Writing & Solving Simultaneous Linear Equations

CONTENT STANDARDS: 8.EE.8c - Solve real-world and mathematical problems leading to two linear equations in two variables. ESSENTIAL QUESTIONS: How can we use linear equations to solve a problem with two unknown variables? How can linear equations be solved simultaneously? STANDARDS FOR MATHEMATICAL PRACTICE: MP1, MP4, MP5, MP7, MP8

N. Spinosa
APPROXIMATE TIME: 120 - 180 minutes

MATERIALS: Word problems (varying levels of difficulty) cut into strips Two cups Grid chart paper, for graphing

SKILLS DEVELOPED: Students will be able to: Identify two unknown variables in a word problem. Identify operations signified in a word problem. Write two linear equations using the unknown variables identified. Solve a system of equations using the graphing method. Solve a system of equations using the substitution method. PRIOR KNOWLEDGE: Students will have an understanding of slope-intercept form and graphing linear equations using slope and y-intercept. Students will have an understanding of the substitution method (or another algebraic method for solving simultaneous linear equations). Advanced Level: Upper level students will have a strong understanding of solving a linear equation in terms of another variable in order to write any given equation in slope-intercept form.

SET-UP/INTRODUCTION 10 minutes Writing equations review: Choose 1 of the statements below. Write an equation using the unknown variables identified. Jenn wants to rent a car while on vacation. Since she is unfamiliar with this new place, she will definitely rent a GPS with the car. Convertibles-R-Us: $25 per day plus $10 for the GPS rental Veronicas Vehicles: $10 per day subtracted from the total cost of rental will result in a $40 charge for GPS rental Hint: Underline any keywords you notice. What operations will be used to write the equation? Make a chart or graph if you need help getting started. The above will be displayed on the board. Students should be given several minutes to formulate their equations. Differentiation: The two word problems are on different levels. The first word problem, when written as an equation, will result in an equation

Writing & Solving Simultaneous Linear Equations

N. Spinosa

already in slope-intercept form. The second, more difficult, problem will result in an equation in standard form. The variables are given to help lower level students get started. The hint is also given to give students a start as well. Students should be prompted to write down the hint and any ideas this may give them in getting started.

Writing & Solving Simultaneous Linear Equations

LEARNING ACTIVITIES 90 minutes Objective 1: Writing and solving simultaneous linear equations.

N. Spinosa

After the students have worked on the do now activity above, review each word problem as a class. Ask: What is given in the problem? What am I trying to find out? As students answer, write ideas on the board to demonstrate how to brainstorm through the thought process. If students are still having trouble, ask: How much is 1 day of car rental? How much is 2 days? Will I have to rent the GPS again for my second day? Make a chart based on these questions so students may begin to formulate their responses. After an equation has been written for each problem, draw lines on a graph using the slope and y-intercept of each equation. Note: The second word problem will require some algebra to rewrite the equation in slope-intercept form. Discuss what is meant by the point of intersection. Ask, If you were going to rent the car for only 1 day, which rental place would be cheaper? and, If you were going to rent the car for a week, which rental place would be cheaper? Compare/discuss as a class to guide students in understanding what is shown by the graph. Next, review/demonstrate how to solve the equations using the substitution method. Objective 2: To practice writing simultaneous linear equations. A worksheet will be given with various word problems. Students will work together in pairs to solve at least two of the word problems given. Students should choose the problems that they feel most comfortable with. Remind students to use the do now as an example to model off of. Circle the room while students are working to answer questions and ensure that students are choosing appropriate problems. Guide students in choosing problems on their level. If a pair has chosen a problem too difficult for their level, say, Why not try #1 or 2 instead first? Then we can try this problem out later. If a pair completes two problems very quickly, prompt them to try a more challenging set. Objective 3: To practice solving simultaneous linear equations graphically and algebraically. Cup of Problems Now that students have practiced writing simultaneous linear equations, each pair will choose a new problem out of a cup. Cup A will have the lower level problems from the worksheet and Cup B will hold the more challenging problems. While walking around with the cups, choose which cup the pair of students will choose from based on their ability level. Once students have chosen their problem, they should work on the problem in their notebooks. After they have worked out this problem in their notebooks, they will be given a piece of grid chart paper. Students will write their problem on their chart paper and draw a graph to solve it. Next, students will solve the problem algebraically as well. Objective 4: To write/present an explanation to the problem solved. Pairs can present the problems they solved to the class, explaining the unknown variables and their findings. If time is limited, students can complete a journal entry on their problem instead of presenting. Differentiation: Lower level students will choose from Cup A while advanced students will choose from Cup B. If students are on grade-level, they can start with a problem from Cup A and move to a problem from Cup B if the problem is too simple and they solve the problem quickly.

Writing & Solving Simultaneous Linear Equations

CLOSURE/REFLECTION Ask: What did you find challenging/fun about writing these equations? What can be done to help if you are stuck on a problem? ASSESSMENT Students can be assessed on their presentation of the problems or their journal entries written.

N. Spinosa

Students can also complete an additional problem from the worksheet for homework, including a journal entry to answer the following questions: 1. Explain the point of intersection within the context of the problem. 2. Pick an additional point on the graph. Describe this point in the context of the problem.