Description:

Grade: 9
th

Date: December 10, 2012
Topic: Solving linear equations by graphing
Duration of time: 45 minute class period

Goals:
-Students will understand the relationship between graphs and systems of linear
equations.
-Students will interpret the intersection of two graphs as a solution to the given system of
equations.
-Students will be able to familiarize themselves with whether a system of equations has
one solution, no solution, or infinitely many solutions.

Objectives:
-Students will be able to create equations based on given information and then find the
solutions by graphing the two equations (A-CED 2).
-Given a graph, students will be able to find the solution(s) if any exist (A-REI 6).
-After graphing a function, students will be able to explain where the solution is and why
that is the solution (A-REI 11).

Procedure:

Pre-Reading:
We will have the students work by themselves and complete the anticipation guide before
the article reading.

During Reading:
We will have students read the section together with a partner and while the students are
doing the reading, we will ask them to complete the remaining half of the anticipation guide.
After they have finished the reading, we will have them discuss their new conclusions that they
found and what changes they have made.

Responding:
After the groups have finished their discussion, we will come back together as a class and
have a PowerPoint discussion about the topic. We will have the students fill in the blanks and
have them answer the questions on the PowerPoint as well as have them elaborate on their
reasons behind them.
1) What kind of graph is this and why?
2) What kinds of graphs are independent? Consistent?
3) Why do people use graphing to solve systems of equations?
4) Is graphing the most reliable method to solve systems of equations? Why or why not?

Exploring:
For this unit there is quite a bit of new vocabulary so we want to have the students create
a word wall with words that we have learned and we will continue this activity throughout the
unit, adding a few words each lesson. We will have them pop the bubbles to see the vocabulary
that will be added to the word wall. After the lesson was taught, we will have the students go
back to the anticipation guide and summarize the main concepts that they have learned in the
section.

Application:
After giving them some time to look at the problem on their own, then we will then have
two students come up to the board and show us their solution. To wrap up the lesson, we will
have the students complete the semantic feature analysis. This will give them time to reflect as
well as to be a resource for them to go back to later.

Assessment:
For the assessment of this unit, we will check for their subject understanding in their
responses to our discussion questions. We will also be observing the students while they are
doing the graphing activity. We can walk around while they are working on the problems and
be able to see if they are struggling with any part of the lesson to know if we need to go back and
re-teach part of the topic.

Materials Needed:
-Anticipation Guide
-Semantic Feature Analysis
-Graph Paper
-Markers

Standards:

A-CED 2: Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.

A-REI 6: Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.

A-REI 11: Explain why the x-coordinates of the points where the graphs of the equations
y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions
approximately e.g., using technology to graph the function, make tables of values, or find
successive approximations. Include cases where f(x) and/or g(x) are linear.