Digital Unit Plan Template

Unit Title: Solving systems of linear equations in two variables Name: Dorothy Cheng
Content Area: Algebra 1 Grade Level: 9th grade
CA Content Standard(s)/Common Core Standard(s):
Page 65 and 66
Reasoning with Equations and Inequalities A-REI
6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
Big Ideas/Unit Goals:
Big Ideas/Unit Goals = Understand what it means for a system of equations to have a solution. Be able to solve for the solution of a system of linear equations when it exists.
Develop the good habit of checking ones work through multiple methods.
21st century skills = Develop critical thinking and problem solving skills by using reason to solve problems, analyzing and evaluating evidence, and making connections
between given and derived information.
Unit Summary:
In this unit students develop an understanding of system of linear equations in two variables. They will use algebraic and graphing methods to determine whether two lines
are parallel, coinciding, or only intersecting. If the lines intersect, they will solve the system algebraically by using elimination or substitution. They will check their answer
by plugging in the proposed solution into the system and by showing the point of intersection graphically. Students are expected to have a strong understanding of the
content at the conclusion of the lesson and be equipped with the tools to solve more advanced systems of equations (linear/nonlinear system).
Assessment Plan:
Entry-Level: Formative: Summative:
Diagnostic Quiz A five-question diagnostic quiz will Guided Notes The guided notes provided during the Submit-a-Problem Students will be asked to create
assess student prior knowledge of the content needed teacher lecture will serve as the first formative their own problem that they would like to appear on
to succeed in this topic. The quiz will not count towards assessment, giving students practice with writing the the exam, potentially stumping their classmates. As
student grades. Students are encouraged not to guess mathematical language used in this unit. part of this summative assessment, students will write
and instead write I dont know as their answer when Webercise To be completed as part of the iPad a full (correct) solution to their problem.
needed. Students are not to use any form of assistance lesson, students will complete six related problems. Unit Exam This will be a comprehensive written
and are to complete the quiz in 15 minutes. Homework Students will complete problems on this exam on material from this unit. Students can expect
unit as given by the textbook. At least 20 problems will five problems, each will be graded out of ten points.
be assigned. Students will turn this in the next day and Partial credit will be given when merited and according
we will review a few problems together for assessment. to the rubric. No calculators or electronic devices. No
Graphic Organizer After submitting and reviewing notes or any forms of assistance are allowed.
the homework, students will create a concept map
connecting nine terms from this unit. The graphic
organizer will serve as preparation for the summative
assessments.
Homework Corrections This is an optional
formative assessment wherein students who missed
several of the homework problems can go back and
redo them for extra practice before the exam.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities: Students will follow the lecture, taking notes on what the teacher explains verbally and
During individual in-class (Assessments): Students what she writes on the board. The teacher will go through small, relevant examples that prep students to
work, students will apply complete all problems on the ultimately be able to solve systems of equations. For example, students will first be asked to plug in
substitution and elimination Guided Notes and are able to ordered pairs into a system and determine whether they are solutions. The teacher will also use visuals to
techniques to systems of solve a system of linear show the three different relationships that can occur between two lines on a plane. Students will then use
linear equations, will solve equations, showing the their understanding of these three cases to determine whether a solution exists. Then the teacher
for an exact solution if it proper algebra and checking demonstrates how substitution and elimination solving techniques work and shows the best ways to verify
exists, and will use two their work. that the answer is correct. Students will be given time to practice problems throughout the lecture using
methods to check their their instructor-provided Guided Notes.
answer.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities: After reviewing their notes on the teacher lecture and the resources provided on the
During an in-class iPad Students will complete the Webercise worksheet, students will complete six unique examples that require higher order thinking. Each
lesson, students will nine steps on the Webercise example assesses whether students understand the nuances that can occur when solving a system of linear
complete six types of worksheet, showing all of the equations in two variables. To make the lesson more interactive, students will input equations into Desmos
examples that require critical required algebra. Students to quickly generate graphs and see what the system looks like visually. Aside from gaining more practice
thinking and a deep will print or draw by hand the with reading graphs, students will use Desmos to check their work. Students will turn in both handwritten
understanding of the corresponding graphs they solutions and online-produced graphs with their Webercise worksheet.
mathematical concepts. created using Desmos for
Students will compare and each relevant problem. The
contrast their handwritten solutions found using algebra
work to graphs produced should correspond to those
using Desmos, an interactive on the graphs.
online tool.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Using the nine following concepts parallel lines, coinciding lines, intersecting lines, no
During an in-class activity, Students will turn in their solution, infinitely many solutions, one solution, write equation in slope-intercept form, elimination, and
students will partner-up and own graphic organizer substitution students will create a graphic organizer showcasing the three general relationships that can
correctly place nine unit showing the proper occur between two lines. Maps should demonstrate an understanding of the connections between these
terms in a graphic organizer connections between the nine words. Students can work with a partner to brainstorm how to organize this information, drawing a draft
in a way that summarizes the different concepts. They will diagram on paper. For homework, students will transfer their work on a software program, producing a
main ideas regarding systems use SmartArt on Microsoft digital map.
of linear equations in two Word or another software to
variables. create the diagram.
Unit Resources:

Solving linear system of equations in two variables by graphing, substitution, and elimination http://www.livebinders.com/play/play?id=944028

Q: What is the relationship between two given lines?

A: This is a very important concept to understand. Please see the notes posted here and ask me if you still have questions.
Q: What does it mean for a system to have a solution?
A: Please check your notes from class! If you still have questions see this link for a review lesson.

Q: What is the elimination method?

A: It is one algebraic method to solve a system of equations. Click for a demonstration.

Q: What is the substitution method?

A: It is the other algebraic method to solve a system of equations. Click for a demonstration.

Q: How do I graph a linear equation on a coordinate plane?

A: We covered this earlier in the semester. Check out this webpage for a refresher.

Q: Is there a program to help me visual a system of equations?

A: I like to use the graphing calculator on Desmos. Is it easy to use and individual equations can be conveniently turned on or off.

Q: How can I check that my answer is correct?

A: Good question! First, check your work line by line for any arithmetic errors. Then plug in your ordered pair back into the system to verify that your solution is correct. Here is
a video tutorial that shows how to do that.

Q: Is there a faster way to check my answer?

A: Not by hand. However, as the very last step in completing your homework you can use the calculator on Symbolab to check your work. I would not become too dependent on online
tools since calculators are not allowed on our exams.

Q: I still don't get it. Is there another example I can review?

A: Here is a link to a YouTube video that reviews how to a solve by elimination and substitution. It also explains how you know whether a system is dependent (has infinitely many
solutions), independent (has one solution), or has no solution.

Q: Will learning this material help me in the future?

A: Yes! Learning how to solve systems of linear equations serves as preparation in solving systems of linear-nonlinear equations as shown on this page. We will learn how to do this
formally later in the semester.

Review graphing linear equations using this resource on Wyzant.

Practice finding the slopes of parallel and perpendicular lines using the IXL interactive. Complete at least five problems.

Use the resources on this website as needed or review the unit using the new resource located here.

Useful Websites:
https://www.desmos.com/calculator
https://www.slideshare.net/secret/6neelxXvX5vmVD
https://www.google.com/forms/about/

To create a digital graphic organizer, use the SmartArt tool in Microsoft Word, Popplet, or your favorite mapping software.

http://screencast-o-matic.com/