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Previous Lesson Central Focus Future Concept

-Solved systems of linear -Solving systems of linear -Solving systems of linear

equations by graphing. equations by substituting. equations by elimination.

Nicholas Rohl
Solving Systems of Linear Equations 4.1
Freshmen Algebra I
50 minutes
Solving Systems of Linear Equation with Substitution

Educational Objectives:
 The students will be able to isolate a variable from one equation and correctly substitute
the equation into the second equation.
 Students will be able to understand the meaning of their answer, either one solution, no
solution, or infinite solutions.

Aligned to the following CCSS and NCTM Standards:

 Common Core
 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
o Represent and analyze mathematical situations and structures using algebraic symbols

 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.

Assessment on Learning (list all formative & summative with timeline):

 Formative:
o Informal assessments will take place as the teacher is walking around during the
partner activity as well as during the discussion at the end of the lesson.
o Formal assessment will happen in three days where all the students individually
work on a task sheet.
 Summative
o There will be a test on the entirety of this chapter next Friday, November 15th.

Accommodations for students with specific learning needs:

 Extended time if necessary

 Preferred seating

Academic Language
Language Function (select 1):
Analyze Compare/Contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to practice
using the language function identified above:
The students will have to explain their answers at the end of class when they go up to the
board and present their solution to the whole class.

Additional Language Demands. Given the language function and learning task identified above,
describe the following associated language demands (written or oral) students need to understand
and/or use:
The students will use the language demand for oral speaking when they are working
together and communicating with each other in both partner activities.

Linear Equation
System of Equations
Linear System of Equations
Solution of a linear system

Problem of the day

Guided Note Sheet

Guided Note Sheet Answer Key

Smart Board

White Board

Anticipatory Set/ Attention Getter:

Partner Talk: Good morning class. Thank you for getting your homework ready, I will
be walking around to check it in. Please turn to the person next to you, say hello and discuss
what your favorite fall activity is. (2 minutes).

Questions to Ask
1. What does it mean to be a solution of a system of linear equations? (Analyze)
2. Where on the graph is the solution of the system of equations when graphing?
3. How can you check to make sure that your solution is correct? (Understand)
4. What does it tell you if you get two solutions to the systems of linear equations?
5. Why can you substitute an equation in for a variable? (Apply)

Sequence of Events (include time needed):

1. 1. Anticipatory Set: Partner Talk: Good morning class. Thank you for getting your
homework ready, I will be walking around to check it in. Please turn to the person next to
you, say hello and discuss what your favorite fall activity is. (2 minutes).
2. TWPS: Students will individually solve two systems of linear equation problems
graphically. They will write down their solution and then discuss with their partner. After
a few minutes, we will review as a whole class. (8 minutes).
3. I will use guided practice to introduce a new method for solving linear systems of
equations called substitution. (15 minutes).
4. Students will then work in partners to solve a series of systems of equations using only
the substitution method. (15 minutes).
5. Students will come up to the board to show their work and stay at the front of their room
to explain their answer to the whole class. I will use this time to wrap up the lesson and
ask the whole class about the partner activity. (10 minutes).

I will wrap up the lesson by asking the class again, why can we substitute an equation in
for a variable? I will follow this question up with how can you check to see if your answer is
correct? From their I will thank the students for their focus and communication and say we will
be learning a third method to solving systems of linear equations.

Modeled-Review of the warm-up problems

Shared- None

Guided- The first three examples of solving by substitution.

Independent- The first two phases of TWPS

Guided Practice/Partner Activity