Lesson Plan Template

Subject
College Algebra
Standards:

Content Objectives:

Assessment Plan:
(Formative and/or
Summative)

Topic & Concept(s)

Grade:
Solving Systems of Equations
The Method of Graphing
10-12
The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two
variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more
equations and/or inequalities form a system. A solution for such a system must satisfy every equation and
inequality in the system. An equation can often be solved by successively deducing from it one or more
simpler equations. For example, one can add the same constant to both sides without changing the solutions,
but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking
ahead for productive manipulations and anticipating the nature and number of solutions.
Demonstrate understanding of word relationships and nuances in word meanings.
TSWBAT solve systems of inequalities with Language
The students will be able to describe verbally
Objectives:
multiple variables with any method and
and via the work done that they understand the
graph them with 80% accuracy.
substitution steps and processes to solving and
graphing multiple variable inequalities.
Formative/formal: The students will be given a 5 question quiz as soon as they come into class the following
class time. The quiz will give them a test to remember and recall the five step by step processes that go into
solving two variable systems of equations.

Integration of
Literacy:
Reading
Writing
Listening
Speaking
Viewing
Visual
Representation

Materials/
Technology:
Differentiation:

Vocabulary Inequality- a formula to an function that uses a

Reading: The students will have come to
class reading the lead up to chapter six
greater (than) or less (than) sign instead of an
section one material.
equals sign to represent the material.
Writing: the students will have pre-filled out
Solution set- the answers that satisfy the
notes that will have spaces to fill in the steps
qualities of the inequality.
to solving the systems of equations, there
will also be space provided for students to
work through problems with the teacher on
the board.
Listening: Throughout the class period the
students will be listening to the lecture and
class discussion.
Speaking: The students will be asked to
participate in class discussion and verbalize
the steps to solve the systems.
Viewing: The students will view how to
solve the systems as the teacher demonstrates
the processes.
Visual Representation: The students will
have notes that they can turn to when they
get stuck on an assignment as a visual
representation of the correct step by step way
to solve the equations.
Overhead projector, white board, dry erase markers, notes page, college algebra textbook

The students will have a preprinted out copy of the notes, this will allow for students one to stay on task and
have a simple layout to keep up with but will also challenge students two with the content.

Introduction:

Today we will be working once again systems but today we will be shifting gears and working with systems
of inequalities instead of systems of equations.

Anticipatory Set:
(Background
knowledge)

The students will have experience with graphing equations from their algebra two classes and students will
have worked with solving and understanding the graphs content.

Lesson Procedure (The following three categories occur simultaneously)

Instruction

Modeling

Checking for Understanding

1. The graph of the inequality is represented when

sketching the graph of an inequality in two variables
there are two rules.

1.The graph of an inequalitity

1. Replace the inequality sign by an equal sign
and sketch the graph of the resulting
equation. (using a dashed line for >,< and a
solid line for or .)
2. Test one point in each of the regions formed
by the graph in step 1. If the point satisfies
the inequality, shade the entire region to
denote that every point in the region satisfies
the inequality.

1. What is the main objective of this method of solving

systems?
What type of line is used when it is dashed? Solid?

2. Now we are going to work through some problems

together demonstrating the graphs of inequalities.

2. work through
x-y<2

2. Who can explain to me the reasoning behind what

we just did?
Where does the shading go? Why?
Are there infinite solutions to these graphs?

y2x^2+4x-1
x-2 y6
x5
y4

3. students will now work through a real world

application to this section. Students will be taking a
virtual trip to the mall each student will draw from a
hat the amount of money that they have to spend and
the cost of the items that they want to buy. They will
then create a system of equations, graph it and

3. Do an example with the class.

3. have select students explain their findings to the

class.

explain in a short paragraph the steps to solving, how

they set up the equations and what is the final answer.

Guided Practice

The students and the teacher will work through the notes and practice problems together before they are released to work on the independent practice
problems.

Independent
Practice:

The students will start working through the homework in class if time is available. The homework for Chapter 6 section 5 is found on pages 500-501
and will work through 1-15 odd, 19, 25, 29, 33, 37, 41, 51 There will be time allotted at the start of the next class period for questions.

Closure:

Today we worked through some real life applications to how we use systems of linear equations in our own life every day. We will be having a unit test
next class period I will be open for any questions that you have when we come into class but be prepared for the test.

Self Reflection:

How did the students respond to the lesson?

Was the lesson challenging enough?
Were the students engaged?
What could I have done differently?
The students seemed to be interested and engaged in the activity, they were confused at the start of the activity
because there was not enough instruction so next time I do this I should work through a problem on the board so
the students can see what I am looking for. I wanted to challenge the students to see how they responded for the
most part the students took the challenge quite well and tackled the assignment how I was hoping that they would
and the other students needed only some pointing in the right direction to understand what I was looking for and
they went on very well with the activity. The students were very engaged especially for a classroom where this is
the first time that I saw group work done. The students were smiling and enjoying working through the problems
and I felt as though the student quite enjoyed the opportunity to write their own test problem. It gave the students
an inside look to what a teacher does but more importantly it allowed for me to see how much the students
understood the concept of the problem. Next time I do this I would either allot more time or maybe cut out one
problem and have the students only work through two problems on their own and either do a third in a group or
chose one of the ones that have already been completed to discuss the problem. Also when it comes to groups I
should probably assign the groups instead of the random way that the groups were assembled inside class. Over
all I thought that the students enjoyed the activity and that they were engaged and comprehended the material in

the way that I was looking for.