Neal Thornbloom

Topic and Grade Level: Solve systems of linear equations in two variables: 8
th
Grade
Textbook/Curriculum: Middle School Math Course 3 Volume 1- Scott Foresman, Addison Wesley
Lesson Type and Instructional Method: The purpose of this lesson is to further the students knowledge
of how to solve systems of equations. By solving the equations, students will understand how to find
where the two equations are the same and where they will differ. The lesson will begin with a whole
class, teacher directed lesson in which the concepts will be introduced through examples and notes. The
students will then break off into preselected groups to work on a assignments together while the
teacher walks around the room offering assistance to those who need or ask for it. By walking around
the room, I will be able to perform formative assessment as they go through the lab worksheet. The
students will experience summative assessment by their assigned problems as well as the quiz following
the completion of the lesson.
Goals: To help students understand how to solve systems of equations and interpret its meaning.
Objectives: Students will be able to solve a system of two linear equations symbolically, graphically and
numerically.
MN K-12 Standard Addressed:
8.2.4.7 Represent relationships in various contexts using systems of linear equations. Solve
systems of linear equations in two variables symbolically, graphically, and numerically.
Common Core Standards Met:
8.EE.8. Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a
system of two linear equations in two variables correspond to points of intersection of their
graphs, because points of intersection satisfy both equations simultaneously.
Readiness: For this lesson, it is assumed that students have mastered multiplication and division of
single digit and two digit numbers. They also will have understood how to set up a graph and interpret
its meaning. Also students will be able to solve linear equations.
Standards for readiness:
4.1.1.1 Demonstrate fluency with multiplication and division facts.
4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable procedures, based on
knowledge of place value, including standard algorithms.
4.1.1.5 Solve multi-step real-world and mathematical problems requiring the use of addition,
subtraction and multiplication of multi-digit whole numbers. Use various strategies, including
the relationship between operations, the use of technology, and the context of the problem to
assess the reasonableness of results.
Neal Thornbloom

4.2.2.1 Understand how to interpret number sentences involving multiplication, division and
unknowns. Use real-world situations involving multiplication or division to represent number
sentences.
5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on
knowledge of place value, including standard algorithms. Recognize that quotients can be
represented in a variety of ways, including a whole number with a remainder, a fraction or a
mixed number, or a decimal.
5.1.1.4 Solve real-world and mathematical problems requiring addition, subtraction,
multiplication and division of multi-digit whole numbers. Use various strategies, including the
inverse relationships between operations, the use of technology, and the context of the
problem to assess the reasonableness of results.
5.2.1.1 Create and use rules, tables, spreadsheets and graphs to describe patterns of change and
solve problems.
5.2.1.2 Use a rule or table to represent ordered pairs of positive integers and graph these
ordered pairs on a coordinate system.
6.2.1.1 Understand that a variable can be used to represent a quantity that can change, often in
relationship to another changing quantity. Use variables in various contexts.
6.2.3.1 Represent real-world or mathematical situations using equations and inequalities
involving variables and positive rational numbers.
6.2.3.2 Solve equations involving positive rational numbers using number sense, properties of
arithmetic and the idea of maintaining equality on both sides of the equation. Interpret a
solution in the original context and assess the reasonableness of results.
6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers. Write
expressions that record operations with numbers and with letters standing for numbers. For
example, express the calculation Subtract y from 5 as 5 y.
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity. For example, describe
the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a
sum of two terms.
Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no parentheses to specify a
particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find
the volume and surface area of a cube with sides of length s = 1/2.
Neal Thornbloom

6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the
same number regardless of which value is substituted into them).
6.EE.5. Understand solving an equation or inequality as a process of answering a question:
which values from a specified set, if any, make the equation or inequality true? Use substitution
to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
6.EE.7. Solve real-world and mathematical problems by writing and solving equations of the
form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
7.2.2.1 Represent proportional relationships with tables, verbal descriptions, symbols,
equations, and graphs; translate from one representation to another. Determine the unit rate
(constant of proportionality or slope) given any of these representations.
7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.2. Understand that rewriting an expression in different forms in a problem context can
shed light on the problem and how the quantities in it are related.
7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the
quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r,
where p, q, and r are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach.
8.2.1.2 Use linear functions to represent relationships in which changing the input variable by
some amount leads to a change in the output variable that is a constant times that amount.
8.2.1.3 Understand that a function is linear if it can be expressed in the form or if its graph is a
straight line.
8.2.2.1 Represent linear functions with tables, verbal descriptions, symbols, equations and
graphs; translate from one representation to another.
8.2.2.2 Identify graphical properties of linear functions including slopes and intercepts. Know
that the slope equals the rate of change, and that the y-intercept is zero when the function
represents a proportional relationship.
8.2.2.4 Represent arithmetic sequences using equations, tables, graphs and verbal descriptions,
and use them to solve problems.
Neal Thornbloom

