions to Ask for Manipulative Assignment:
o How can we use the manipulatives?
o How does the strawberry patch relate to our learning?
o Who would like to share their ideas with the class?
o When trying to find out when two equations are equal, what needs to be set up?
o
o Name:___________________________ Period: ________
Date:___________
o
o Substitution Activity
o Sarah went to a strawberry picking patch. When she got there, she saw that
there were two entrances, each for a different patch. Answer the following
questions using the signs Sarah read below. The number next to the questions
is the point worth.
o
Pipers Picking Patch! Fernandos Fantastic Farm
o
\$3.00 for a basket and \$1.00 \$2.00 per pound of strawberries
o
o for every pound of plus \$1 for a basket
o strawberries!
o
1. Create two linear equations from the signs above. Make sure that you label your x
variable and y variable for each equation. Draw a visual representation of the
equations. (3)
o
o
o
o
o
o
2. Sarah wants to buy 4 pounds of strawberries. How much will it cost her at each
patch? (2)
o
o
o
o
o
o
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3. How many pounds of strawberries will Sarah buy to spend the same amount of
money at both patches? You may solve it mathematically, but also draw a visual