Mathematics 1: Unit 3

Solving Linear Equations Hailey Larson, Dayna Long Objective: Students will acknowledge that solving an equation algebraically will obtain the same answer as locating it graphically (discover a relationship) Objective: Students attempt to formulate their own conjectures about systems of equations and their associated graphs before turning to someone else for help (willingness to try)
Lesson Plan: Experimenting: Pass out the attached worksheet to students upon arrival to class. Organize them into groups of 3. Instruct them to engage in the worksheet by themselves first, and then discuss it collaboratively as a group when everyone in the group has finished. They have about 12 minutes to work on this. Reflecting and Explaining: Discuss and record the comparisons made by students in question 3 of the worksheet. Bring up any comparisons the students may have missed.(5 minutes) Hypothesizing and Articulation: Record the conjectures of each group from question 4 of the worksheet and engage in a discussion regarding each of them. Guide the students into formulating a hypothesis. (10 minutes) Verifying and Refining: Have students test their hypothesis on the systems of equations from the worksheet to see if its correct. Refine any holes that may arise. Make sure that students make the connection of the answer to system of equations lies with where the graphs meet. (4 minutes) Assign the following problems for homework: 1-6, 9, 11, 14, 20 from section 5.4 of the textbook. Miniexperiment: Prompt: You know now that systems of linear equations can be solved both graphically and algebraically. Write two paragraphs-using diagrams as needed-that explain how experiments you and your classmates performed with calculators helped you to figure that out. Observers Rubric: Maximum score is 8 points depending on how well the response reflects the following criteria: +1 for having two paragraphs that display comprehension of the task posed by the prompt +1 for including references to examining specific equations comparing characteristics of the graphs to the functions +1 for indicating that inductive reasoning was used to draw general relationships +1 for nothing erroneous or extraneous included in the two paragraphs

Miniexperiment: Prompt: You are given a test at the end of your unit on Systems of Equations. The last problem on the test is a word problem where you have to come up with and set up your own system of equations in order to solve the problem. What would you do after you set up the system of equations? Answer honestly. a) Immediately solve the system using substitution b) Immediately solve the system using elimination c) Immediately solve the system graphically d) Carefully consider each method and decide based upon which one you believe to be most logical or simple to use Observers Rubric: +1 for circling either a, b, c, or d. Graphing Linear Equations Worksheet 1. Pull out the There are how many solutions?! worksheet we completed in class last week. 2. Note that we worked with three systems of linear equations. Graph each system in your calculator and draw it below. Note that you may need to rewrite the equation in order to graph it. y = 12 + 3 y = 5x + 4

3y + 3x +2 = 0 4y + 4x - 4 = 0

y = 4x + 2 3y = 4x + 2

3. Compare the answers you obtained from the There are how many solutions?! worksheet with the graphs you just drew. Are there any similarities or differences?

4. Formulate a conjecture based upon the graphs and the solutions to their associated equations:

5. Are there any answers from questions 3 and 4 that someone else in your group came up with that are different than your own? If so, make notes of them below: