Overview

Chapter Six: Systems of Equations and Inequalities

Monday Tuesday Wednesday Thursday Friday
Lesson One
Vocabulary
Acquisition
_________
Begin Lesson Two
Inquiry
6.1
Solving Systems of
Equations by
Graphing
Lesson Two
Inquiry
6.2-6.3
Solving Systems of
Equations by
Substitution and
Elimination
Lesson Three
Direct Instruction
6.4
Solving Special
Systems
Lesson Four
Concept
Attainment
6.5
Solving Linear
Inequalities
Lesson Five
Cooperative
Learning
6.6
Solving Systems of
Linear Inequalities

This unit plan covers Chapter Six in the textbook Algebra 1 published by Holt McDougal in 2011
that was authored by Burger, Chard, Hall, Kennedy, Leinwand, Renfro, Seymour, and Waits. Chapter Six
covers Systems of Equations and Inequalities. The chapter is organized well, therefore the Unit Plan
follows the order of the chapter. The first lesson consists of Vocabulary Acquisition. This lesson will
present the terminology used throughout the Unit and alleviate students apprehension about working
with systems of equations rather than individual equations. The second lesson is an Inquiry lesson that
covers 6.1-6.3 which include the three methods of solving systems of equations. The lesson is written to
be completed in one 90 class period, however, it is the most information-packed lesson. I suggest
teaching 6.1 the same day as the Vocabulary Acquisition lesson as the Vocab lesson is the shortest and
least taxing lesson of the unit. The third lesson is a Direct Instruction Lesson on Solving Special Systems.
Direct Instruction was chosen because Special Systems, as a rule, are tricky, so a straightforward lesson
should work well. The fourth lesson is a Concept Attainment Lesson on Solving Linear Inequalities.
Since Linear Inequalities have many of the same properties as linear equations, this lesson was a good
opportunity to build a concept from the ground up as a class. Finally, the fifth lesson is a cooperative
learning lesson on solving systems of inequalities. By this point, the students have all the tools
necessary to solve systems of inequalities. This lesson gives them the chance to problem solve in groups
rather than be given the information in a straightforward fashion.
Algebra I Common Core Standards Covered in this Unit:
CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in one variable and use them to solve problems
CCSS.Math.Content.HSA-CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations
on coordinate axes with labels and scales
CCSS.Math.Content.HSA-CED.A.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and
interpret solutions as viable or nonviable options in a modeling context
CCSS.Math.Content.HSA-REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letters
CCSS.Math.Content.HSA-REI.C.5
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that
equation and a multiple of the other produces a system with the same solutions
CCSS.Math.Content.HSA-REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear
equations in two variables
CCSS.Math.Content.HSA-REI.D.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line)
CCSS.Math.Content.HSA-REI.D.11
Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect
are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph
the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or
g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions
CCSS.Math.Content.HSA-REI.D.12
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the
case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as
the intersection of the corresponding half-planes

Standards (technology)

ITSE Student Standard 4a. Identify and define authentic problems and significant questions for investigation

ITSE Student Standard 4b. Plan and manage activities to develop a solution or complete a project

ITSE Student Standard 4c. Collect and analyze data to identify solutions and/or make informed decisions

ITSE Student Standard 6a. Understand and use technology systems

ITSE Student Standard 6b. Select and use applications effectively and productively

ITSE Student Standard 6d. Transfer current knowledge to learning of new technologies

Unit Goals (1-3)

The students will understand each of the three methods of solving systems of equations and be able to
decide which method to use for any given problem.

The students will better understand the relationship between algebraic calculations and graphing. It should
become clear to students that graphing is the visual representation of algebraic equations.

Unit Objectives (3-8) Unit Assessments
Students will know, understand, and be able to use
the correct mathematical terminology presented in
Chapter Six

Students will be able to solve a system of equations
by graphing, substitution, and elimination with 90%
accuracy

Students will be able to classify and solve
independent, dependent, inconsistent, and
consistent systems with 90% accuracy

Students will be able to solve linear inequalities
algebraically and graphically with 90% accuracy

Students will be able to solve systems of linear
inequalities with 90% accuracy
1. Real-World Problem Project

2. Homework Word Problems

3. Vocabulary Matching Quiz

4. Solving Systems of Linear Inequalities Quiz

Each are described in detail below


Technology
Technology is utilized in four of the five lesson plans. The Vocabulary Acquisition Lesson Plan
involves a PowerPoint with definitions and mathematical pictures to support each definition. The
Inquiry Lesson involves the use of a Function Grapher from
http://www.mathsisfun.com/data/function-grapher.php and extensive student use of graphing
calculators. The students will also require graphing calculators for the Direct Instruction Lesson to
increase their understanding between algebraic equations and graphing. Finally, students will require
graphing calculators in the Cooperative Learning Lesson in order to graph inequalities quickly and
accurately. ITSE Student Standards are listed in the chart above.
Differentiation
Model Lesson Plan Type of Differentiated Instruction with short
description.
Direct Instruction Flexible Grouping, Independent Study, Multiple Levels of
Questions
For guided and independent practice, students may work
in groups or independently. Multiple Levels of Questions
will be asked throughout the lesson.
Concept Development or Attainment Independent Study, Flexible Groups, Multiple Levels of
Questions
If a particular class does not do well with class
discussion, this lesson may be completed in small
groups. The guided and individual practice may also be
completed in small groups or individually. Multiple
Levels of Questions asked throughout the lesson.

