1

2
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Calendar of Important Dates: Unit 5
You may use this calendar as a physical planner to help you stay organized and aware of assignments.

February
Monday Tuesday Wednesday Thursday Friday
5 C day U5L1 6 D day U5L1 7 A day U5L2 Quiz #1 8 B day U5L2 Quiz #1 9 C day U5L3

12 13 14 15 16

Carnival Break! No School

19 D day U5L3 20 A day U5L4 21 B day U5L4 22 C day U5L5 23 D day U5L5

26 A day U5L6 Quiz #2 27 B day U5L6 Quiz #2 28 C day U5L7 29 D day U5L7 1 A day U5L8

Middle School Dance

March
Monday Tuesday Wednesday Thursday Friday
4 B day U5L8 5 C day U5L9 Quiz #3 6 Conferences! 7 D day U5L9 Quiz #3 8 A day NO CLASSES

NO CLASSES MS Collapsed Day

x11 B day U5L10 12 C day U5L10 13 D day EXTRA! 14 A day Pi day 15 B day Pi day
𝜋 𝜋
STEAM night!

18 C day U5L11 19 D day U5L11 20 – A day NO CLASSES 21 B day Preview Unit 6 22 C day Preview Unit 6
Assessment Assessment
JMUN

25 26 27 28 29

Spring holidays! No School

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Unit 5
Topic Know Apply Reason
Graph linear equations. Apply the graphing method to
solve systems of equations.
Methods for solving systems of

Reason about and apply the

Isolate variables. Apply the substitution method to most efficient method to solve,
equations

solve systems of equations. using structure and constraints

of real-world situations.

Create equivalent equations by Apply the elimination method to

multiplying or dividing. solve systems of equations.

Graphically identify point(s) of Algebraically determine point(s) Reason using structure to

Interpreting

intersection. of intersection. determine number of solutions

Solutions

(one unique, zero, or infinite).

Graph linear inequalities. Identify viable and non-viable Reason about constraints in
systems of

solutions. real-world situations.

inequalities
Solving

(linear programing)

EFFORT CONDUCT
Goals - Consistently/Usually Goals - Consistently/Usually

Preparedness Perseverance and Problem Solving

 Comes to class with all materials
 Uses all class resources
 Homework is complete
 Takes measures to make up missed work
Time Management
 In class on time
 Turns in work on time
 Works productively during class
 Asks productive questions
 Takes initiative to solve problems individually
 Attends office hours when needed
 Learns from self- assessment
 Applies feedback for improvement
Work Ethic
 Follows all directions
 Produces quality work
 Respectfully collaborates with others in class
 5

Mathematical Mindset: Remember, your brain is a muscle and grows with

every experience, whether successful or stressful! Reflect on your beautiful
growth mindset and determine your next steps.

Beliefs: Celebrations: (Be specific. Choose areas from: math topics,

conduct, effort, and or math mindset)
I believe in myself, I know I can learn anything, as
I have unlimited potential.

I know that my brain is flexible, and it is

developing, strengthening, and or/connecting
pathways all the time.

Struggle:

When I find work difficult and I struggle, I keep

going, knowing that I am developing my brain.

I am not afraid to take risks, try something new

and get it wrong.

Strategies:

If I try a method or approach that does not

work, I try a different approach, and think about
the problem in new ways. Next Steps: (Be specific. Choose areas from: math topics,
I like to investigate ideas, search for patterns, conduct, effort, and or math mindset)
and think in different ways - visually, verbally,
and physically, as well as numerically.

Connections:

I am curious about other people's ideas, and

their different ways of thinking.

I ask questions about what I am learning to

reach new understanding.

Reflections:

I think reflection is a valuable learning practice.

When I get a lot of feedback, even if it looks

overwhelming, I know it will be helpful and I use
strategies to incorporate it into my own work.
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Unit __ Lesson __ : Warm-up Skills!

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Unit __ Lesson __ : Warm-up Skills!

Prove 2 possible combinations!

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Unit __ Lesson __ : Which Would You Choose?

If you were babysitting, would you rather:
Charge $5 for an initial fee and $8 for each hour? Or Charge $15 for an initial fee and $6 for each hour?
CER: State your claim, use equations to prove your choice and then explain your reasoning.

Unit __ Lesson __ : Shape Puzzles

Here is a shape puzzle. The sum of each row is shown. Determine the solution for this puzzle.

