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STRUCTURED CURRICULUM LESSON PLAN

Day: 037

Subject: Advanced Algebra

Grade Level: 11

Correlations (SG,CAS,CFS): 6A1


TAP:
Analyze and interpret data presented in charts,
graphs, tables and other displays

ISAT:
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs

Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrices to Store and Represent Data and Adding or Subtracting Matrices
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Give the following definitions:
Matrix: A rectangular arrangement of elements in rows and columns enclosed by
brackets.
1 4 3 2
Example: M =
3 2 0 5

LM
N

OP
Q

Matrix notation: An entry is named as mab, where a = row number and b = column
number
In the example above, m13= 3; m24=5
Dimension: the number of rows x the number of columns gives the dimension of a
matrix. The dimension of the matrix M above is 2 x 4.
Have students place elements in their proper position, then have them enter the following
matrices into their calculators:

134

LM3 2 1 0OP
A = M6 2 4 1 P
NM0 3 2 1PQ

LM7 3 2 1 OP
B = M4 0 3 2 P
NM1 7 3 0PQ

To enter a matrix into the graphing calculator:


1. press MATRX
2. use the right arrow to EDIT, then ENTER
3. enter number of rows, ENTER
4. enter number of columns, ENTER
5. enter each element, going across. After each element, press ENTER. If you
make a mistake, scroll to the location you want to change.
To perform operations on matrices, press MATRX, leave NAMES highlighted and scroll down
to the matrix you want to use; press ENTER.
Students will find:

A + B; B A; A A (call this C); C + B; 1 x B

Students will report findings to the whole class.


Integration with Core Subject(s)
LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment: In a recent survey, 90% of high school students were opposed to a systemwide
Slice Girls concert suggested by elementary school students.
1. Work with a partner to conduct a survey in your school regarding the questions below.
A. Should the Slice Girls concert occur?
B. Should high school students be mandated to attend?
C. Should elementary school students be mandated to attend?
D. What percent have no opinion?
Use the following matrix to report your data in percentage form.
Question
A
B
C
D

Yes

No

135

Indifferent

Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology:
Assessment
Have students answer the following questions:
a.
b.
c.
d.

What must be true about the dimensions of two matrices that are equal?
Given matrices A, B, and A + B, why must they have the same dimension?
What is the relationship between matrices A and 1A?
What is a good name for matrix C?
Homework

Assign appropriate problems from your text.


Teacher Notes
Solutions to Assessment:
a.
b.
c.
d.

They must have the same number of rows and columns.


The entries from the first matrix should correspond to the entries from the second matrix.
Matrix -1 x A is the opposite of matrix A.
Zero matrix

Solutions to in-class assignment:


10 1 1 1
10 2 7 1

A+B=
1 10 1 1

7
C + B = 4
1

3 2 1
0 3 2
7 3 0

4 5
B A = 2 2
1 4

3 1
1 3
5
1

7 3 2 1
4 0 3 2

-1 x B
1 7 3 0

136

0
A A = 0
0

0
0
0

0 0
0 0
0 0

STRUCTURED CURRICULUM LESSON PLAN


Day: 038 - 039

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 6A1


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Performing Matrix Multiplication
Materials
Classroom set of graphing calculators
Overhead graphing calculators
Classroom set of graphing calculators
Overhead projector
Educational Strategies/Instructional Procedures
Explain to students: To multiply two matrices Amxn and Bpxq, n must equal p (the inner
dimensions). The resulting matrix AB will have dimension m x q (the outer dimensions). If n
p, the two matrices cannot be multiplied.
0
3 2
0 1
3
Example 1: A =
B=
4 3 3 2
2
1

LM
N

LM
MM
MN

OP
Q

137

OP
PP
PQ

dim[A] = 2x4, dim[B] = 4x1, so these two matrices can be multiplied (since 4=4), and the
resulting matrix will have dimension 2x1.
Take row 1 of A and column 1 of B, multiply successive elements, add these products, and the
result is the corresponding element in the product matrix. Using the example above:
5
30 + 23 + 02 + 11 = 5; 40 +03 + 32 + -21 = 4. So the product matrix is
4

LM OP
NQ

Give students several matrices of different dimensions and ask if they can be multiplied.
Example 2:
6
a.
0
Solutions:

3
4

8 6
5 2

6
3
b.
2

a. yes

9
4
8

2
1

7
4

4 9 8 3
c.
3 0 2
6

b. yes

1 4
8 2

c. no

Have students form small groups; use the graphing calculator to determine whether the
associative, commutative, or distributive properties hold for matrix multiplication.
4 1
2 1
1 3
Report findings to class. Use the matrices: A =
B=
C=

6 0
3 6
0 2
a. A*B = B * A
b . A(B*C) = (A * B ) * C
c . A(B+C) = AB + AC
Example 3:
Jane and Andrew enjoy shopping for music on a monthly basis. They each purchase the
following items.

