LESSON PLAN: Substitution

Co-Teaching Lesson Plan (Direct Instruction)

Teachers:

Subject:

Ms. Granado

Algebra - Substitution

Standard:
HS.A-REI.C.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two
variables.
Objective (Explicit):
Students will be able to accurately solve systems of linear equations using substitution.
Evidence of Mastery (Measurable):
Students will be given a series of six systems of equations. Students will solve all questions for the intersection point. This will be homework and
collected the next day. Students must get six out of six correct or 100% to pass.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will review what systems of linear equations are.
Students will review solving systems of equations by graphing.
Key vocabulary:

Materials:

Solving systems of linear equations: This means to solve the system to find
the intersection point of the two lines.

Students notebooks

Substitution: This is a way to solve linear systems that involves isolating

variables to solve for one variable at a time.

Paper
SmartBoard
Algebra Textbook

Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will review solving systems of equations solely by graphing. The teacher will imply that there could be an easier way to solve these
systems. The teacher will then ask what we solve for when we solve systems of equations. The teacher will lastly state that we will be learning
something called substitution.

Instructional Input

Teacher Will:

Student Will:

The teacher will put an example on the Smart Board.

Y=3x+2 and x+2y=11.
The teacher will ask students to graph this equation in their
notebooks.

Students will graph the system.

The teacher will explain that with substitution, you always need to
isolate one of the variables.
The teacher will motion towards the y=3x+2 equation and explain
the y variable is already isolated.
The teacher will explain with this equation with the isolated
variable, we need to plug that in for y in the second equation.

Students will continue to take notes.

The teacher will plug the equation in and model how to solve the
question.
The teacher will ask if there are any questions before moving on to
the next examples. This process will repeat for the next four
examples:
Y=6x-11 & -2x-3y=-7
-7x-2y=-13 & x-2y=11
-3x+3y=4 & -x+y=3 ** (special case no solution)
The teacher will prompt students with questions to understand
what no solution means by referring back to what our solutions do
mean.
Last example: 2x+5y=6 & 9y+2x=22

Students will form ideas as to what no solution means.

Co-Teaching Strategy/Differentiation
Based off of this class, students will struggle with understanding how to isolate a variable. These students will be given systems
similar to this where one equation already has isolated variables and then eventually work up to where more steps are needed.

Guided Practice

Advanced students in this class often need a challenge so these students can be given substitution problems that include fractions or
decimals.
Teacher Will:

Student Will:

The teacher will put four problems on the SmartBoard and

students will work in groups to finish.

Students will work in groups on these four problems.

2x-3y=-1 & y=x-1

When time is up, students will share their answers out.

y=3x+1 & 4y=12x+3

9x+2y=6 & 3x-y=7
y=3x+1 & 4y=12x+4
Co-Teaching Strategy/Differentiation

Independent Practice

There are two specific tables that have students that usually overthink every problem or miss steps. During this time while the teacher
monitors and students ask questions, focus will be put on these two tables for issues.

Teacher Will:

Student Will:

The teacher will give students six problems to solve as an exit

ticket. If the students do not finish, the rest of the problems will be
homework.

Students will complete the exit ticket/homework individually and

turn in to the bin.

4x+3y=1 & x=1-y

6x-y=3 & 4x-2y=-2
2x+3y=6 & x-3y=-15
35x+y=20 & 1.5x-0.1y=18

2x+3y=7 & x=1-4y

7x-5y=4 & y=3x-4

Co-Teaching Strategy/Differentiation
For advanced students, there are systems that have three variables. This system will be available for students to try.
x-3y+3z= -4 & 2x+3y-z= 15 & 4x-3y-z= 19
Closing/Student Reflection/Real-life connections:
The teacher will refer back to when students would solve these systems using graphing. The teacher will ask students what they think about
substitution and whether this is easier or harder than graphing. The teacher will also make connections to upcoming lessons regarding
elimination and special cases. In regards to special cases, they were touched on in this lesson but will be explored even more in an upcoming
unit.
If there are issues with any of the homework problems the next day, these questions will be revisited in the Do Now.