Design your own shape puzzle! Write the sum of each row. Determine the solution for your puzzle.
 9

Unit __ Lesson __ : Welcome to Systems!

Goal 1: Understand what a system of equations is and what makes it powerful.

Notes:

The following Science Club Dilemma illustrates much of what we’re trying to understand during this unit.

Students in the Hamilton High School science club were trying to raise €240 to buy a special eyepiece for the
high-powered telescope at their school. To help, the school Parent Teacher Organization (PTO) offered to pay
science club members if they would work on an after-school project to clean up a nearby park and recreation
building.

There was work to be done inside and outside. Because the outdoor work was harder and dirtier, the PTO agreed
to pay €16 for each outdoor worker and €10 for each indoor worker. The club had 18 members eager to work on
the project, but most members would prefer the easier indoor work.

1. What is the dilemma facing the science club? What math problem comes from this situation?

2. The science club members came up with these two equations: 16𝑥 + 10𝑦 = 240 𝑎𝑛𝑑 𝑥 + 𝑦 = 18

a. What do the variables x and y represent in these b. What part of the dilemma is represented by each
equations? equation?

3. What are some combinations of outdoor and indoor 4. Will any of those combinations also put each club
workers that will allow the club to earn just enough member to work?
money to buy the telescope eyepiece?

5. What different strategies could you use to find a pair of values for x and y that satisfy both linear equations
simultaneously?
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Unit __ Lesson __ : Welcome to Systems!
6. The diagram below (c) shows graphs, in the first quadrant, of solutions to the equations:
16𝑥 + 10𝑦 = 240 𝑎𝑛𝑑 𝑥 + 𝑦 = 18

a. Match the graphs to the linear equations they b. Use the graphs to estimate a solution (x, y) for the
represent. Explain how you know your answers system of equations – values for x and y that satisfy
are correct. both equations. Explain what the solution tells about
the science club’s fund-raising situation.
Line 1 represents equation:
I know this because…

Line 2 represents equation:

I know this because…

c. Since graphs give only estimates for solutions of

equations, it is important to check the estimates.
Show how your graph-based estimate can be
checked to see if it is an exact solution to the
system.
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Unit __ Lesson __ : Mad Scientist Challenge

More Practice: Now, practice today’s skill using graphing to solve the systems of equations:

Save #6 for the end.

Use prior knowledge and
Persevere with #8 & 9! resources in your notes! Reflect: Why might I have asked
you to do this # last?

BONUS PRACTICE!

When the date for the work project was set, it turned out that only 13 science club members could participate.
The club president talked about with the PTO president and got a new pay deal: €20 per outdoor worker and €15
per indoor worker.

a. Write a system of linear equations in which one equation expresses the new conditions about payment
and the other shows the new number of workers.
b. Estimate the solution for this system of equations by using graphs of the two equations. Then check your
estimate.
 12

Unit __ Lesson __ : Graphs for Mad Scientist Challenge

 13

Unit __ Lesson __ : Graphic Organizer Solving Systems

of Linear Equations by GRAPHING
 14
Unit __ Lesson __ : Special Systems!
Goal 2: Explore Special Situations: A ‘normal’ system of equations will have a solution as an ordered pair (x, y)
that simultaneously makes both equations true. BUT, occasionally a system of equations does not behave like
this… here are two examples.

Solve these systems of equations using graphing.

𝑥 − 2𝑦 = 4 𝑥+𝑦=3
𝑥 − 2𝑦 = 2 2𝑥 + 2𝑦 = 6

Reflect on what makes this systems of equations Reflect on what makes this systems of equations
‘special’. ‘special’.

Goal 3: Gain fluency with special situations: solve each system of equations by graphing.

3𝑥 + 3𝑦 = 9 𝑥 + 2𝑦 = −4 3𝑥 + 𝑦 = 6
𝑥+𝑦=3 𝑥 + 2𝑦 = 2 2𝑥 − 𝑦 = −1

This system has…solution(s) : This system has…solution(s): This system has…solution(s):

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Unit __ Lesson __ : Classifying Systems

Summary Question: How can you tell from the structure of the equations if a system has no solutions, one
solution, or infinite solutions?

Try it out: Determine the number of solutions to each system of linear equations.
 16

Unit __ Lesson __ : Practice Writing, Graphing, and

Interpreting Solutions

1. Rental Business: A business rents in line-skates and bicycles. For one day, the
business has a total of 25 rentals and collects $450 for the rentals. Find the
number of pairs of skates rented and the number of bicycles rented.