Inquiry Tiered Assignments, Flexible Grouping, Independent
Study, Multiple Levels of Questions
This is a long and taxing lesson. If the class so requires,
it may be a good idea to spread this lesson over two or
three days to tier the assignments. For guided and
independent practice, the students may work in groups
or individually. Multiple Levels of Questions asked
throughout the lesson.

Cooperative Learning Flexible Groups, Individual Study
If students do not work well in groups, they may work
independently. Create groups in such a way that there
are no super groups or groups consisting of mostly
struggling students.

Vocabulary Acquisistion Independent Study and/or Flexible Grouping
If a particular class does not do well with class
discussion, parts of this lesson may be completed either
in small groups or individually.


Plans for Sandra can be found in each individual lesson plan.
Assessment
Real-World Problem Project:
Students are to create one real-world problem that can be solved using a system of equations. Three
examples of such problems can be found in the Inquiry Lesson and several more can be found in the
textbook on pages 383-403. Each student is to create and bring to class one real-world problem of their
own creation. Although the Inquiry Lesson examples and the book may be used for reference, each
students problem must be original.
When the students arrive at class with their completed problems, each student will trade problems with
another student. Then, the student will solve their partners problem. The trading and problem-solving
will be done in class. The problem creation will be done outside of class.
The following is the rubric.
5 3 1 0
Readability The problem is
well-written and all
the necessary
information is
included
All necessary
information is
included, but the
problem is not
well-written
The problem is
difficult to read
and all necessary
information may
not be included
The student
did not turn
complete a
problem
Solvability All necessary
information is
included in order
to solve the
problem
Necessary
information is
missing and the
problem is
unsolvable
The student
did not
complete a
problem
Creativity The students
problem unique
and obviously his
own creation
The students
problem is
moderately
unique, but it is
apparent there is
information
borrowed from a
similar problem
The student copied
a problem straight
from a textbook or
another source
The student
did not
complete a
problem
Problem-Solving
Skills
The student solved
the problem with
accuracy.
The student used
correct process to
solve the problem,
but made an
algebraic mistake
that cost him the
correct answer
The student
attempted to solve
the problem, but
did so incorrectly
The student
did not
attempt to
solve the
problem

Homework Word Problems:
Every homework assignment from each lesson plan includes at least one word problem. The problem
will be graded as follows:
Was the correct information extracted from the word problem? Yes some no
Were the correct equations set up by the student after the information was extracted? Yes no
Did the student use the correct procedure to solve the equations they set up? Yes some no
Did the student obtain the correct answer? Yes no
Partial credit will be allotted as is seen fit by the instructor based on the previously listed criteria.
Vocabulary Matching Quiz
This quiz is found in the Vocabulary Acquisition Lesson Plan
Match each vocabulary word with the correct definition. If a definition is used, it will only be used once. There will be
unused definitions.

1. System of Linear Equations A. A system with at least one solution
2. Solution of a System of Linear Equations B. A system with infinitely many solutions
3. Consistent System C. Any ordered pair that makes an inequality
true
4. Inconsistent System D. A set of two or more linear equations
containing two or more variables
5. Independent System E. All the ordered pairs that satisfy all the
linear inequalities in a system
6. Dependent System F. A system with exactly one solution
7. Linear Inequality G. The steepness of a line
8. Solution of a Linear Inequality H. A system that has no solution
9. System of Linear Inequalities I. The real number that precedes a variable
10. Solutions of a System of Linear Inequalities J. An ordered pair that satisfies each
equation of the system
K. Similar to a linear equation, but the equal
sign is replaced with an inequality symbol
L. A set of two or more linear inequalities
containing two or more variables
Answers: 1-D, 2-J, 3-A, 4-H, 5-F, 6-B, 7-K, 8-C, 9-L, 10-E
Solving Systems of Linear Inequalities Quiz
This quiz is found in Lesson Five

Solve each system of linear inequalities by graphing. Give two ordered pairs that are solutions and two ordered pairs
that are no solutions for each system.

1. y < -3x 3
y >= 0

2. y < -1
y > 2x 1

3. y > 2x + 4
6x +2y >= -2

4. 9x +3y <= 6
y > x

Solutions are graphed and ordered pairs are infinitely many, so no answer key may be provided for this
quiz.
Pre and Post Assessment
A pre-test would be a bit foolish considering the students have never experienced this material before.
However, it would be a good idea to make sure students remember how to do and are comfortable with
the following principals: solving an equation with one variable, solving a linear equation, solving an
inequality with one variable, and graphing a line. This is a link to an online quiz to review these topics:
http://www.math.com/school/subject2/S2U3Quiz.html.
Answers: 1-a, 2-e, 3-g, 4-b, 5-f, 6-h, 7-c, 8-d
The post-test for this unit is found below.
This test was found on www.teacherspayteachers.com and was posted by the user All Things Algebra.