Gabrielle Corwin

Lesson Plan
Title: Solving Systems Algebraically
Subject: Mathematics/Algebra 2
Grade Level: 10
th
Time Allotted: 60 minutes
Materials Required: Whiteboard, worksheets, tokens
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Common Core State Standard:
A-REI-6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
Content Objective(s):
a) Students will be able to approximate solutions of linear equations using graphs.
b) Students will be able to solve systems of linear equations exactly using the substitution
method.
c) Students will be able to solve systems of linear equations using the elimination method.
d) Students will be able to solve word problems using these methods.
Purpose: The purpose of this lesson is to have students obtain an understanding of how to solve
systems of equations algebraically and for them to be able to apply this skill in the future.
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Instructional Procedure:
1. Anticipatory Set:
a) Have the projector on with all different pets that students in the class have.
b) Once students are in their seats I will say As you can see, our board is covered in
animals. I want everyone who has or has ever had a pet at home to raise their hand.
(Students will raise hands.) Good. Well then a lot of you know how much pets can eat.
Which for those of you who dont, is a lot. Well, my friend Amanda works at a shelter
and she has to feed a lot of animals
c) Lead into problem: Amanda is responsible for buying a week's supply of food and
medication for the dogs and cats at a local shelter. The food and medication for each dog
costs twice as much as those supplies for a cat. She needs to feed 164 cats and 24 dogs.
Her budget is $4240. How much can Amanda spend on each dog for food and
medication?
d) I will ask students if anyone thinks they know how to solve this problem. After going
through ideas I will say By the end of class today you will know how to figure this out
by learning how to solve systems of equations.
2. State Purpose and Objective of Lesson:
a) In class today you will learn to solve systems algebraically using graphs, elimination, and
substitution.
b) This is a skill that many adults use in their everyday lives. This skill is usually applied
when dealing with money.
Instructional Input:
3. Building Background:
a) In previous lessons we have talked about linear equations; what they mean, what we use
them for, and what their graphs and tables will look like. Today the teacher will be using
linear equations in a new applicable way!
4. Modeling
a) Show students how to approximately solve systems of linear equations using graphs.
i. There will be 2 equations put on the board and graphed. (2x + 3y = 2 and x + 7y =
12) The intersection of these two graphs is where the lines intersect. We will
estimate the solution by looking at the graph. We will confirm the answer in the
next step. (Substitution method)
b) Show students step-by-step how to use the substitution method
i. Solve for one of the variables and then substitute the expression for that variable
into the other equation. (Using other examples then using 2x + 3y = 2 and x + 7y
= 12 to check if we were right in estimation.)
ii. Check for understanding by going through an example and asking questions.
(Informal Formative Assessment)
iii. Go through a real world problem like Health Club Membership Fees. (monthly
charge and initiation fees)
c) Show students step-by-step how to solve systems using elimination
i. Go through an example that already has the additive inverses to eliminate a
variable.
ii. Show the steps for a system that does not have the additive inverse already in the
problem. They use multiplication and explain why they can use multiplication
through the entire equation.
5. Guided Practice:
a) Check understanding for substitution by having students doing the even numbers under
substitution on the worksheet.
b) Have students work in small groups to do the real world connection problem using
substitution.
c) Check understanding for elimination by having students work through the odd numbers
under elimination on the work sheet.
d) Do the problem from anticipatory set as a class. Have students do as much as possible
and help them through as they go.
e) Split the class into 2 teams and have them do a solving systems competition on the board.
i. Have them line up in their teams.
ii. The first student in line turns around so they cannot see what is being written on
the board.
iii. When I say Go! the student turns and solves the system of equations as quickly
as possible.
iv. They can use substitution or elimination or graphing to solve.
v. The first team with the correct answer gets the point.
6. Wrap-Up:
a) Orally review the lesson in a few clear sentences. Ask questions. Any questions?
b) Restate the objectives.
c) Have students rate completion of the objectives with thumbs-up/thumbs-down method.
d) Ticket-out-the-Door (Formal Formative Assessment): I will pass out a worksheet with 3
questions. One will be for graphing, one for substitution, and one for elimination.
7. Independent Practice:
a) Students will work independently on the non-word problems on the worksheets attached.
b) Students will also be asked to talk to parents/guardians/relatives/adults they know about
using algebra to solve problems like the ones in class. (They will share next class period!)
8. Differentiation Consideration:
a) If students struggle:
i. Receive one-on-one instruction from me.
ii. Have help from fellow classmates.
iii. Be given more time to finish assignment.
b) If students finish early:
i. Do the rest of the problems on the worksheet.
ii. Help struggling classmates.
iii. Try to write equations for Amandas food costs problem from beginning of class.
9. Assessment:
a) Throughout the lesson the teacher will be monitoring student work to see if students have
learned the objectives. (problems assigned throughout class)
b) Student homework will help to determine if the student has achieved objectives.
c) A formal summative assessment will be given the next class period on solving systems of
equations using graphing, elimination, and substitution.
Summative Assessment Instructions:
Go over rules and procedures with students.
Read directions on test aloud.
Ask for questions.
Begin assessment.
















Substitution
Solve the following system by substitution.
2x 3y = 2
4x + y = 24


3y - 2x = 11
y + 2x = 9


5x + y = 13
3x = 15 - 3y


Two small pitchers and one large pitcher can hold 8 cups of water. One large pitcher minus one
small pitcher constitutes 2 cups of water. How many cups of water can each pitcher hold?
Solution: 2x + y = 8 and y - x = 2 are the equations. (x, y) = (2, 4)

Amanda is responsible for buying a week's supply of food and medication for the dogs and cats
at a local shelter. The food and medication for each dog costs twice as much as those supplies
for a cat. She needs to feed 164 cats and 24 dogs. Her budget is $4240. How much can
Amanda spend on each dog for food and medication?
Solution: c = cost per cat and d= cost per dog
Equations: 164c + 24d = 4240 and 2d = c
Amanda can spend $20 on each cat and $40 on each dog.




The solution is (x, y) = (5, 4).
The solution is (x, y) = (2, 5).
The solution is (x, y) = (2, 3).


Solutions:
1. (2,1)
2. (4,3)
3. (1,2)
4. (-4,3)
5. (3,-2)
6. (3,2)






Solutions:
1. (6, -6)
2. (7, -1)
3. (10, -1)
4. (-1, -1)
5. (-1, 3)
6. (-1, -8)

A coffee shop is having a sale on prepackaged coffee and tea. Yesterday they sold 39 packages
of coffee and 14 packages of tea, for which customers paid a total of $332. The day before, 39
packages of coffee and 24 packages of tea was sold, which brought in a total of $402. How much
does each package cost?
Solution: The two Equations: 39c + 14t = 332 and 39c + 24t = 402
You make one of the entire equations negative and solve from there.
(c, t) = (6, 7)


























If the lines cross at a shallow angle it
can be just about impossible to tell
where the lines cross. (above) Make
an estimation!
If the intersection point isn't a neat
pair of whole numbers, you cannot
tell exactly where they meet. (above)
Estimate!!