Step 1: Write the linear system. x represents the number of pairs of skates rented and y
represents the number of bicycles rented.

Step 2: Graph both equations. (Convert into slope-intercept form to

graph OR find the x & y intercepts.

Step 3: Estimate the point of intersection. The two lines appear to intersect at ( , )
Step 4: Check whether ( , ) is a solution by substituting the ordered pair into both equations.

Conclusion: The business rented ____ pairs of skates and ____ bicycles.
2. Critical Thinking
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Unit __ Lesson __ : Explore Systems with Models

Situation: You go to the garden store with your parents
as you are looking for new plants for your yard. You
decide on two types of plants: a tree and a succulent.
When you get home, you notice there is room for more
plants, but you only have €64 remaining. You cannot
find the receipt! But you remember there was a deal,
buy two succulents for the price of one tree. You
purchased one tree and one succulent for €36. What
combination of plants can you purchase with your
remaining money?
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Unit __ Lesson __ : Solve Systems using Substitution

Goal 1: Understand why methods other than graphing are often more efficient for solving systems of
equations.

First, predict the question that will be asked in each scenario, and then define variables that you will
use to set up a system of linear equations. Finally, write a system of equations and use the
‘substitution method’ to solve and answer your question.

Problem 1: In one day, the U.S. National Civil Rights museum in Tennessee admitted 321 people and
they collected $1,590 in entrance fees. The price of admission was $6 for each adult and $4 for
children.

What is the question? What are the variables? (x, y)

Check!
Write the system of equations and use the ‘substitution method’ to solve.

Problem 2: Joe is fast enough to run 200 meters per minute uphill and 250 meters per minute downhill.
On a particularly beautiful spring day, Joe ran a total of 2,200 meters in 10 minutes.

What is the question? What are the variables? (x, y)

Check!
Write the system of equations and use the ‘substitution method’ to solve.
 19
Unit __ Lesson __ : Solve Systems using Substitution

Problem 3: A rectangular soccer field has a perimeter of 200 meters.

The length of the field is four times its width.

What is the question? What are the variables? (x, y)

Write the system of equations and use the ‘substitution method’ to solve. Check!

Goal 2 GREEN Practice: First gain fluency and apply the ‘substitution method’ to solving systems of
equations.
𝑦 = −3𝑥 − 10 𝑦 = −𝑥 + 3
1. { 2. {
𝑥 + 2𝑦 = 10 𝑦 = 2𝑥 − 12

𝑦 = 2𝑥 − 9 𝑏 = 3𝑎 − 8
3. { 4. {
𝑦 = −𝑥 + 9 2𝑎 + 𝑏 = 2
 20
Unit __ Lesson __ : Blue Level Challenges

Goal 2: ‘Substitution method’ extend further: Goal 2: ‘Substitution method’ extend further:
procedurally more complex. BLUE #1 conceptually more complex BLUE #2

Use the ‘substitution method’ to solve for x and Anita, Miguel, Cheri, and Jake went bowling
y in terms of “a” and “b”. one night. For fun, they decided to pit the
boys against the girls, with the highest total
𝑦 = 𝑎𝑥 − 𝑏
score for each team winning. Anita scored 18
𝑦 = 𝑐𝑥 + 𝑑 less than Miguel. Cheri’s score was 16 less
than twice Anita’s. Cheri outscored Jake by
21. If the total scored by all four bowlers was
529, what was the final score of the match?
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Unit __ Lesson __ : Black Level Challenges

Goal 2: ‘Substitution method’ extend further: procedurally AND conceptually more complex.
BLACK #1 If you’re ready to REALLY put it all together!
Nails come in two types and are sold by the pound. Robert bought €2 worth of type A nails and €3
worth of type B nails for a total weight of 8 pounds. LATER, he bought €1 worth of type A nails and €6
worth of type B nails for a total weight of 10 pounds. Help Robert figure out the cost of each type of
nail per pound.

BLACK #2
Sitting on a fence are sparrows and pigeons. When 5 sparrows leave, there remains 2 pigeons for
every sparrow. Then, 25 pigeons leave, and there are 3 sparrows for every pigeon. Find the number of
sparrows and pigeons.
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Unit __ Lesson __ : Graphic Organizer Solving Systems

of Linear Equations using SUBSTITUTION
 23

Unit __ Lesson __ : Warm-up Skills!