Jane
Andrew

CDs
10
8

Tapes
6
2

LPs
1
3

If CDs cost $15, tapes cost $8, and LPs cost $10, use matrices to find the total cost that Jane and
Andrew each spent on music.

138

Solution:

10
8

6
2

15
1 208
8 =
3 .166
10
Integration with Core Subject(s)

LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment: Use graph paper to draw squares with areas of 2, 5, and 10 units.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Have students review how their calculator can perform various operations with
matrices.
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
This is a two-day lesson. The second day (Day 39) should be used to review homework, for
remediation exercises, or for extra practice, as necessary.
Solutions to in-class assignment:
a. A*B = B *A (not true)
5 2 14 2
12 6 = 48 3


c. A(B+C) = AB + AC (not true)
1 12
invalid dimensions =

6 24

b.

139

A(B*C) = (A *B) * C (true)


5 19 5 19
12 24 = 12 24

STRUCTURED CURRICULUM LESSON PLAN


Day: 040

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Identifying Systems of Two Linear Equations
Materials
Handout 4.3
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Students will: Form groups of 2.
Complete Handout 4.3 (exploration on intersections of lines).
Report findings to the class.
Present the following definitions:
Consistent system: lines intersect in one or more points
Independent system: lines intersect in one unique point (one solution)
Dependent system: lines intersect in an infinite number of points (the lines coincide; infinitely
many solutions)
Inconsistent system: lines do not intersect (parallel lines; no solutions)

140

Give examples of systems of equations and graphs of solutions of equations.


Have students match each system with its graph.
a. y = x + 1
y=x

b. y = -2x + 3
y = 3x + 1

c. y = .5x - 2
y = -x + 4

1.

2.

3.

Solutions:

a3

b1

c2

Integration with Core Subject(s)


LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment: Have students discuss how to solve a system of three linear equations in three
variables.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Students will review the various ways their calculator can graph and find the
intersections of linear functions.
Assessment
Describe the three types of systems of linear equations in terms of intersecting lines.
Homework
Assign appropriate problems from your text.

141

Teacher Notes
Solutions to Handout 4.3:

F I
H 8 2K

Type 1:

a. Intersects at (1, 2)

b. Intersects at 5 , 1

c. Intersects at (-7, 1)

Type 2:

a. Always intersect

b. Always intersect

c. Always intersect

Type 3:

a. Parallel

b. Parallel

c. Parallel

142

Handout 4.3
This exploration involves different types of systems of equations and their graphs. For each type,
graph each pair of equations and the same coordinate plane. Then answer the questions.
Type 1:

1.

RSx+ 2y = 5 UV
T3x+ 2y = 7W

RS4x+ 3y = 1UV
T4x y = 3W

2.

3.

RS x 2y = 5UV
T x+ 3y = 4W

Which pairs of lines intersect?


How is each pair of lines alike or different?
Type 2:

1.

RSx+ y = 4 UV
T3x+ 3y = 12W

2.

RSx 2y = 6 UV
T4x+ 8y = 24W

3.

RS4x+ y = 1 UV
T12x 3y = 3W

Which pairs of lines intersect?


How is each pair of lines alike or different?
Type 3:
1.

RSx 3y = 15 UV
Tx 3y = 6 W

2.

RS2 x+ y = 13UV
T4 x+ 2 y = 14W

3.

RSx+ 4 y = 1 UV
Tx 4 y = 2W

Which pairs of lines intersect?


How is each pair of lines alike or different?
Describe the three types of systems of linear equations in terms of intersecting lines.

143

STRUCTURED CURRICULUM LESSON PLAN


Day: 041

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Solving a System of Two Linear Equations Algebraically
Materials
Classroom set of graphing calculators
Educational Strategies/Instructional Procedures
Present the following situational problem: Teacher will tell students: I am thinking of two
numbers whose sum is 30 and whose difference is 10. What are the two numbers? (20, 10) Have
student volunteers make up additional problems like this one for class to solve.
Ask students how to write a pair of equations to represent the problem.
x + y = 30
x y = 10
Ask: What happens if we add the two equations? [The ys eliminate and we get
2x = 40 x = 20.] How can we then find y? [Replace into one of the equations: y = 10.]
This is an example of solving a system of equations using elimination by addition.