8.EE.6. Use similar triangles to explain why the slope m is the same between any two distinct
points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line
through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.EE.7. Solve linear equations in one variable. Give examples of linear equations in one variable
with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is
the case by successively transforming the given equation into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
Material: Interwrite with projector
Technology: Calculators and other technology will not be allowed during this lesson as it is developing
the concepts as to how they can be done by hand using paper and pencil. Interwrite will be used to
display the notes of the lesson.
Assessment: Students will be assessed informal by the teacher during the lab portion of the lesson. The
teacher will achieve this by taking notes on what questions students struggle on and what step they are
struggling with. They will also be assessing themselves at the end of the class by showing on a thumbs
up scale how well they feel as if they performed during the lesson. This allows me to change my
teaching if they dont feel comfortable. Students will be formally assessed by the work on their lab as
well as by their quiz work.
Motivation: Problem to be projected on the screen:
You have two options for rafting down the Amazon. Vista charges you $3 initially to rent a raft
and $2 for each hour that you are out. Rays charges you $8 initially to rent a raft and $1 for each hour
you are out rafting. After how many hours will the two options be equal?
Procedure:
(25 min.) Teacher: What is this question asking for?
Student: We need to figure out when the two options will be equal in price.
Teacher: Right on, what would be a good thing to start with?
Student: We need to set up our equations.
Teacher: Great idea, what are they going to be?
Student: For Vista, the equation is going to be C x = + 2 3 and Rays will be C x = + 8 .
Teacher: Youre so close. Lets look at Vista again. Theres something that needs to be changed; what is
it?
Neal Thornbloom

Student: The equation should be C x = +3 2 because the $2 is per each hour.
Teacher: Perfect, thats exactly what we were looking for. Why did you use C as the final variable?
Student: Since they are both asking for money, they are both looking for the same thing so the variable
is also the same.
Teacher: What about x? What does it mean?
Student: x is the variable for hours since that is what we need to find out the price.
Teacher: Thats right. Thumbs up or down if you understand. (wait to see student response). Now that
we have two equations, how can we use them to solve the question?
Student: We can set them equal to each other so that the cost is equal.
Teacher: Perfect, that is one of the ways to solve it, what is another way to solve the system?
Student: Since we have two equations, we can graph them to find where they are the same.
Teacher: You got it! Lets set the two equations equal to each other first to see solve it first and then
well check it by graphing to see if our answers are the same. What do we do?
Student: Set x x + = + 8 3 2 so we can solve for x.
Teacher: Ok, we have our two equations set equal to each other. Why can we do this?
Student: They are both equal to a final price so we can set them equal to each other.
Teacher: That is right. Thumbs up or down if you dont understand why we can do that. (wait for
response) Now that they are equal where do we go?
Student: Take away a negative x from the both equations.
Teacher: Alright, well take away a negative x from both sides ) ( 8 ) ( 3 2 x x x x + = + .
Student: Wait, teacher, shouldnt we take away a positive x from both sides? This way were going to
end up adding an x to both sides.
Teacher: I was wondering if someone was going to catch that. Youre right, we need to take away a
positive x: 8 3 ); ( 8 ) ( 3 2 = + + = + x x x x x . What is our last step?
Student: We need to subtract the 3 from both sides to solve for x. 5 ); 3 ( 8 ) 3 ( 3 = = + x x .
Teacher: Now were left with 5 what does that mean for this question?
Student: During the 5
th
hour of rafting, the costs will be the same for Vista and Rays.
Neal Thornbloom

Teacher: Exactly right. We just showed that it works by setting the equations equal to each other, but
does it work with graphing the equations? Lets start by making a table for each equation:
Hours Vista Rays
x 2x+3 x+8
1
2
3
4
5
Teacher: What are some of the prices for the table?
Students: 5, 7,9, 11, and 13 for Vista and 9, 10, 11, 12, and 13 for Rays.
Teacher: Right, our table now looks like this:
Hours Vista Rays
x 2x+3 x+8
1 5 9
2 7 10
3 9 11
4 11 12
5 13 13

Teacher: Lets graph our points and see how well it works:

Teacher: Did our graph match up?
0
2
4
6
8
10
12
14
0 1 2 3 4 5
Vista
Ray's
Neal Thornbloom

Student: Yes it did!
Teacher: So we can set the equations equal to each other, make a graph, or look at the table of points
that we used for the graph. I have another question for you: which company will be cheaper during the
first 4 hours?
Student: Vista, because it has the lower line.
Teacher: Right on the money, Vista is below Rays from hours zero to four so itll be cheaper. Final
question: When will Rays be the cheaper option?
Student: It wont, itll only be equal.
Teacher: That is true, but remember that we stopped at five as our number of hours, we can carry out
the graph and table farther.
Student: Can we carry out the graph further?
Teacher: Of course we can:

