General Instructional Lesson Plan Format

1. Target Grade Level: Tenth grade math

2. Pennsylvania Content Standards
Algebra and Functions:
8.H : Graph and linear function from a rule or table
11. J: Demonstrate the connections between algebraic equations and inequalities and the
geometry of relations on the coordinate plane

3. Instructional Objectives
The student will be able to solve systems of two linear equations by graphing.
The student will be able to determine the number of solutions of a system of two linear
equations.
4. Description of Introductory Activity (Anticipatory Set) and Discussion
Graph on one coordinate plane:
y = 2x -1
y = -(1/2)x + 3

What do you notice? What do you think is happening? Can you make any guesses of
what the point means, and can you test your theory?
Try again for this one:
y=x–1
y = -x + 3
Did you’re guesses hold true in this problem?

5. Materials Needed
Packets
Binders
Pencils
Graphing Calculators
Graphing paper
6. Description of Learning Activities

So in our opening exercise, did any one find anything interesting?

- Hoping for a response from a student along the lines that the point of intersection is a
solution for both equations. If no one thought of this or discovered this, asking more questions
like, did anyone test the intersection point? What do you guys think the importance of the
intersection point being a solution for both lines means?

After this discussion, I will go into the intro to systems and the graphing method:
A System of equations is a collection of two or more linear equations with a same set of
unknowns. In solving a system of equations, we try to find values for each of the unknowns that
will satisfy every equation in the system. There are two types of systems of equations. We will
be studying only linear equations in our unit, but as you move through your mathematical careers
you could encounter non-linear equation systems.

We will be practicing many methods, and our first is the most visual. You all have tried your
hand at it already. What do you think our first process is?
- Hoping for responses like “graph both lines and find the intersection point.”
That’s great. We can do that by hand or with the use of Graphing Calculators. We practiced
graphing by hand today, lets review with our graphing calculators. Please get out your
calculators.

Graphing Calculators:
• Form used for graphing calculators is slope-intercept form (y = mx + b)
• Use your trace function to find the point of intersection. Does anyone else know how to
find the intersection point? (use 2nd calc intersection in the graphing mode).

Re-try Example:
y=x–1
y = -x + 3

Where do the two lines intersect?

(2, 1)
So what do we think our x value is? What about our y?

Try graphing by hand, then check with graphing calculator:

y = 2x – 1
y = -3x + 4

Where do the lines intersect?

x=1
y=1

Now Try:
y = 2x + 4
y = 2x – 3
What is wrong/different with these lines?

Parallel lines never intersect.

Therefore, NO SOLUTION.

Now Try:
y = 3x + 2
-6x + 2y = 4
How about these… any observations about these lines?
Both equations have the same line.
One line, INFINITE Solutions.

So lets sum up… What could we do to summarize our findings?

Same Slope Same Y-intercept # of Solutions
Yes No No Solution
No 1 Solution
Yes Yes Infinite Solutions

Try using our findings to determine the number of Solutions. Take some time to think through
this, then we’re going to pair up with our partners to discuss what we’ve found:
1
1) y = − x + 3 2) 2x – y = 4 3) y = 7
2
x + 2y = 5 2y = 4x – 3 y = 3x + 1
No solutions 1 solution 1 solution

7. Discussion Questions
So in our opening exercise, did any one find anything interesting?
Does anyone else know how to find the intersection point in a graphing calculator?
What is wrong/different with these lines?
What could we do to summarize our findings?
8. Lesson modifications for diverse learners
Guided help with calculators.
Less, more focused homework assignment.
9. Lesson Closure
So what have we learned?
- Graphing two lines and finding the intersection finds a solution that works for both
equations
- We can use graphing calculators to check our work and also find our solutions.
- We can predict how many solutions we’d have by looking at the original equations.
10. Formative Assessment
Monitoring progress and class discussion
 Think Pair Share time
Classwork
Homework
11. Summative Assessment
Going over homework from this lesson the following class and continued practice
problems.
Eventually we will be comparing this method to the other methods, substitution and
elimination methods. This will deepen their understanding by comparing and contrasting
these methods.
11. Extension activities
There will be a future lesson on comparing the methods as well as an upcoming
performance task.