Solving Systems of Equations

Debbie Hurt
Algebra 1 (grades 8-10)

Common Core Standards:

A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or

inequalities, and interpret solutions as viable or nonviable options in a modeling context.

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

Lesson Summary:

In this lesson, we will explore two common methods of solving a system of two linear equations. These
methods are graphing and substitution. We will start with graphing in order to give students a visual
understanding of the topic. Then we’ll solve algebraically by using substitution.

Estimated Duration:

This lesson will take approximately five 45 minute class periods to fully introduce, develop and assess.

Commentary:

To prepare students to learn solving systems of equations by graphing, I will provide warm-up problems that
will have students name the coordinates of graphed points. This is important because students will have to
name the point of intersection of two graphed lines. After learning about slope, students often get confused
with naming the coordinates of points. Also, before teaching substitution, I would review solving literal
equations so that students can practice solving an equation for a particular variable.

Instructional Procedures:
Day 1:
First 5 minutes: For a warm-up, display a graph on the Clevertouch that has six labeled points. Students are
to write the coordinates of the points. This is a great review for students to remember what the x and y
coordinates mean.
20 minutes: Define what systems of equations are: two or more equations with a common solution. Then
review what linear equations are: first degree equations—their graphs are straight lines. Give the students a
system of linear equations and ask them to graph them on their graph paper. Discuss the point of
intersection and have students estimate that point. This is the solution of the system. The coordinates of the
solution can be put back into each equation to produce a true equation. Give two more examples of systems
with integer solutions.
10 minutes: Then give students a system of equations that has no solution. Allow them to graph the lines
and discover that the lines won’t intersect. Discuss parallel lines. Then give students a system that has
infinitely many solutions. They will graph the lines and discover that they intersect in an infinite number of
points. Ask students to summarize the three possible types of systems and define the terms consistent,
independent, dependent, and inconsistent.
10 minutes: Discover how to determine the type of system by looking at the slopes of the equations without
actually graphing them. Review slopes of parallel lines.

Day 2:

30 minutes: Technology Day: Students will work on graphing calculators (TI-84) and Desmos on their
Chromebooks to solve systems of equations by graphing. Go back to the systems solved on Day 1 and work
on putting them into the TI-84s or Desmos. For the TI-84, students will need to put equations in slope-
intercept form in order to enter them into the calculator. For Desmos, they can enter equations that are given
in standard form or in slope-intercept form. Students will locate and name the solution (point of
intersection) by looking at the graph. Next, I will present systems of equations whose solutions are not
integers. We will practice on the graphing calculator by using the CALC function (above the TRACE
function). Then select option 5 (intersect). They will hit enter three times and then the solution will be
given. Students will practice with each type of system.
15 minutes: Discuss with students the pros and cons of solving systems by graphing. We need another
method for solving. Introduce the idea of solving algebraically. Present two examples of solving using
substitution where one of the equations is solved for a variable. Allow students to try examples on their
own.

Day 3:
10 minutes: Warm-up. Put two problems with systems of equations on the board for students to complete at
their seats. The first will need to be done by graphing by hand and the second will be a simple substitution
problem.

25 minutes: Continue teaching students to use substitution when solving a system of equations. Do
examples in which both equations are written in standard form. Discuss how to determine which variable is
the most logical one to get alone and then substitute into the other equation. Do several examples and have
students practice. This may be at their seats, on the white boards, or on the Clevertouch.
10 minutes: Assign practice problems for homework and give students the remainder of the class period to
begin working on it.

Day 4:

10 minutes: Go over answers to previous day’s homework while students check their work. Go over any
questions students may have.

30 minutes: Apply solving systems of equations to various types of word problems. Practice writing
equations for coin problems, distance problems, and chemical problems. Once students have practiced
writing the equations, student can begin solving them.

Day 5: Assessment

30 minutes: Non-calculator portion of quiz: Have students solve systems of equations by graphing the lines
by hand. They will estimate the point of intersection and then check the solution into the original equations.
The students will also solve systems by substitution. The students will have two word problems that they
will have to write equations for as well as solve them.

15 minutes: Calculator portion of quiz. Students will solve systems by graphing using a TI-84 graphing
calculator and/or Desmos on their computer.

Pre-Assessment:

On the first day of the lesson, we will start with a warm-up where students will look at a graph that contains
points, and they will give the coordinates of the graphed points. This will prepare them to name the solution
to a system of equations that are graphed. Another pre-assessment will take place when students are first
asked to graph the two lines in a system before discussing the idea of finding a common solution.
Scoring Guidelines:

I will determine the students’ readiness for the lesson by just checking on their progress on the warm-
up. I will ask for volunteers to share their answers for the coordinates of the graphed points. Then I
will walk around the room to check students’ graphs.

Ongoing teacher assessment will be in the form of going over homework answers in class and spot-checking
the homework papers that are turned in.
Post-Assessment:

The students will take a quiz over this lesson assessing their ability to solve a system of equations by
graphing and substitution. Students will need to graph lines correctly and accurately find the point of
intersection. They will also need to correctly solve a system using substitution. Next, students will need to
show they can write equations from word problems and solve them. Finally, the students will need to be
able to graph lines on a graphing calculator and use the CALC function to find the point of intersection.
Scoring Guidelines:

Their grade will be based on points earned out of the total points possible.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: There are so many types of word problems for systems of equations. I would give the gifted
students try some of the more challenging word problems. I would also possibly have them solve systems of
three equations in three variables using the same techniques of substitution that we would have used for
systems of two equations.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:

I may ask the gifted students to do peer tutoring with students that are struggling. I would also assign Khan
Academy videos that the students could watch to supplement my teaching. That way, the students could
play back the video whenever they are stuck or confused.

Extension
Khan Academy videos to supplement lesson:
https://youtu.be/GWZKz4F9hWM
https://youtu.be/5a6zpfl50go

Homework Options and Home Connections

Homework will be assigned each day for students to practice what they’ve learned. This will usually consist
of about 9-12 problems. For this lesson, students will need to use technology (Desmos or a TI-84) to
complete some of the problems.

Interdisciplinary Connections

The types of word problems are very closely related with chemistry and physical science. For chemistry,
there are word problems that ask to find the amount of a certain solution that needs to be added to another
solution to raise the concentration of a chemical. Some of the other word problems involve rates, times, and
distances for boat in the river problems and airplane problems with currents and wind direction.

Materials and Resources:

For teachers Clevertouch interactive panel, TI-84 calculator, white board with markers

For students Graph paper, computer for Desmos, graphing calculator, notebook paper

Key Vocabulary
system of equations, consistent, independent, dependent, inconsistent, parallel lines, coinciding lines,
substitution

Additional Notes