Voki Lesson Plan

Class Title: Integrated Algebra

Lesson Title: Solving Linear/Quadratic Systems

Grade Level: Grade 9

Author: Steven Viola

Objectives:

Students will be able to…

1. Solve systems of linear and quadratic equations using the graphing calculator

2. Use substitution and factoring to solve a system of one linear and one quadratic equation in
two variables by factoring

3. Identify the various possibilities for numbers of solutions for linear quadratic systems

Materials:
1. Graphing Calculator
2. Prepared notes
3. Smartboard or chalkboard
4. Voki.com (http://www.voki.com/pickup.php?scid=3259225&height=400&width=300)
Class Duration: 45 Minutes
Activities:

Students with Special Needs/English Language Learners

Any students with special needs or those who are English Language Learners should be paired with a
student that can assist them with physical, mental, or language issues throughout the entirety of the
lesson. Adjustments will be made as necessary as the lesson progresses.

Prior Knowledge
1. Students are familiar with the graphs of linear and quadratic functions
2. Students have a working knowledge of how to enter the two types of functions into the
graphing calculator

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 3. Students understand how to factor and solve quadratic equations
4. Students can solve a system of linear equations graphically and algebraically, particularly by
substitution.
Differentiation
In this lesson, differentiation is inherent. The lesson is designed to begin with problems that are
accessible to all students based on prior knowledge. Then, the lesson excels to higher levels of
learning and thinking. This way, if a few students fall behind, at least they have been successful in
earlier problems. The students that are doing well can continue through the end of the lesson and
examples.

Connections
This topic builds off prior knowledge of factoring and solving systems of linear equation, and is
therefore connecting to those topics. Real-world problems will be assigned in homework that include
examples from areas such as sports and sciences in order to connect to these fields as well.

Strategies
● Begin the lesson with the following Do Now activity that will be accessible to all levels of learners.
Students will work in pairs according to their typical performance level (a higher achieving student
will be paired with a mid-level or lower achieving student as often as possible). Circulate the room
and lend assistance when necessary. Have your Vokis ready to voice, and the equations written on
the board as numbers one and two:

1. Using Voki One: Factor and solve the following two equations:
a. y=x2+7x+10 [x = -2, x = -5]
b. y=x2-6x+9 [x = 3]
2. Using Voki Two: Solve the following system of equations by substitution. Then check
graphically using your calculator.
a. y=x+1
b. y=2x
[Solution: (1,2)]
Students should be able to solve both sets of problems with little difficulty. Go over the entirety of
these problems by having student volunteers give present solutions at the board. Be sure that
students know how to solve the system in both ways. Elicit that in this system of linear equations,

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there is exactly one solution. Question students about what other possible cases can occur with a
system of linear equations. Elicit that there can be infinitely many solutions, exactly one, or no
solutions for systems of linear equations.

● Pose the following question to the class.

Solve the following system of a linear equation and a quadratic equation using your graphing
calculator.
a. y=x2-x-6
b. y=2x-2
Before doing anything, ask students to think about what the possibilities are for the number of
solutions with one parabola and one line. Elicit that there can be two solutions, one solution, or no
solutions. Anticipate that students might think there can be infinitely many solutions, just as with two
lines. Explain that this is not possible because you would need either two lines or two parabolas for it
to occur.

Tell students to go ahead and try to solve this system of equations with their partners.

Offer assistance to students who are struggling with entering the information into their calculators.

● Anticipate that several students will be able to solve this, using the same techniques they used for
solving a system of linear equations. Once the class has worked on this for a few minutes, bring
together for a discussion of the solution.

Explain the following key strokes to the students for entering the systems into their calculators. Show
on the Smartboard TI Emulator.

[Y=] > [x] > [x^2] > [-] > [x] > [-] > [6] > [Enter] >
[2] > [x] > [-] > [2] > [Graph]

To find the solutions of the system, have students complete the following key strokes.
[2nd] > [Trace (Calc)] > [Intersect]
Then, tell students to scroll near the first intersection point and hit enter 3 times. Repeat this
procedure near the other point of intersection.

Discuss with students what the two solution points are and the procedure used to find them.

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 [(4,6) and (-1,-4)]
● Pose the same problem again, but instruct students to turn off and cover their graphing calculators.
Ask, “How might we solve this algebraically?” Elicit that we can use the method of substitution, as we
did above. Ask, “Since both equations are equal to y, what can we simply do to start?” Elicit that we
can set the right part of the two equations equal to each other and solve, as follows.

1. x2-x-6=2x-2
2. x2-3x-4=0
3. x-4x+1=0
4. x=4 or x=-1
Ask students if we are finished with the problem and elicit that we still need to find the y-values of
the function. Ask, “Which equation should we plug them into?” Elicit that either one will work, so do
whichever is easier for them.

1. y=2x-2=24-2=8-2=6
2. y=2x-2=2-1-2=-2-2=-4
Thus, the solution points are (4,6) and (-1,-4), as found previously.
● Distribute a worksheet for students to practice and apply what they have learned from the lesson
with the following problems.

1. Using your graphing calculator, determine the number of solution points for each linear-
quadratic system.
a. y=x2+3x+2, y=-2x+1
b. y=-x2+2x, y=2x+1
c. y=x2-9, y=x+3
2. Solve the following system algebraically. Be sure to check all solutions.
a. y=-x+5
b. y=x2+6x+11
[(-6,11) and (-1,6)]
3. Solve the following system using your graphing calculator. Be sure to copy the graphs onto the
given graph paper and to include all appropriate labels. Be sure to check all solutions.

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 a. y=x2-3x+3
b. y=2x-3
[(2,1) and (3,3)]
Lend assistance when necessary by circulating and observing student progress. Assess if students are
having difficulty with anything in particular. Go over solutions as a class in the remaining minutes of
the period by asking for student volunteers to present solutions.

● Conclude by summarizing the following points:

1. To solve a linear quadratic system algebraically, use the method of substitution, just as we did
with systems of linear equations.
2. To solve a linear quadratic system graphically, use the method of linear equations. (Note the
difference in the number of solutions for problems of this type)
3. There can be 1 solution, 2 solutions, or no solutions for linear quadratic systems.

Assessment/Homework
• Students will be assessed throughout the entire class period based on how they are performing
on individual problems. The instructor will circulate and be constantly observing student progress
for specific problems or parts of problems.
• For homework, students will be assigned several examples of linear-quadratic systems that they
must solve algebraically, graphically, or both. These problems will be similar in type to those seen
in class, as well as others that require more thinking in order to further develop students’
understanding of the topic. The homework assignment will be checked in small groups the
following day. Each group will decide on 1-2 problems they all had difficulty with, and we will pick
a few problems to work through together as a class for better understanding.
• At the end of the week or unit, students will be given an assessment with at least one linear-
quadratic system to solve algebraically and graphically. This well test for students’ understanding
of the topic and will see if it needs to be further taught or practiced.

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