Lesson #1 Prerequisite Knowledge: Students should know how to 1. Isolate variables in a linear equation 2.

Identify slope and yintercept from a linear equation 3. Graph linear equations using slope- intercept form of linear equations Objectives: linear equations. Students will be able to find solutions of systems of

Students will be able to calculate slope and yintercepts of equations in Standard Form and Slope-Intercept Form and explain why the system has one solution, infinitely many solutions, or no solution. solution(s). Time Frame: 90-minute class period List of Materials: *LCD Projector *VODcast *Graph Paper *Graphing Calculators *Rulers Drill/ Do Now: a. Two problems converting linear equations from slope-intercept form to standard form and vice versa b. Two problems identifying slope and y- intercept c. Two problems graphing lines in slope- intercept form Lesson Introduction A system of equations is a collection of two or more equations with a same set of unknowns. In solving a system of equations, we try to find values for each of the unknowns that will satisfy every equation in the system. Systems of linear equations will have one solution (independent), infinite solutions (dependent), or no solution (inconsistent). Today, we will learn to graph, analyze, and solve systems of equations by using slope- intercept form of equations. Students will learn how to find the 1 solution, infinite solutions, or no solution by graphing system of equations. (Teacher Note: Emphasis will be on graphing systems of equations, with students leveraging their graphing skills) Direct Instruction Use 3- Steps as shown below1. Graph both equations using slope- intercept form. a. Plot y intercept (b). b. Count- out slope by rise and run, plot 2nd point. Students will be able to graph a system to find the

c. Connect 2 points with straight line. 2. Determine the solution(s), if it exists: a. One solution- point of intersection. b. Infinite solution- coincident, equivalent equations. c. No solution- parallel lines, slopes of both lines are equal. 3. Check the solution, by substituting a. Substitute x and y coordinates found (if exists) back into original equations. b. Solve equations to ensure correctness, that equations balance properly. Students will be given 5 min to draw the table below in the note section of their notebooks

VODCAST: The video will illustrate the process of solving systems by graphing. The following examples will be completed step-by-step:

The video will conclude by relating the process of graphing systems and counteracting terrorism. Guided Practice In heterogeneous groups of 3, students will read, discuss, and solve each systems by graphing to answer the questions associated with each scenario. Each group will be assigned one scenario to present to the class tomorrow. HOMEWORK Answer the following questions? 1. Lines with the same slope have how many solutions? 2. How can a system of equations have 1 Solution? 3. How can a system of equations have infinite Solutions? 4. When graphing systems of equations, how do you identify possible solutions? Modifications/ Accommodations

Repetition of notes and instructions * one-on-one assistance Extended time *enlarged graphing coordinates Department of Homeland Security Graphing Systems of Equations

* calculator use

* onboard modeling

Read each scenario carefully. Then, graph the systems represented and answer all questions for each scenario. 1. An American Airlines airplane is travelling on the path y = 5x 4, while a Southwest Airlines airplane is travelling on the path y = -3x + 2. If time is measured in minutes and altitude is measured by miles, at what altitude will the planes collide? If notified at time 0, how many minutes does the Department of Homeland Security have to prevent the collision? 2. Guards at the border of Mexico and the US discovered two trucks carrying illegal drugs and weapons. Truck number one carried 3 boxes of weapons and 5 boxes of chemicals worth $ 200. Truck number two carried 7 boxes of chemicals and 4 boxes of weapons worth $270. How much is each box of weapons worth? How much is each box of chemicals worth? If a third truck, carried 8 boxes of weapons and 3 boxes of chemicals what is the total value of the cargo? 3. A class of 195 students is attending a field trip to the National Security Agency Cryptological Museum. The trip requires 7 vehicles, some cars and some buses. Find the number of cars and the number of buses they took if each car holds 5 students and each bus hold 45 students. If parking rates are $4 for cars and $9 for buses, how much will the group pay total for parking? 4. The equation -4m + 3r = 42 relates the month and the return of illegal immigrants were to China in 2010, and 9r = 126 + 12m relates the month and the return of illegal immigrants to Mexico in 2010. During which month in 2010 are the total immigrants returned to China equal to the total immigrants returned to Mexico? Why? At the end of 2010, how many total Chinese were returned? How many total Mexicans were returned? 5. Fort Knox is analyzing two evacuation plans for the base. Plan A models the evacuation using 4m 9p = - 18. While Plan B evacuates people with the model: 36 + 12m = 27p. How many minutes into the evacuations will the two plans be equal? Why? If the base holds 1,200 people, which plan will evacuate the base in the least amount of time? 6. A NASA communications satellite is positioned at (20, 180). The Department of Homeland Security has received notification that kamikaze airplane is approaching the satellite on the path y = x + 160. To counter the attack, a missile has been fired on the path y = 4x + 70. Will the missile intercept the airplane attack? At what point does a collision take place? What objects are involved in the collision? Considering that altitude