Help a Friend! Natalia made a mistake as she solved the
system of equations and is asking for advice.
1) decide what is correct about this student’s response
2) decide what you think is incorrect or unclear
3) write advice or ask a question to help the student see
their mistake or why their work is unclear.

Sage-n-Scribe: Solve the system of equations using the ‘substitution method’

2𝑥 − 3𝑦 = −11
Partner A _______is the Sage first:
𝑥 = 3𝑦 − 13

5𝑥 + 3𝑦 = 3
Partner B _______is the Sage second:
𝑦 = 2𝑥 + 12
◦ Sage tell the Scribe how to solve and what to write.
◦ Scribe record exactly what the Sage explains.
◦ Check over the work TOGETHER. Discuss challenges.
◦ Scribe provide compliments.
◦ Switch roles and start the next problem!
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Unit __ Lesson __ : Reason with Systems

Goal 1 --» GREEN: Explore another method (other than ‘graph and check’ and substitution) and its efficiency
when solving systems of equations.

Three friends – Consuelo, Gina, and Mia – went to PortAventura Park, near Barcelona Spain, during
summer vacation. At lunch, Consuelo offered to get 2 slices of pizza for Mia, and Gina offered to get a
drink for Mia, while Mia looked for a table where they could sit together.

Prices were not posted at the small pizza stand, but Consuelo was charged €10.50 for 4 slices of pizza and
1 drink, and Gina was charged €7.50 for 2 slices of pizza and 2 drinks. Mia wanted to pay her friends for
the food they got her. The girls figured out a system of linear equations that represented their situation!
Thanks Algebra 1 class!

4𝑝 + 𝑑 = 10.50
2𝑝 + 2𝑑 = 7.50

Analyze and complete the following reasoning used by the friends to solve the system.

a) What do the variables p and d represent in the given b) Consuelo claimed that 8 slices of pizza and 2 drinks
system? would cost €21. Is she right? How do you know?

p represents:
d represents:

Explain each given equation in this situation:

4𝑝 + 𝑑 = 10.50

2𝑝 + 2𝑑 = 7.50

c) Mia claimed that 6 slices of pizza and 3 drinks would
cost €18. Is she right? How do you know?
d) Gina did not find either of these results very useful.
She figured that 1 slice of pizza and 1 drink would cost
€3.75, so she could solve the problem by solving this
system below. Is she right? How do you know?
4𝑝 + 𝑑 = 10.50
𝑝 + 𝑑 = 3.75

e) By examining the system of equations in part d, Mia f) Based on this reasoning, what do you think they
figured out that 3 slices of pizza would have to cost calculated for the cost of 1 slice per pizza? How about
€6.75, and she thought of the equation 3𝑝 = 6.75. Is the cost of 1 drink? How could you check these
she right? How do you know? answers?
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Unit __ Lesson __ : Reason with Systems

Goal 1: KEY IDEAS: Is it mathematically possible to add equations like we add numbers and expressions?
Use the following examples and the previous problem to explain it.

Try It Out Try It Out

A B
1 + 15 = 16 7−3= 4
10 − 15 = −5 10 + 3 = 13

C D
2𝑥 + 4𝑦 = 8 𝑥−𝑦 = 5
−2𝑥 + 3𝑦 = 6 𝑥 + 𝑦 = 15

Observations and Generalizations

KEY IDEAS: Whether they knew it or not, Consuelo, Gina, and Mia solved the system of linear
equations using a strategy called the elimination method. This method is based on two key
properties of equations:

1. If both sides of an equation are multiplied or divided by the same (nonzero) number, then the
solutions of the new equation are identical to those of the original.
o For example, the solutions of 2𝑝 + 2𝑑 = 7.50 are identical to those of 𝑝 + 𝑑 = 3.75.

2. If you find the sum or difference of two equations in a system, the result often gives useful
new information about the unknown values of the variables.
o For example, if 𝑝 + 𝑑 = 3.75 is subtracted from 4𝑝 + 𝑑 = 10.50, the result is
3𝑝 = 6.75. From this, we can conclude that 𝑝 = 2.25 and then that 𝑑 = 1.50.

The challenge in using these ideas is finding the multiples, sums, and differences of given equations
that lead to a single equation revealing part of the solution.
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Unit __ Lesson __ : Reason with Systems

Goal 2: GREEN: Apply your reasoning and justification skills by analyzing the use of the ‘elimination
method’ when solving systems of equations.