144

Example 1:
3x + 2y = 8
2x + y = 5

Example 2:

Example 3:

5x y = 6
y = 5x-6
x +y = 7
2x + 2y =4

.
1. Different slope
2. Same slope and
intercepts
3. Same slope and
different intercepts

3x + 2y = 8
4x 2y = 10
1x = 2
x=2

2(2) + y = 5
4 +y=5
y=1
so, x = 2, y = 1

-y = -5x+6
y = 5x-6
0 =0
2x + 2y =14
2x + 2y = 4
0 10
no solution
Lines intersect
Lines coincide

One solution
Infinite number of
solutions
No solution

Lines parallel

Independent system
Dependent system
Inconsistent system

Cooperative Learning: Separate the class into pairs of students. Assign a system of equations and
have one student of the pair solve the system using the elimination method while the other solves
the system using a graphing calculator and the TRACE feature. Have the pairs compare their
answers and then share them with the class. Have pairs exchange roles and repeat.
Integration with Core Subject(s)
LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment:
Fine Arts:
Home: Parent will sign homework record weekly.
Remediation:
Technology:

145

Assessment
Assign students a system of equations and have them describe the steps for solving them.
Homework
Assign appropriate problems from your text.
Teacher Notes
The cooperative learning activities must be monitored very closely.
Prepare copies of Solving Systems Algebraically.

146

STRUCTURED CURRICULUM LESSON PLAN


Day: 042

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


ISAT:
TAP:
Perform arithmetic operations involving
Solve problems requiring computations with
integers, fractions, decimals and percents,
whole numbers, fractions, decimals, ratios,
explicitly stated or within context
percents, and proportions
Understand number systems
Use mathematical skills to estimate,
Use variables, number sentences, and equations
approximate, and predict outcomes and to
to represent solutions and solve problems
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Solving a System of Two Linear Equations Algebraically
Materials
Copies of Solving Systems Algebraically
Educational Strategies/Instructional Procedures
Substitution is the second algebraic method used to solve a system of equations. One equation is
solved for one variable in terms of the other. This expression for the variable is substituted in the
other equation.
Example 1:

3x + 2y = 9
y=x+2

3x +2(x +2) = 9
3x+2x+4 = 9
5x+4 = 9
5x= 5
x=1

y= x+2
y = 1+2
y=3

147

Example 2:
x = 3y 12

x 3y = -12
2x + 11y = -6
2(3y 12) + 11y = -6
6y 24 +11y = -6
18y 24 = -6
18y = 18
y=1

x3 = -12
x = -9

Have the students complete Solving Systems Algebraically.


Integration with Core Subject(s)
LA:
SC:

Understand explicit, factual information


Understand the meaning of words in context
Understand uses of scientific units and instruments
Apply scientific method to solve problems
Connection(s)

Enrichment: Have the students solve the following systems using substitution.
1. R+S +K =-10
2. 2L + 3M+ N = 36
4S+K=6
5L N = -3
3K = -21
2N = 8
Fine Arts:
Home:
Remediation: Work with students individually on their deficiencies.
Technology: Have students write a program for the graphing calculator to solve a system of two
linear equations.
Assessment
Evaluate Solving Systems Algebraically using the Structured Curriculum Scoring Rubric.
Homework
Assign appropriate problems from your text.

148

Teacher Notes
Emphasize that substitution is used only when one variable can be solved for easily.
Solutions to Solving Systems Algebraically:
1. Independent system - lines intersect
2. Independent system - lines intersect
3. Independent system - lines intersect
4. Dependent system - lines coincide
5.

x=2,

6. x =

y=0

29
7
y=
3
3

29
7
y=
3
3
8. x = 5
y = -7
7. x =

9. x =

16
5

10. x = 1

y=

6
5

y = -1

149

Solving Systems Algebraically


Describe the graph of each system of equations.
1. 2x + 3y = 6
2x 3 y = 1

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

3. 4x 3y = -7
x+ 2y = 1

4. 5x y = 4
-5x + = -4

Solve each system by substitution.


5. 3x + y = 6
-6x 9y = -12

6. x 2y = 5
x + y = 12

Solve each system by elimination.


7. 2x + 3y = 10
3x + 2y = 12

8. 4x + 2y = 6
x + y = -2

Solve each system by any method.


9. 3x + 5y = 26
x 3y = 4

10. 8x 3y = 11
2x+ y = 1

150

STRUCTURED CURRICULUM LESSON PLAN


Day: 043

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
ISAT:
Use variables, number sentences, and equations Identify, analyze, and solve problems using
to represent solutions and solve problems
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Exploring the First Quarter
Instructional Focus/Foci
Reviewing the First Quarter
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Review previous days homework and answer students questions.
Review Units One, Two, and Three using a format from the appendices.
Integration with Core Subject(s)
LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment:
Fine Arts:
Home:
Remediation:

151

Technology:
Assessment
Teacher observation
Homework
Assign appropriate review problems from the first quarter.
Teacher Notes
Prepare copies of the First Quarter Exam.

