Friendship Academy of Engineering & Technology Subject: Algebra 1 Date:

#339 Lesson 20
Grade/Level: 9
Lesson Plan Teacher: Holly
Assessment Focus: (Key Idea) Unit: Relationships Between Quantities and
Reasoning with Equations and Their Graphs
A.REI.D.10 Understand that the graph of an equation Topic C: Solving Equations & Inequalities
in two variables is the set of all its solutions plotted in
the coordinate plane, often forming a curve (which Lesson Title: Solution Sets to Equations with Two Variables
could be a line). Objectives:
I will be able to recognize and identify solutions to two-
variable equations that were represented graphically or by a
situation depicted by a word problem. I will know that the
graph of a line expressed by ax + by =c is a visual solution
of the equation ax + by = c.
A.REI.D.10

**GOALS**
1. Instead of just solving equations, they formalize
descriptions of what they learned before (variable,
solution sets, etc.) and are able to explain, justify,
and evaluate their reasoning as they strategize
methods for solving linear and nonlinear equations.
2. Students take their experience solving systems of
linear equations further as they prove the validity of
the addition method, learn a formal definition for the
graph of an equation and use it to explain the
reasoning of solving systems graphically, and
represent the solution to systems of linear
inequalities graphically

Materials/Resources Needed: Lesson Summary

Computer with projection device In Lesson 19, students learn to use these same skills as they
Differentiated Tasks rearrange formulas to define one quantity in terms of
HOT box another. Finally, in Lessons 2024, students apply all of
SAS these new skills and understandings as they work through
PowerPoint solving equations and inequalities with two variables
SAB including systems of such equations and inequalities.
Whiteboards
Markers
Homework
Graded Exit Tickets
Guided notes
Attachments

Related Standards: Standards for Mathematical Practice

6.EE.A.3, SFMP 2: In Exercise 3, the graph should be a solid line that extends to the
boundaries of the coordinate plane, but in Exercise 4, the graph should be
6.EE.A.4 discrete and only contain whole number values in the ordered pairs.
7.EE.A.1 SFMP 3: Construct viable arguments and critique the reasoning of others.
8.EE.A.1 Students reason about solving equations using if-then moves based on
equivalent expressions and properties of equality and inequality. They analyze
6.EE.B.5 when an if-then move is not reversible.
6.EE.B.7,
7.EE.B.4
8.EE.C.7 SFMP 6: Attend to precision. Students formalize descriptions of what they
learned before (variables, solution sets, numerical expressions, algebraic
8.EE.C.8 expressions, etc.) as they build equivalent expressions and solve equations.
Students analyze solution sets of equations to determine processes (e.g.,
squaring both sides of an equation) that might lead to a solution set that differs
from that of the original equation.
SFMP 7: Look for and make use of structure. Students reason with and about
collections of equivalent expressions to see how all the expressions in the
collection are linked together through the properties of operations. They discern
patterns in sequences of solving equation problems that reveal structures in the
equations themselves: 2(2 ,10 = 4 + 3) + 4 = 10, 2(3 4) + 4 = 10,
etc.
SFMP 8: Look for and express regularity in repeated reasoning. After solving
many linear equations in one variable (e.g., 38= 5 + 17), students look
for general methods for solving a generic linear equation in one variable by
replacing the numbers with letters. They have opportunities to pay close
attention to calculations involving the properties of operations, properties of
equality, and properties of inequality as they find equivalent expressions and
solve equations, noting common ways to solve different types of equations.
Prerequisite Skills Needed: Language Support:
All students should become proficient in using the core
To be successful with materials in this topic, vocabulary
students should understand the following Graph of an Equation in Two Variables (The set of all points in the
concepts: coordinate plane that are solutions to an equation in two variables is
8.EE.C.7 called the graph of the equation.)
8.EE.C.8 Solution (A solution to an equation with one variable is a number in the
domain of the variable that, when substituted for all instances of the
variable in both expressions, makes the equation a true number
sentence.
Solution Set (The set of solutions of an equation is called its solution
set.)
Variable Symbol (A variable symbol is a symbol that is a placeholder
for a number. It is possible that a question may restrict the type of
number that a placeholder might permit, maybe integers only or a
positive real number, for instance.)
Familiar Terms and Symbols include Equation, Formula , Identity ,
Inequality , Linear Function , Properties of Equality , Properties of
Inequality , Solve , System of Equations , Term.
Assessment Tool(s):
Questioning
Turn-and-talks
Exit ticket
Classwork assignment
Think-pair-share

Model of
Procedures/Instructional Activities: Mathematics
Instruction
Exploration Students will stand outside of the door and be walked into the classroom. They Review
: will sit in their assigned seats.
Automaticity
7 mins. Teacher has power point lesson displayed and lesson classwork printed and
available on table for student pick-up.
Students enter classroom and :
Pick up classroom participation sheet, classwork and table bin
Use hole puncher, stapler, pencil sharpener
Deposit homework assignment in bin
Begin working on the automaticity and review work found on the ppt.
 Drill assignment is posted on the front board. (Attached).