3𝑥 − 𝑦 = 6
Consider this system of equations:
𝑥 + 2𝑦 = 5.50
a. For each of the steps below, explain what actions have been taken
since the previous step. Justify the actions using mathematical
knowledge and the two properties from KEY IDEAS.

3𝑥 − 𝑦 = 6
Start:
𝑥 + 2𝑦 = 5.50

6𝑥 − 2𝑦 = 12
Step 1:
𝑥 + 2𝑦 = 5.5
Step 2: 7𝑥 = 17.5
Step 3: 𝑥 = 2.5

Step 4: 2.5 + 2𝑦 = 5.50

Step 5: 2𝑦 = 3
Step 6: 𝑦 = 1.50
Check: 3(2.5) − 1.5 = 6 2.5 + 2(1.5) = 5.5
6=6 5.5 = 5.5

b. Look back closely at the start of the
solution in Part a. Why was 2 chosen
as the constant to multiply both sides
of the first equation in the original
system to obtain the system in Step 1?
c. How could you start the solution process by leaving the
first equation as is and multiplying both sides of the
second equation by a number that makes it easy to
eliminate the x variable? Show the solution steps that
would follow from choosing that multiplier.
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Unit __ Lesson __ : Solve Systems using Elimination
Goal 3: GREEN: Gain fluency and apply the ‘elimination method’ when solving systems of equations by
completing the riddle: “What kind of shoes does a frog wear?” Show all work.

Highlight: I am completing the ODDS (1, 3, 5, 7, 9, 11) or EVENS (2, 4, 6, 8, 10, 12). My partner is
completing the opposite so we can solve the riddle!

Solve each system of equations using the elimination method. You may first want to
rearrange them into the same format (use structure). Find your answer below and cross out
the letter above it. When you finish, the answer to the question will remain.
 28

Unit __ Lesson __ : Graphic Organizer Solving Systems

of Linear Equations using ELIMINATION
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Unit __ Lesson __ : Practice Real-World Systems

Green Level Problems

Electricians In Exercises 1 – 3, use the following

information.

The yellow pages identify two different local electrical

businesses. Business A charges €50 for a service call, plus
an additional €40 per hour for labor. Business B charges
€30 for a service call, plus an additional €45 per hour for
labor.

1. Let x represent the number of hours of labor and let y

represent the total charge. Write a system of equations
you could solve to find the lengths of a service call for
which both businesses charge the same amount.

2. Solve the system.

3. Which company would you use? Why?

Travel Agent In Exercises 4 and 5, use the following

information.

A travel agency offers two Boston outings. Plan A includes

hotel accommodations for three nights and two pairs of
baseball tickets worth €645. Plan B includes hotel
accommodations for five nights and four pairs of baseball
tickets worth €1135.

4. Let x represent the cost of one night’s hotel

accommodation and let y represent the cost of one pair of
baseball tickets. Write a system of equations you could
solve to find the cost of one night’s hotel accommodation
and one pair of baseball tickets.

5. Solve the system to find the cost of one night’s hotel

accommodation and of one pair of baseball tickets.

Highway Project In Exercises 6 and 7, use the following

information.

There are sixteen workers employed on a highway

project, some at €200 per day and some at €165 per day.
The daily payroll is €2745.

6. Let x represent the number of €200 per day workers and

let y represent the number of €165 per day workers. Write
a system of equations to find the number of workers
employed at each wage.

7. Solve the system to find the number of workers employed

at each wage.
 30

Unit __ Lesson __ : Fluency Solving Systems Algebraically

Complete #1, 2, 5 & 6 Then, Choose 1 problem for substitution and 1 problem for elimination.

1. Vocabulary: Give an example of a system of linear equations that will have no solutions.

2. Writing: If you are solving the linear system shown using the substitution method, which equation
would you solve for which variable? Explain.