152

STRUCTURED CURRICULUM LESSON PLAN


Day: 044

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 8D2


ISAT:
TAP:
Perform arithmetic operations involving
Solve problems requiring computations with
integers, fractions, decimals and percents
whole numbers, fractions, decimals, ratios,
explicitly stated or within context
percents, and proportions
Understand number systems
Identify, analyze, and solve problems using
Use variables, number sentences, and equations
equations, inequalities, functions, and their
to represent solutions and solve problems
graphs
Unit Focus/Foci
Exploring the First Quarter
Instructional Focus/Foci
Assessing the First Quarter
Materials
Copies of the First Quarter Exam
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Administer the First Quarter Exam.
Integration with Core Subject(s)
LA:

Understand explicit, factual information


Understand the meaning of words in context
Connection(s)

Enrichment:
Fine Arts:
Home:

153

Remediation:
Technology:
Assessment
Evaluate the First Quarter Exam using the Structured Curriculum Scoring Rubric.
Homework
Review class notes and think of possible Science Fair projects.
Teacher Notes
Evaluate the First Quarter Exam.
Prepare copies of the Science Fair Guidelines.
Solutions to First Quarter Exam:
1. c

2. c

3. c

4. b

5. d

6. b

7. a

8. d

9. c

10. a

11. Inconsistent

12. Axis of symmetry

13. Matrix

13. Parabola

15. Domain

16. Function

17. 1-1

17. Irrational

19. Line of best-fit

20. Negative

154

x+2
3
b. domain: {x|x is all real numbers}
range: {y|y 0

21.
a.

22. a.

(x) =

b. y =

1
x 800
8

c. correlation coefficient is

1
8

23.
a.

24.
f(x) + g(x) =

x2
4

+ 3 x 2 or

b. f(x)*g(x) =

3x 2x
4

f(x)
g(x)

3 x 2
x2
4

a. f(g(x))=

b.
2

x
x + 12 x 8
or
4
4
12 x 8

c. f(x)-g(x)= 3 x 2
d.

x 2 + 12 x 8

x2

25.
a.

b.

c.

155

3 x2
3 x2 8
2 or
4
4

b 3 x 2g
g(f(x)) =
4

2
=

9 x 2 12 x + 4
4

First Quarter Exam


Select the best answer.
1. Find the zero of the function
f(x) = 6x + 5.
6
5
c.
a.
5
6
5
6
b.
d.
6
5

2. Find the slope of the line passing


through (-3, 8) and (-2, 4).
1
c. -4
a.
4
1
b. 4
d.
4

3. Name all values of x that are in the


x
.
Domain of h(x) = 2
x 9
a. {x |x = 3}
c. {x |x 3}
b. {x |x < 3}
d. {x |x > 3}

4. Find the value of


a. -14
b. -10
6. Solve the system

5. Given f(x) = x2 + 5x 4, find f(-3).


a. -28
b. 20

7. If f(x) = 4x + 2 and g(x) =


(f+g)(x).

c. 2
d. -10

1
7
,
3
3
1 7
b. ,
3 3
a.

4x 2 2x + 1
x 1

c.

4x2 4x + 3
x 1

b.

4x2 + 2x 1
x 1

d.

4x2 4x 3
x 1

OP
Q

2
.
3
c. 11
d. 14

2x + y = 3
.
x y = 2
5 11
,
3
3
5 11
d. ,
3 3
c.

8. Find the slope of the line


perpendicular to 3y 5x = -2.

3
, find
x 1

a.

LM 4
N 1

2
3
5
b.
3
a.

9. Find the distance between (2, -1)


and (6, 9).
a. 4 5
c. 2 29
b. 11
d. 8 2

c.

2
5

d.

3
5

10. For which value of k are the points


A(-3, 1), B(0, 2), and C(k, 5) ?
5
a. 9
c.
3
5
b.
d. 21
3

156

Fill in the blank.


11. A system of equations that has infinitely many solutions is identified as _______________.
12. A line that goes through the vertex of a parabola and divides it in half is identified as
_______________________.
13. A ______________ is rectangular array of elements in rows and columns enclosed by
brackets.
14. The graph of a quadratic equation is a _______________________.
15. The set of first coordinates of a relation is called the _______________ of the function.
16. The vertical line test is used to determine if a relation is a __________________.
17. Every function has a ___________________ correspondence.
18. is an example of a ______________________ number.
19. The ______________________ approximates the linear relationship for a set of data.
20. A line that slants downward to the right has ________________ slope.
21. Graph the data below:

College

Students

Faculty

DePaul University

24,800

2,180

Loyola University

18,100

1,600

University of Illinois

36,000

3,700

Northwestern University

12,000

700

University of Chicago

23,900

1,450

a. Find the equation for the line of best-fit.


b. What correlation best describes the data?
c. What is the correlation coefficient?