Drill assignment is silent and students will complete individually.

Follow along in PPT Presentation.

Engagement: Students are reminded of the classroom norms where participation and
engagement are the expectations. Automaticity
8-10 mins.

Students will begin to go over classroom norms and review classroom polices
& procedures. (Again repetition) Review

Ongoing
Automaticity: Students will get into their chosen groups for this week to learning &
compete for the weekly winner of multiplication wars. practice

Preview objective and outline goals for todays lesson.

Review last nights homework. Ask students if there were any

problems that they struggled with and be prepared to collect all
materials. Students check their own homework after I checked it for
completeness. The items that students thought were particularly
difficult, will be reviewed at this time.

Ongoing Reteach/Small Groups/ Cooperative Groups/Differentiation Ongoing

Learning and learning &
Practice practice
10-15 mins.

Ongoing practice for students on how to solve one-variable equations. This is

not based on iReady but on previous formative assessments.

Explanation: Opening the lesson

Teaching
Open the lesson with the following: new concepts
20-25 mins.
When working with equations that contain more than one variable, there is
often more than one solution. Solutions can be represented using ordered pairs Ongoing
learning &
when the equation contains two variables. All of the solutions to an equation practice
are called the solution set.
What do we know about the graph of equations of the form ax+by=c?
We know from Grade 8, the graph of ax+by=c is a line.

Exploration to we do
 Point out the two-variable equation in Exercise 1 and the possible solutions represented as
ordered pairs. Working independently, students use their prior knowledge to verify which
ordered pairs are solutions to an equation. Ask students to compare their solutions with a
partner. Briefly share answers, and give students a chance to revise their work or add to their
written responses to part (b).

Students should work in groups on Exercise 2 part (a) only. After about four minutes, have
each group share their solutions and their solution strategies with the entire class. Highlight
the different approaches to finding solutions. Most groups will likely start by picking a value
for either x or y and then deciding what the other variable should equal to make the number
sentence true. Value groups that began to organize their solutions in a meaningful way, such
as by increasing x-values. Groups may even organize their solutions in a graph.
Extension: Practice (We Do) Guided Practice (T2, T3, T5). Ongoing
Learning &
30-35 mins. Practice

Assessment

These exercises ask students to create a linear equation in two variables that represents a
situation. The equations in Exercises 3 and 4 are the same, but the domain of each
variable is different due to the context. Require students to attend to precision in
depicting answers that reflect the domain given the context. Are they using let
statements to name each variable? Are they getting correct solutions to the equations?
Notice whether or not they are using some of the strategies developed in the exercise to
find their solutions. In Exercise 3, the graph should be a solid line that extends to the
boundaries of the coordinate plane, but in Exercise 4, the graph should be discrete and
only contain whole number values in the ordered pairs.

Scaffolding:
Teach a method for getting
solutions by selecting values
for x and substituting them
into the equation to find y.
Have students organize the
ordered pairs in a table.
 Further questions (Essential Questions)

Solutions to two-variable equations

How can we use it in everyday life? Be able to read a problem and create an
equation that relates to the situation.

How will it be measured? Students recognize and identify solutions to an

equation ax + by = c.

For early finishers.

Think Through Math Intervention (Remediation 4)

Suggested assignment
Block 4 Student Activity Sheet, questions 7a-f, 8a-c, and 9a-b
Guided practice, pages 6-7

Evaluation/Su Share and Summarize

mmary: Assessments

Review

Finally, students work on their Exit Ticket to end the lesson.

Students will complete todays exit ticket. All exit tickets are placed in the
hanging folders on the closet door. Students select which category they feel
they belong.
 Homework:

Students will place calculators, pencils, manipulatives, and all other materials
back in their table cattys, pack up their belongings and clean up any trash
around their seats and wait to be dismissed.
Reflections/Accommodations:
See attached IEP/504 Matrix

Students self-select column in automaticity.

Scaffolded with table addition.

Scaffolding:
Circulate to make sure students are substituting the first coordinate for and the second one for y.

Create a class graph using a sheet of poster paper, and give each student a sticky dot. Have them write the solution on the
sticky dot and post theirs on the class graph. They can correct errors when their solution is not on the line.