2𝑥 − 3𝑦 = 24
2𝑥 + 𝑦 = 8

3. Fluency with Solving Linear Systems: solve the linear system using substitution.
𝑥 = 17 − 4𝑦 𝑦 = 2𝑥 − 1 𝑥 =𝑦+3
a. b. c.
𝑦 = 𝑥−2 2𝑥 + 𝑦 = 3 2𝑥 − 𝑦 = 5

4. Fluency with Solving Linear Systems: solve the linear system using elimination.
𝑥+𝑦 =2 3𝑥 − 2𝑦 = 3 4𝑥 + 3𝑦 = 8
a. b. c.
2𝑥 + 7𝑦 = 9 −𝑥 + 𝑦 = 1 𝑥 − 2𝑦 = 13
 31

Unit __ Lesson __ : Fluency Solving Systems Algebraically

Error Analysis: Describe the error. Then, show and explain how to fix it.
5. 6.

Blue/Black – More equations and unknowns

4. Solve this system of 3 equations and 3 variables:

2x – 3y + 6z = -12

5x + 2y – 8z = 29

7x + 6y + 4z = 49
 32

Unit __ Lesson __ : Graphic Organizer Solving Systems

of Linear Equations Comparing Methods
 33

Unit __ Lesson __ : Which method is best?

Green: Choose a method to solve each system of equations. Explain your reasons for the choice you made. Use
each method we’ve learned once.

𝑥 + 𝑦 = 300 3𝑥 + 5𝑦 = 25 2𝑥 + 𝑦 = 0
𝑥 + 3𝑦 = 18 2𝑥 − 6𝑦 = 12 𝑦 = −𝑥 + 5
 34

Unit __ Lesson __ : Apply Solving Systems: Real-World

A variety of types of problems may be solved using a system of linear equations.

In Units 2-4 we learned how to write solve problems that can be expressed as two linear equations in two variables.

REFRESH: To solve the word problems presented here, you should follow these steps.

1. Decide what two quantities are unknown and choose two variables to represent them.
2. Translate the information given in the problem into two linear equations in two variables.
3. Solve the equations using either the substitution or linear combination method (elimination by
multiplying/dividing and then adding the equations together).
4. Check your answer against the conditions of the problem.
5. State the solution.

EXAMPLE: The sum of the ages of a father and his daughter is 58 years. The difference in their ages is 26 years. What
is the age of each person?
SOLUTION Let f = the father’s age.
Let d = the daughter’s age.
f + d = 58 (1)
f – d = 26 (2)
Add (1) and (2). 2f = 84
f = 42

Substitute 42 for f in (1) 42 + d = 58

d = 16
Check the solution against the conditions of the problem.
The sum of their ages is 58 years. 42 + 16 – 58
The difference of their ages is 26 years 42 – 16 = 26.
Therefore, the father is 42 years old and the daughter is 16 years old.

Warm-up Exercises. Complete and check your answers to #’s 1 – 7 before moving on.

Translate each sentence into an equation in two

variables.

1. The sum of two numbers is 40. 2. The width of a rectangle is half the length.

3. Adam is 10 years older than Eva. 4. One number is 8 less than twice another.

5. Twice Rob’s age is 3 years more than Pearl’s 6. Peanuts worth $4/kg were mixed with
age. almonds worth $7/kg to produce a mixture
worth $55.

7. The perimeter of a rectangle is 42 cm.


Unit __ Lesson __ : Apply Solving Systems: Real-World
WRITTEN EXERCISES Solve each problem using two equations in two variables. Use the four-step process.
8. The sum of two numbers is 40. Their difference
is 14. What are the numbers?
10. Adam is 10 years older than Eva. The sum of
their ages is 56 years. How old is each person?
12. The width of a rectangle is half the length. The
perimeter is 42 cm. Find the dimensions of the
rectangle.
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9. The difference between two numbers is 28. The
greater is 8 less than twice the lesser. Find the
numbers.
11. The sum of Emil’s and Rosa’s ages is 27 years. Nine
years ago Emil was twice as old as Rosa was then.
How old is each person?
13. The perimeter of an equilateral triangle is 6 cm
more than the perimeter of a square. The length
of a side of the square is 3 cm less than the length
of a side of the equilateral triangle. Find the area
of the square.

