Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Solving Systems Review (equations and inequalities)

Content Area: Coordinate Algebra Support
Grade Level(s): 9

Content Standard Addressed:

MGSE9-12.A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables. MGSE9-12.A.REI.12 Graph the solution set to a
linear inequality in two variables.
Technology Standard Addressed:
Computational Thinker 5c Students break problems into component parts, extract key information, and
develop descriptive models to understand complex systems or facilitate problem-solving.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): http://popplet.com/app/#/5518427

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Engagement-
 Students who have physical disabilities will be provided with an alternate keyboard when using
Popplet.
 Students can practice, with their group, on a large floor grid (with large dots, ribbon, or string) or
with geoboards with rubber bands, whiteboards.
 Students may use self-monitoring checklist if needed.
 Teacher circulates, questions, provides needed cues/prompts, and feedback.
Representation-
 Not only will the directions be said aloud, but they will also be printed and given to every group of
students to accommodate the students with auditory impairments.
 Prompts will be used to review the vocabulary for the lesson.
 Working in groups give students the opportunity to receive information in a way that’s different from
the instruction given by the teacher.
Action and expression-
 Students can share results and thinking aloud
Lesson idea implementation: The students, in groups of four, will work together to solve systems of
equations and inequalities by graphing. The teacher will act as a facilitator walking around helping where
needed. The teacher will introduce the activity by saying, “Today we will review solving systems of equations
and inequalities by graphing. Before we begin our activity, I would like you all to visit the website Popplet and
create a mind map including everything that you know about solving systems of equations and inequalities by
graphing… There will be two parts to today’s activity. For the first part, you will work in groups of four to solve
8 systems of equations/inequalities (these are the same for all groups), however, each student will be
responsible for solving and graphing one system of equations and one system of inequalities on their own. (In

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
other words, each group is given 4 systems of equations and 4 systems of inequalities. Student one will
receive one system of equations different from the others in the group, and one system of inequalities
different from the others in the group. The same goes for the rest of the group members). Though you and
your group members do not have the same systems of equations/inequalities, you will still complete them
using the same steps. Lean on each other for support while graphing and solving them. For the second part of
today’s lesson you will switch groups. This time everyone in your group should have the same system of
equations and system of inequalities. In your new group, you will compare your results. If you have different
results work to find out how to come to a consensus. Each member will turn in their system of
equations/inequalities as a ticket out the door today.” This activity will take one 90-minute class period to
complete.

Student learning will be assessed through a formative assessment, while the students are working in groups,
and through the use of the ticket out the door. The formative assessment will be the teacher listening in on all
groups, looking to see if students are using the correct academic language. She will also listen in to see if
there are any misconceptions. The ticket out the door will be the two systems of equations/inequalities that
each student is required to turn in. The teacher will examine the students work and provide feedback on it
that will be returned to the students the next day. The teacher will use her two forms of assessment to inform
her that she either may move on from this topic or that she needs to review it once again. If the topic does
need to be reviewed, the teacher can differentiate learning by either working with a small group who is still
having trouble with the material, while allowing students, who have mastered the topic, to complete an
extension activity; or, she may have the students who have mastered the topic pair with one or two students
and have them work with them on solving systems. An extension to this activity would be to ask students,
“How can you tell from a system of equations alone when the system has one solution, no solution, or
infinitely many solutions?” The students will be encouraged to draw pictures- using examples and
nonexamples. They will then be asked to support their claims and evaluate the claims of others. The
conclusion of this lesson will be a bingo game, comprised of graphs, solutions, tables used to create the
graphs, and facts about equations and inequalities (ex. Inequalities must be graphed as a dotted line).
Reflective Practice: The mind map (Popplet) gives students the opportunity to gather the information
necessary information to help them in completing the day’s task. The main activity grants the students
opportunity to work in small groups and have discussions about the material they are engaging with. This is a
high-value formative assessment. This impacts student learning by giving students a platform to use the
language functions explain, justify, compare, and conclude when engaging with mathematics. This task also
allows students to take on the role of a facilitator when it come to helping other students. Similarly, the Bingo
game offers the students the opportunity to see if they have come to the right conclusions. For these reasons,
these activities positively impact student learning. If this activity was done as an introduction to solving
systems of equations/inequalities, I would have the students use their prior knowledge of graphing linear
equations/inequalities and solving literal equations to see if they could determine how to find solutions of
systems of equations and inequalities by graphing. If the students did not use each other as a means of
checking their work (Part 2 of the activity), they could have used Desmos to check their graphs
(inequalities/equations) and solutions (equations).

Spring 2018_SJB