157

For problems 22-24, f(x) = 3x 2 and g(x) =

x2
4

bg

22. a. Find f 1 x .
b. What is the domain and the range of g(x)?
23. a. f ( x ) + g( x )

b f ( x )* g( x )

c. f ( x ) g( x )

d.

24. a. f* g(x)

f(x)
g(x)

b. g* f(x)

25. Graph ABC with vertices A(-2, 3), B(2, 2) and C(2, 5).
a. Reflect ABC over the x-axis.
b. Reflect ABC over the y-axis.
c. Reflect ABC through the origin.

158

STRUCTURED CURRICULUM LESSON PLAN


Day: 045

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): All


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Apply a variety of estimation strategies:
standard rounding, order of magnitude, frontending, compatible numbers, and
compensation
Use variables, number sentences, and equations
to represent solutions and solve problems
Analyze and interpret data presented in charts,
graphs tables, and other displays
Understand and apply principles of probability,
central tendency and variability
Demonstrate understanding of measurement
concepts and apply measurement skills

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Demonstrate an understanding of measurement
concepts and skills

Unit Focus/Foci
Exploring Mathematics and Science
Instructional Focus/Foci
Applying Mathematics and Science
Materials
Copies of the Science Fair Guidelines

159

Educational Strategies/Instructional Procedures


Discuss the Science Fair Guidelines with the class. Take the students to the school library to
research possible topics or research an approved topic. Remind students that all topics must be
approved by their mathematics or science teacher.
Integration with Core Subject(s)
LA:
SC:
SS:

Understand explicit, factual information


Understand the meaning of words in context
Draw conclusions, inferring meanings from the text
Analyze and interpret data
Apply scientific method to solve problems
Read and interpret maps, charts, graphs, and cartoons
Connection(s)

Enrichment:
Fine Arts:
Home: Discuss possible Science Fair projects with parent and ask for suggestions.
Remediation:
Technology: Students may use the Internet to search for a topic or to research an approved
topic.
Assessment
Homework
Research Science Fair projects.
Teacher Notes
Discuss the mathematics departments participation in the Science Fair with the science
department.

160

Science Fair Guidelines


Project Planning and Selection
1. Decide on the nature of the investigation.
!

Consult with the science and/or mathematics teachers about the selection of a topic. Topics
must be approved by your mathematics or science teacher.

Be specific. Investigate and explore an interest--a fascination--an idea that raises a question
that would be stimulating to answer. Improve upon a previous science fair project from a
different point of view (new question).

2. Proceed scientifically.
!

Decide exactly what the question or problem is and state it clearly.

Be sure that the problem chosen is within abilities and resources available.

Do research. The most important part of a project is finding out as much as possible about
the problem. Spend some time in the library at school, the regional library, and the main
Chicago Public Library. If possible, visit the libraries of local colleges. For information
about library sources, contact the local science fair coordinator and school librarian. Some
libraries may be closed to the general public, but many will allow you to use their collection
on the premises.

Formulate a hypothesis for testing. Design experiments to test the hypothesis.

Find ways to measure, observe, and record what happens in each aspect of the project.
Remember that every experiment must have a control.

Do not abandon negative results. Use them to modify the hypothesis; then test again.

Set time schedules. Remember that constant evaluation of the research takes place from the
first step to the final conclusion.

Remember, good projects are the result of careful work, careful planning, and constant
revision as data accumulate.

161

Exhibit Design and Evaluation


The exhibit must not exceed dimensions of 76 cm deep and 122 cm wide. Build the
exhibit no higher than 122 cm. No overhang is allowed . If the scientific apparatus exceeds
the height limit, use photographs to show what has been done. No part of the project may
be placed on the floor.
! Construct your own exhibit; teachers and parents are to provide only the necessary
guidance, encouragement, and constructive criticism.
! Have a purpose and hypothesis for your project; it must apply to a definite scientific
question. The reason for doing a research project is to make a significant
contribution to the body of scientific knowledge or solve a problem.
!

Keep the title of your project brief, captivating, and prominently visible on the
exhibit. It may contain no more than 45 characters and spaces. Titles in excess of
45 characters will be shortened to fit into available space on the entry form.

Make lettering neat and uncluttered. Make sure all words are spelled correctly.