Teacher: Thumbs up or down if you understand how we could extend the graph (wait for response)From
the graph, when will Rays be cheaper?
Student: Itll be cheaper after five hours.
Teacher: Right. We now know when the equations are equal and when a different company has a better
deal.
0
2
4
6
8
10
12
14
16
18
20
0 1 2 3 4 5 6 7 8
Vista
Ray's
Neal Thornbloom

Teacher: Try this question on your own: You have a choice between two different fairs. Wild World
Carnival charges $10 for admission and $1 per ride. Fantastic Fair charges $6 admission and $2 per ride.
When will the two fairs be equal in price, when will Wild World Carnival be cheaper, and when will
Fantastic Fair be cheaper? Use each of the three methods to solve the problems.
(go over the following solutions with the students)
Solving equal equations: 4 ; 6 6 6 10 ; 6 10 ); ( 2 6 ) ( 10 ; 2 6 10 = + = + = + = + + = + r r r r r r r r r
Table:
Rides WWC FF
r 10+r 6+2r
1 11 8
2 12 10
3 13 12
4 14 14
5 15 16

Graphing:

Teacher: Now that weve had time to work on the questions, what are the answers?
Student: Theyll be equal if you go on four rides, Fantastic Fair is cheaper if you go on less than four
rides, and Wild World Carnival is cheaper after four rides.
0
2
4
6
8
10
12
14
16
18
0 1 2 3 4 5
Wild World Carnival
Fantastic Fair
Neal Thornbloom

Teacher: Excellent work on answering all the questions. Is anyone confused by anything at the moment?
No. Your assignment to work on in your groups is page 204, 1-16, skip 14. Lets do number two together
since we didnt have an example like that. It says, Solve each system of equations by graphing.
x y
x y
6
8 2
=
+ =

How do we start?
Student: We should graph each line.
Teacher: Good idea:

Ok, where is the intersection?
Student: Its at (-2,12). So is answer (-2,12)?
Teacher: Yep. Thats what youre going to be looking for during problems 2-9.
(25 min) Group lab work on attached sheet. Teacher walks around and helps where needed. As the
teacher is walking around, they take notes on who they help and what the students are having problems
with during the lesson (formative assessment).
(1 min.) Teacher collects the labs to assess their work. Before students leave, teacher asks if students fell
like they understand how to solve systems of equations (thumbs up), dont fully understand (thumbs
middle), and dont understand the lesson at all (thumbs down). (the thumbs up scale will have been
introduced earlier in the year as a method of formative assessment).
0
5
10
15
20
25
30
35
-5 -4 -3 -2 -1 0
y=-2x+8
y=-6x
Neal Thornbloom

Quiz
Instructions: Students must show their work with the method of their choice. No calculators.
1.
y x
y x
= +
= +
2 6
4 3
Solve by setting equations equal.
2. Solve by graphing. For your birthday you have a choice: going to the fair where it costs $4 to get in
and $3 per ride or you can go to Sams Raft Rental where you can rent a raft for $9 initially and adds $1
per hour that you are out. After how many hours will Sams Raft Rental be the cheaper option?
3. Solve by table: You and a friend have two different phone companies. You have AT&T while they have
Verizon. You discover that AT&T charges you $1 to connect and 25 cents per minute of talking; Verizon
charges your friend $1.75 to connect and 15 cents per minute of talking. After 5 minutes, who will have
the cheaper phone bill?
4. Solve by setting equations equal to each other: On a ski trip, you have two options at the lodge: you
can by a weekend pass for $30 and pay $1.50 per lift or you can just pay $4 per lift. When will the two
options be equal?

Neal Thornbloom

Quiz Answers:
1.
y y
x
x
x x x x x x x x x x x
= = + = +
= =
= = + = + + = + + = +
6 ; 7 4 2 ; 4 )
3
2
( 3
.
3
2
;
3
3
3
2
3 2 ); 3 ( 6 ) 3 ( 2 3 ; 6 2 3 ); 2 ( 2 6 ) 2 ( 4 3 ; 2 6 4 3

The point
|
.
|

\
|
6 ,
3
2
satisfies the equations.
2.
Sams will be cheaper after 3 hours.
3.
Minutes AT&T Verizon
x .25x+1 .15x+1.75
0 $1 $1.75
1 $1.25 $1.90
2 $1.50 $2.05
3 $1.75 $2.20
4 $2 $2.35
5 $2.25 $2.50
AT&T will be cheaper for a 5 minute call.
0
2
4
6
8
10
12
14
16
18
20
0 1 2 3 4 5
Fair
Sam's
Neal Thornbloom

4. x
x
x x x x x x x = = = = + = + 12 ;
5 . 2
5 . 2
5 . 2
30
; 5 . 2 30 ); 5 . 1 ( 4 ) 5 . 1 ( 30 5 . 1 ; 4 30 5 . 1
They will be equal if you take the lift 12 times.