Unit __ Lesson __ : Apply Solving Systems: Real-World
14. Keith has $265 in $5 bills and $10 bills. He has 37
bills in all. How many of each kind does he have?
16. Tickets to the “Potatoes” concert cost $5 and $8.
If 960 tickets were sold for a total of $5652, how
many tickets were sold at each price?
18. Mimi is one third as old as George. In 5 years she will be one half as old as George. How old is Mimi?
36
15. Heidi has 12 more $5 bills than $2 bills. Altogether
she has $137. How many of each kind does she
have?
17. Admission to the Stratham Fair is $4 for adults and
$1.50 for children under 12. On Friday 4019 people
went to the fair. The gate receipts for that day
were $11,568.50. How many adults and how many
children attended the fair on Friday?
 37

Unit __ Lesson __ : Solve Systems of Inequalities

 38
Unit __ Lesson __ : Solve Systems of Inequalities
Try it out:
Solve the system first by graphing and then algebraically
(substitution or elimination).
3𝑥 + 𝑦 = 5
a. {
3𝑥 + 𝑦 = 8

Now suppose the system of equations from a. was instead a system of inequalities. Graph the solution
set.
3𝑥 + 𝑦 ≥ 5
b. {
3𝑥 + 𝑦 ≤ 8

Graph the solution set to the system of inequalities.

c. 2𝑥 − 𝑦 < 3 and 4𝑥 + 3𝑦 ≥ 0
 39

Unit __ Lesson __ : Solve Systems of Inequalities

Graph the solution set to each system of inequalities.
𝑥−𝑦>5
d. {
𝑥 > −1

𝑦≤𝑥+4
e. {𝑦 ≤ 4 − 𝑥
𝑦≥0

f. Write a system of inequalities that represents the shaded

region of the graph shown.
 40
Unit __ Lesson __ : Explore Linear Programming
g. A clothing manufacturer has 1,000 yd. of cotton to make shirts and pajamas. A shirt requires 1 yd.
of fabric, and a pair of pajamas requires 2 yd. of fabric. It takes 2 hr. to make a shirt and 3 hr. to
make the pajamas, and there are 1,600 hr. available to make the clothing.
i. What are the variables?

ii. What are the constraints?

iii. Write inequalities for the constraints.

iv. Graph the inequalities and shade

the solution set.

v. What does the shaded region

represent?

vi. Suppose the manufacturer makes

a profit of $10 on shirts and $18
on pajamas. How would it decide
how many of each to make?

vii. How many of each should the manufacturer make, assuming it will sell all the shirts and
pajamas it makes?
 41

Unit __ Lesson __ : Apply 3-Act Task Ditch Diggers

Act 1: Watch First Video & Wonder

What do you notice? What do you wonder? (Questions)

Big Question:

Make a guess!

Choose a low and high estimate. Place an ‘x’ on the line to show your estimate. Explain why you chose
this number.

Low estimate High

estimate
I chose this estimate because…

Act 2: Gathering Information & Critical Thinking

What information do you need to know to solve Information Gathered (Watch the Act 2 Video for
this problem? information)
 42

Unit __ Lesson __ : Apply 3-Act Task Ditch Diggers

Work through this problem by identifying variables, writing helpful equations, using tables, drawing
sketches, providing calculations, and graphs.

Highlight the practices you used as a Mathematician to work through this task.

Make sense of problems & Reason abstractly & Construct viable arguments &
persevere in solving them. quantitatively. critique the reasoning of others.
Model with mathematics. Use appropriate tools Attend to precision.
strategically
Look for and make use of structure. Look for and express regularity in repeated reasoning.

Act 3: I will reveal the solution!

Sequel

What is the closest they come to each other?

On what day should they stop digging in their original direction and pick a new one?
 43

Unit __ Lesson __ : Unit 5 Study Guide

Part 1: Solving systems of equations by graphing CHOOSE 2

Graph both lines and give the solution to the system. Verify by checking your answer.

1. 𝑦 = 𝑥– 2 2. 6𝑥 + 2𝑦 = 16
𝑦 = −𝑥 – 4 −2𝑥 + 𝑦 = −2

Check Check

3. 3𝑦 = 3 1
4. 𝑦 = 𝑥+2
3
𝑥 + 2𝑦 = 4
𝑥 – 3𝑦 = −6

Check
Check
 44

Part 2: Solving systems by substitution CHOOSE 2

Solve each system of equation by substitution method. Verify by checking your answer.

1. −2𝑥 + 7𝑦 = −8 2. 𝑦 = 2𝑥 – 3 3. −3𝑥 + 6𝑦 = 24
𝑥 – 6𝑦 = 10 −𝑦 = 2𝑥 – 1 −2𝑥 – 𝑦 = 1

Part 3: Solving by elimination CHOOSE 2

Solve each system by elimination. Verify by checking your answer.

1. 6𝑥 + 7𝑦 = 5 2. −3𝑥 + 3𝑦 = 12
4𝑥 – 2𝑦 = −10 4𝑥 + 2𝑦 = 20

3. −3𝑥 + 𝑦 = −18 4. 5𝑦 = 1 + 3𝑥
3𝑥 = 𝑦 – 16 2𝑥 = −4𝑦 + 80
 45

Part 4: Word problems – COMPLETE at least 4 on next page

Define variables or set up a table, write system of equations, solve using method of choice, check and write a
therefore statement.
1. The sum of two numbers is 100. Five times the smaller is 8 more than the larger. Find the numbers.

2. If you buy six pens and one pencil, you’ll get $1 change after paying with a $10 bill. But, if you buy four
pens and two pencils, you’ll get $2 back. How much does each pen and pencil cost?

3. A shipment of 18 cars, some weighing 3000 pounds each and some weighing 5000 pounds each, has a
total weight of 30 tons. How many of each car is there? (note: 2000 pounds = 1 ton)

4. If Gina leaves now and drives 66 km/hr, she will reach Lisbon in time for her appointment. On the other
hand, if she has lunch first and leaves in 40 minutes, she will have to drive 90 km/hr to be on time. How
far away is Lisbon?

5. Two jets leave Denver at 9:00 am, the eastbound jet is flying 50 km/hr faster than the westbound jet. At
11:00 am the planes are 2500 km apart. Find their speeds?

6. A total of 720 people attend the school basketball game. Adult tickets cost $2.50 each and student
tickets cost $1.50 each. If $1220 worth of tickets were sold, how many adults and how many students
attended?

7. Two trains leave the station at the same time, heading in opposite directions. One train is traveling at 80
km/h and the other is traveling at 90 km/h. How long will it take the trains to be 425 km apart?

8. A swimmer can swim 4 km with the current in 24 minutes. The same distance would take 40 minutes
against the current. Find the rate of the current and the speed of the swimmer.

9. A collection of 77 quarters (0.25) and dimes (0.10) is worth $12.50. How many quarters are there?

10. In a math competition, each team is asked 50 questions. The teams earn 15 points for each correct
answer and lose 8 points for every incorrect answer. One team finished with a score of 566. How many
questions did they answer correctly?

11. A butcher mixes 12 lb of pork at $1.25 per pound with 24 lb of beef at $2 per pound to sell as meat
loaf mix. What should be the cost per pound of the mixture?

12. A jet took one hour longer flying to Lincoln from Adams at 800 km/h than to return at 1200 km/h. Find
the distance from Lincoln to Adams.

13. A securities broker advised a client to invest a total of $21,000 between bonds paying 12% interest and
certificate of deposits paying 5.25% interest. The annual income from these investments was $2250.
How much was invested at each rate?

14. A plane has a speed of 840 km/h in still air. It can travel 3120 km with the wind in the same time it would
take to travel 1920 km against the wind. Find the speed of the wind.

15. Tom leaves home at 1:20 pm and drives north at 75 km/h. At 1:40, his brother leaves the same place and
travels at 90 km/h. How long will it take tom’s brother to catch up with him?
 46

Part 4: Word problems – CHOOSE At Least 4!

 47

Unit __ Lesson __ : Unit 5 Creative Project

3 STEPS (Plus an extra step for Black level)

1. Green: Write an interesting, funny, or realistic story problem that can be solved using a system of linear
equations. If possible, somehow relate the problem to your life outside of school.

Blue: Your story should involve more than 2 unknowns.

Black: Your story’s solution should involve linear programming.

2. Solve your problem. Show your work clearly using graphing, substitution, linear combinations, or linear
programming.

3. EXPLAIN the real-life interpretation of your math problem solving steps (this is the part of the project that
will show your depth of understanding).

4. Black Only: Research and explain why it’s possible to only evaluate the corner points of your feasible
region (i.e. why does that linear programming step work?) If your research comes up short, stop by and I’ll
give you a hint out of the teacher’s edition of the textbook.

Rubric

Yes, definitely! Majority Kind of No, not really

1. Is your problem original? Does it

make sense? Is it interesting, funny,
realistic, or related to your life
outside of school?

2. Have you solved your problem

clearly and correctly?

3. Have you explained the real-life

interpretation of each step in your
work?

Black only: Have you explained why

it’s possible to only evaluate the
corner points of the feasible region?

Level of Understanding Shown Sophisticated Considerable Emerging Limited