! Determine the best way to present the research. The presentation must include
graphs, charts, posters, 35-mm slides, videotape, transparencies, demonstration of
apparatus, or other components.
! Be well versed in as many aspects of the project as possible.
! Be prepared to present the project.
! Prepare not only for direct questions pertinent to the research but also for related
questions.

162

STRUCTURED CURRICULUM LESSON PLAN


Day: 046

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Use variables, number sentences, and
equations to represent solutions and solve
problems

ISAT:
Identify, analyze, and solve problems using
equations, inequalities, functions, and
their graphs

Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrix Row Operations
Materials
Classroom set of graphing calculator
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Write the following system on the overhead and instruct students to solve this system using the
elimination method.
4x + 3y = 36
2x + 5y = 34
4
3 | 36
The augmented matrix representing this system is:
2
3 | 34

LM
N

OP
Q

An augmented matrix can be used to solve a system of linear equations, especially when the
system has three or more equations and three or more unknowns.
The elementary row operations used are:
1. Interchanging two rows.
2. Multiplying all elements of a row by a non-zero constant.
3. Adding a constant multiple of the elements of one row to the corresponding elements
of another row.
By using these row operations, one of the rows can be reduced into Gaussian Reduction (one
equation with one unknown). Then we can back substitute to find the remaining unknowns.
The teacher should carefully work through the following example, using the system above.

163

Example 1:

LM4
N2

3 | 36
3 | 34

Multiply R2* by 2

LM4
N4

OP
Q

OP
Q

3 | 36
10 | 68

LM4
N0
3 | 36O
1 | 8 PQ

Add R1 to R2 and replace R2


Divide R2 by 13

LM4
N0

3 | 36
13 | 104

OP
Q

*R2 represents Row 2


From R2 we see that y = 8. Back substitute into the equation 4x + 3y = 36, and we get
x = 3. So the solution to this system is (3, 8).
Example 2:

Solve the system


x 2y + z = 7
3x + y z = 2
2x + 3y+ 2z = 7

LM1
MM3
N2

OP
The augmented matrix is
PP
Q
LM3 6 3 | 21 OP
Multiply R1 by 3 M 3 1 1 |
2P
MN 2 3 2 | 7 PQ
LM1 2 1 | 7 OP
7 4 | 19 P
Add R1 to R2 and replace R2 M0
MN2 3 2 | 7 PQ
LM2 4 2 | 14OP
7 4 | 19 P
Multiply R1 by 2 M0
MN2 3 2 | 7 PQ
2 1 | 7
1 1 | 2
3
2 | 7

164

LM1 2 1 | 7 OP
Add R1 to R3 and replace R3 M0
7 4 | 19P
MN0 7 0 | 7 PQ
LM1 2 1 | 7 OP
Multiply R2 by 1 M0 7 4 | 19 P
MN0 7 0 | 7PQ
LM1 2 1 | 7 OP
Add R2 to R3 and replace R3 M0 7 4 | 19 P
MN0 0 4 | 12PQ
LM1 2 1 | 7OP
1
Multiply R3 by M0 7 4 | 19 P
4
MN0 0 1 | 3 PQ
Substitute z = 3 into the equation 7y 4z = -19 and solve for y; y = -1.
Substitute y = -1 and z = 3 into equation x 2y + z = 7 and solve x; x = 2.
Solution : (2, -1, 3)
LA:

Integration with Core Subject(s)


Understand explicit, factual information
Understand the meaning of words in context
Connection(s)

Enrichment:
Fine Arts:
Home:
Remediation:
Technology:

165

Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes

166

STRUCTURED CURRICULUM LESSON PLAN


Day: 047

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, within concepts

ISAT:
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Finding the Inverse of a Matrix
Materials
Classroom set of graphing calculators
Overhead graphing calculators
Overhead projector
Educational Strategies/Instructional Procedures
Have students find the multiplicative inverse of each number.
3
9
3

3.5

8
5
Review definitions: multiplicative inverse, multiplicative identity of a matrix.
Introduce finding the inverse of a matrix using a graphing calculator.
Enter the following matrix on the graphing calculator: 2
3

Then go to NAMES (in MATRX). Enter [A], then press x1.

0
1

Given a 2 x 2 matrix, have the students find its inverse. Check that A x A1 = A1 x A.

