Nick Rohl

Miss Turner
MTH-3820
October 20th 2019
Unit Activity
Activity to review solving systems of linear equations
Class: Algebra 1
Unit: Solving Linear Systems

Goals:
-Students working together and communicating in order to solve systems of
equations.
-Students moving around the room to find a new problem.
-Students using all three methods: graphing, elimination, and substitution, to
solve the systems of equations.
-Students correctly using a technology source, either graphing calculator or
Desmos to solve systems of linear equations.

Standards/Targets:
Common Core:
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.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.CED.A.2 - Create equations in two or more
variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
NCTM
Represent and analyze mathematical situations and structures using algebraic
symbols
Understand the meaning of equivalent forms of expressions, equations,
inequalities, and relations.

Write equivalent forms of equations, inequalities, and systems of

equations and solve them with fluency—mentally or with paper and pencil
in simple cases and using technology in all cases.

Instructions for set up:

Print pages 3&4, 5&6, 7&8, 9&10, 11&12, and 13&14 back to back. Print 3&4
and 5&6 on one color, 7&8 and 9&10 on a different color, and page 11&12 on regular
white paper. Pages 13&14 are the answer sheets, so they can also be in white. Then cut
out the squares on each page of paper. Laminate the individual squares, but this is not
required. Hole punch the top of each square and tie a piece of string big enough to wear it
around a student’s necks.

Instructions for day of class:

Give each student one necklace and one answer sheet. Make sure all three colors
are distributed throughout the class. On the board in front of the class, determine which
color will correspond to the specific method for solving. For example, red cards have to
be solved using elimination, blue cards are solved using substitution, and white cards are
solved using the graphing method. Use the first five minutes of the activity for the
students to solve the problem given to them by showing their work on the answer sheet.
They can check to make sure they are correct by looking at the back of their necklace,
which has the answer. The students want to make sure they are masters of this specific
problem. After students have solved the problem, students will need to walk around the
room, find a peer and try to solve their problem. They can put their work inside the
corresponding box on the answer sheet. If they get stuck, the other student can help coach
the student to get to the correct answer. This follows the Kagan Strategy “Rally Coach”.
After both students have paired up and have the correct answer, students will go find a
new partner to work with. You can set a goal for how many answers you want your
students to solve. You can also say I want you to solve any 10 problems but you need to
do at least two of each color/method.
1 2

" = −% + 11 " = −% − 10
! * ! *
" = −4% + 17 " + 4% = −37

3 4

% + 2" = 18 −3" = −4% + 12

! * ! *
% = −" + 14 " = −2% + 16

5 6

" = 5% − 52 % = −5" − 7
! * ! *
" = 4% − 43 % + 3" = −5

3 ã SR Math 2018
(-1, -9) (9, 2)

(4, 6) (4, 10)

(-1, -2) (-7, 9)

4 ã SR Math 2018
7 8

" = −4% + 16 " = % + 18

! * ! *
" = −5% + 20 3" + 4% = −2

9 10

5% − 2" = 33 3" = 5% − 20
! * ! *
% = −4" − 11 "=%

11 12

% = −" + 17 −4" = 3% − 58
! * ! *
" = 37 − 3% " = −2% + 22

5 ã SR Math 2018
(10, -8) (0, 4)

(10, 10) (-4, 5)

(10, 6) (7, 10)

6 ã SR Math 2018
13 14

5" = 5% + 5 %="+2
! * ! *
" = −5% − 11 −5% − 4" = −73

15 16

−" = −3% + 9 % + 4" = 7

! * ! *
" = −2% + 6 % = 3" + 7

17 18

% = −2" + 1 −4% + " = 7

! * ! *
4% − 3" = 48 % = −3" + 8

7 ã SR Math 2018
(7, 9) (-1, -2)

(0, 7) (0, 3)

(3, -1) (-4, 9)

8 ã SR Math 2018
19 20

% + 5" = 37 % − 5" = 47
! * ! *
% = −" + 13 % = −2" − 23

21 22

3% + 5" = 54 % + 3" = −8
! * ! *
% = −" + 14 % = 2" + 12

23 24

5" = % + 51 % = 4" − 22
! * ! *
" = 4% + 33 % + 5" = 50

9 ã SR Math 2018
(-10, -3) (6, 7)

(-4, 4) (6, 8)

(8, 10) (9, -6)

10 ã SR Math 2018
25 26

" = 4% − 3 4" = −4% + 8

! * ! *
5" − % = 23 " = 3% + 10

27 28

% + 2" = 9 % + 3" = 7
! * ! *
% = −" + 7 % = −4" + 10

29 30

" =%−7 % = 3" − 7

! * ! *
2" + 2% = 14 5% − 5" = −5

11 ã SR Math 2018
(4, -2) (5, 2)

(3, -2) (2, 5)

(3, 2) (0, 7)

12 ã SR Math 2018
Name _______________________________________________
Date ______________ Period ____________ Problem Expert Activity

1 2

3 4

5 6

13 ã SR Math 2018
7 8

9 10

11 12

13 14

14 ã SR Math 2018
15 16

17 18

19 20

21 22

15 ã SR Math 2018