is measured in miles and time is measured in minutes, write an equation for the missile that will intercept the airplane attack at an altitude of 170 miles.

Lesson #2 Prerequisite Knowledge: Students should know how to 1. Graph linear equations using slope- intercept form of linear equations 2. Identify the number of solutions to a system of equations by analyzing linear equations in slope- intercept form and graphs 3. Interpret and explain the solutions of systems equations Objectives: by using the substitution method. Students will be able to solve systems of equations

Students will be able to interpret the solution of a systems of equations by creating a 3- 5 minute presentation Time Frame: 90-minute class period List of Materials: *LCD Projector *VODcast *Graph Paper *Graphing Calculators *Rulers *Chart Paper *Markers *Dry Erase White Boards *Tissue *Die Drill/ Do Now: Answer each question. 1. What is a system of equations? 2. If a system of equations is comprised of two parallel lines, how many solutions will the system contain? 3. How would you classify a system, where the equations have the same slope, but different y- intercepts? 4. Solve the system: y + 7 = 5x and 5x - y = 7 Lesson Introduction Yesterday, we mentioned that there are multiple ways to solve systems of equations. We practiced graphing the data to find intersections, but graphing the data is not always the most efficient way to solve systems. Today we will solve systems algebraically, which some may find to be quicker and less time consuming. Direct Instruction Solve Systems by Substitution Power Point will be presented. Guided Practice

In their groups of 3, students will create a presentation of one Homeland Security word problem, using a graph of solutions and the application of the substitution method. Students have the option of using chart paper or creating a Power Point slide show. Presentations will be evaluated by students and teacher using the following criteria: Circle the score that best describes the presentation by using a scale from 1 3 ( 1 = Unsatisfactory, 2 = Satisfactory, 3 = Exceeds Expectations) QUESTION NUMBER: _____________ a. Accurate graph b. Accurate use of the Substitution method c. Accurate interpretation of the solution d. Creativity 1 . . . . . . . . .2 . . . . . . . . . 3 1 . . . . . . . . .2 . . . . . . . . . 3 1 . . . . . . . . .2 . . . . . . . . . 3 1 . . . . . . . . .2 . . . . . . . . . 3

Presentation order will be determined by rolling a die. After each presentation 2 minutes will allotted for Q and A, and all score sheets will be collected. HOMEWORK Write one system of equations that relates to the purpose of Homeland Security. Solve the system by creating a graph of the data and by using the substation method. Modifications/ Accommodations Repetition of notes and instructions * one-on-one assistance Extended time *enlarged graphing coordinates * calculator use

* onboard modeling

David Ferguson Mergenthaler Vocational Technical High School Math Teacher Please answer the following questions: What are some things (strategies, lesson, best practices, information, etc.) you gained from participating in this Homeland Security professional and curriculum development session? The experience has shown me how easy it is to create visual and audio products that will be very effective in engaging students. I also gained perspective in how the initiatives of The Department of Homeland Security can be easily incorporated in all core course, Math, Science, English, and Social Studies. Why do you believe that it is important to integrate Homeland Security concepts into already existing curriculum and how can the students benefit from the inclusion of those topics? Homeland Security is of growing need and interest in the United States of America. As a result, the departments and industries surrounding Homeland Security will consistently seek and employee the most skilled and knowledgeable candidates. Integrating DHS concepts gets students motivated to pursue these positions and it begins the thought process necessary to be effective in the field. Students who have exposure to DHS concepts throughout their academic career with have a huge advantage over students with no suck experience.