167

Give students the matrix equation Ax = B where A=

LM2
N1

OP
Q

LM OP
NQ

LM OP
N Q

3
x
8
,x=
, and B =
5
y
11

Ask students if they think they can solve the equation for x by multiplying both sides of the
equation by A1. After discussing students ideas, have them try multiplying and then look at
the resulting matrix.
Then ask students: What system of equations is represented by these matrices?
[Answer: 2x + 3y = 8, x + 5y = 11]
Ask if the solution they found to the matrix equation Ax = B is also the solution to the system of
equations.
[Answer: Yes, the solution is x = 1, y = 2.]
Integration with Core Subject(s)
LA:
SC:

Understand explicit, factual information


Understand the meaning of words in context
Apply scientific method to solve problems
Connection(s)

Enrichment: Given a right triangle, an obtuse triangle, and an equiangular triangle, write a
system of equations that you would use to find the measure of each angle of the triangle. Write
the coefficient matrix.
Fine Arts:
Home: Parents will sign a weekly homework assignment sheet.
Remediation: Have students write four 2 x 2 matrices. Ask students to exchange matrices and
use a graphic calculator to find the inverse of each matrix. Then have each student exchange
work with another student and check the answers by multiplying each matrix and its inverse.
Ask students to keep a list of any matrices they find that do not have inverses. Discuss the
results.
Technology: A graphing calculator may be used to find the inverse of some 3 x 3 matrices.
Assessment
Give students a 2 x 2 matrix. Have them find the inverse and have them multiply the inverse
times the original matrix to check that it is the inverse. What is the result?

168

Homework
Assign appropriate problems from your text.
Teacher Notes

169

STRUCTURED CURRICULUM LESSON PLAN


Day: 048 - 049

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 9A1


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrix Algebra to Solve a System of Equations
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Review representing a system of equations as a matrix equation.
Rewrite matrix equations using names of matrices.
Compare solving ax = b
to solving
AX = B
1/a (ax) = 1/a (b)
(A1) (AX) =(A1) (B)
x = b/a
X = (A1)B
To find the solution (A1)B, enter matrices A and B on a graphic calculator. Then find the
product (A^1)B (note the notation used on a calculator).

170

Students will solve the following systems of linear equations using algebra:
1 2x + 3y - 2z = 4
2. x + 2y = -6
3x - 3y + 2z = 16
y + 2z = 11
6x - 2y + 8z = 10
2x + z = 16
Solutions: 1. x = 4, y = -3, and z = -

5
2

2. x = 4, y = -5, and z = 8

Ask: What are the coefficients of the missing terms? (0)


Integration with Core Subject(s)
LA:
SC:

Understand explicit, factual information


Understand the meaning of words in context
Analyze and interpret data
Apply scientific method to solve problems
Connection(s)

Enrichment: If you pick a letter at random from the alphabet, what is the probability that it is in
the word Algebra? Express your solution as a common fraction.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Use a graphing calculator to check solutions to in-class assignment.
Assessment
Have students write a paragraph explaining why it is important to check the solutions in each
original equation.
Homework
Assign appropriate problems from your text.

171

Teacher Notes
This is a two-day lesson. The second day (Day 49) should be used to review homework, for
remediation exercises, or for extra practice, as necessary. Prepare copies of Matrix Explorations
worksheet.

172

STRUCTURED CURRICULUM LESSON PLAN


Day: 050

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Using matrices to represent and transform objects
Materials
Copies of Matrix Exploration
Graph paper
Colored pencils
Cartoons from newspapers or magazines
Educational Strategies/Instructional Procedures
Divide students into groups of four. Have each group complete Matrix Exploration. Randomly
select three groups to report their findings to the class.
Integration with Core Subject(s)
LA:
SC:
SS:

Understand explicit, factual information


Understand the meaning of words in context
Apply scientific method to solve problems
Read and interpret maps, charts, graphs, and cartoons

173

Connection(s)
Enrichment: What percent of the whole numbers from 1 to 1000 inclusive are perfect squares?
Solution: 3.1
Fine Arts: After completing the lesson, have students choose a cartoon from a newspaper or
magazine and trace it onto graph paper. Then have them explain how to enlarge the cartoon to
1.5 times its original size by using a size-change matrix. Check students responses. The matrix
15
.
0
times the cartoon.
should be
0
15
.

LM
N

OP
Q

Home: Have parents sign homework record weekly.


Remediation:
Technology:
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
Solutions to Matrix Exploration:
1.

174

2. a. AB =

LM 2 6 6 2OP
N 2 2 6 6 Q

b.

c. a reflection about the x-axis

3. a. AB =

LM 2
N 2

4. a. AB =

LM 2
N 2

6 6 2
2 6 6
c. a reflection about the origin

6 6 2
2
6
6

OP
Q

OP
Q

b.

b.

c. a reflection about the y-axis

LM4
N4

OP
Q

12 12 4
4
12 12
c. enlarged by a multiple of 2

5. a. AB =

b.

175

6. a.

LM1
N1

3
1

3
3

c. shrunk by

OP
Q

1
3
1
3

b.

176

Matrix Exploration
1. Graph the points F(2, 2) ,O(6, 2), R(6,6) and M (2,6) and sketch the quadrilateral.
2 6 6 2
Enter the vertices in B =
2 2 6 6
For 2-6 below:
a) Find A-R
b) Graph the images
c) Describe the graph

LM
N

2. A =

LM1 0OP
N0 1Q

3. A =

LM1 0OP
N 0 1Q

4. A =

LM0
N1

OP
Q

OP
Q

1
0

177

5. A =

LM2
N0

6. A=

LM 1
MM 2
MN 0

0
2

OP
Q

OP
P
1P
2 PQ
0

178

STRUCTURED CURRICULUM LESSON PLAN


Day: 051

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Reviewing Unit Four
Materials
Educational Strategies/Instructional Procedures
Have students check their work from the previous days homework.
Review Unit Four using a format from Appendix C.
Integration with Core Subject(s)
LA:

Understand the meaning of key words and phrases in text


Connection(s)

Enrichment:
Fine Arts:

179

Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Study for the Unit Four Assessment.
Teacher Notes
Prepare copies of the Unit Four Assessment.

180

STRUCTURED CURRICULUM LESSON PLAN


Day: 052

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Assessing Unit Four
Materials
Copies of Unit Four Assessment
Educational Strategies/Instructional Procedures
Administer the Unit Four Assessment.
Integration with Core Subject(s)
LA:

Understand the meaning of key words and phrases in text


Connection(s)

Enrichment:
Fine Arts:
Home:

181

Remediation:
Technology:
Assessment
Evaluate the Unit Four Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have students select three samples of their work to place in their portfolio, then write an
explanation as to why each piece was selected.
Have students continue work on Science Fair projects.

182

Teacher Notes
Solutions to Unit 4 Assessment:
1.

2.

LM10
N0
L10
c. -2M = M
N0
a. 2M =

4
12

OP
Q

16
6

OP
Q

4
12

16
6

24
40

12
8

3. a)

LM 5
1
2
b. M = M
2
MM0
N

b)

c)

LM12
N 11
L14O
5. YZ = M P
N3 Q

4. XY =

OP
Q

6. ZY = no solution
7. No solution for problem #6 due to a dimension mismatch.
8. x = 3.6, y = 1.6
9. x = 3, y = 2
10. x = 774, y = 240,z = -188

183

1
3

OP
P
3P
2 PQ

Unit 4 Assessment

LM5
N0

OP
Q

2
8
6
3
The vertices of the triangle are (5,0), (-2, 6), and (8,3). Plot the vertices and sketch
the triangle.

1. A triangle is described by the matrix M =

2. Calculate the value of the matrix given the following transformations.


a. 2M
1
M
b.
2
c. -2M
3.

Plot and sketch the matrices from problem #2. Give a brief description of what happened to
each matrix.

a. 2M

b.

L 6
Let X= M
N4

OP
Q

0
3

1
M
2

c. 2M

L 2
Y= M
N1

4
8

4. XY
5. `YZ
6. ZY
7. If problems 4-6 do not have solutions, explain why.

184

2
0

OP
Q

LM3OP
Z = M 0P
MN4PQ

Given the following systems of equations, use matrices to solve for the variables.
8. 4x + 6y = 24
x + 9y = 18

9. 4x + 8y = 4
1
3x + y = 10
2

10.
1
2
x + y + 2 = 42
3
3
2 x + 3 y + 12 = 12
4 x + 6 y 9 z = 36

185

STRUCTURED CURRICULUM LESSON PLAN


Day: 053

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2


TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems

ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations

Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Assessing Matrices and Systems of Equations
Materials
Unit Four Assessment (students copies)
Educational Strategies/Instructional Procedures
Return the Unit Four Assessment and review the solutions with the students.
Have the students write an essay in which they reflect upon their performance in Unit Four.
Invite the students to use the following questions as guidelines for writing their essays:
1.
2.
3.
4.
5.

Did I do my best?
What gave me the most difficulty?
Where do I need the most help?
What methods or recourse did I use to improve myself?
What would I do differently next time?

Remind students that an essay has a minimum of three paragraphs: introduction, body, and
conclusion.

186

Integration with Core Subject(s)


LA:
SC:

Understand the meaning of key words and phrases in text


Analyze and interpret data
Connection(s)

Enrichment:
Fine Arts
Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Have students select three samples of their work to place in their portfolio and write an
explanation as to why each piece was selected.
Have students continue to work on Science Fair projects.
Teacher Notes

187

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