## systems_graphically_open_pt1.mov - Section 1: Opening

*systems_graphically_open_pt1.mov*

# What Does a System of Equations Really Look Like?

Lesson 2 of 13

## Objective: The objective of this lesson is to create a link between the algebraic representation of a situation and the graphical representation. This lesson will focus on the appearance of systems of equations in two variables. Students will build meaning by determining the solution to a system by an inspection of the coordinates that make up each equations graph.

#### Investigation

*10 min*

Without a graph, students will determine some coordinates that would lie on two lines by using the equations. Students should be encouraged to determine points by **looking at the structure (MP7)** of the equation (for example x + y = 3, what two numbers add up to 3?) Students are asked to list seven points to encourage them to see the pattern extending into the negative values as well as the positive values. Then, by inspection students can determine the solution point (if possible from their values) and verify their findings by graphing the two equations.

Students will also look at the three cases for a system of linear equations, namely, no solutions, one solution, and infinite solutions. Again, this can be done both by looking at the structure of the equations (parallel lines, lines that intersect, or the same line) and then students can use a graphing calculator to see how the graphs of each of these cases appears. Lastly, students will be modeling a situation algebraically that involves two constraint equations set in a real world context.

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#### Closure

*10 min*

As a ticket out the door, students will have a choice of two assessments of learning. Both will give you valuable information about how to structure groups of students for the next days lesson. The target level question requires students to see how the stucture of the system leads to no solution (parallel lines). The more complex question assesses students understanding that lines extend infinitely in both directions and that if two lines do not have the same slope they will eventually intersect.

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James,

I have been incorporating parts or all of your first two lessons for systems of equations in my classroom for the past couple of days. I'm not sure if it's because it is different from how I've been doing things, a different pace, or both. Students have been engaged and each student has been able to show some level of success with each of your activities. Thank you very much for sharing.

| 2 years ago | Reply##### Similar Lessons

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- LESSON 1: Introduction to systems of equations
- LESSON 2: What Does a System of Equations Really Look Like?
- LESSON 3: What is the "Point" of Solving a System?
- LESSON 4: Fitness Center Question
- LESSON 5: Cell Phone Plans
- LESSON 6: How are Systems of Equations related to Equations and Functions?
- LESSON 7: Solving Systems of Equations Without a Graph
- LESSON 8: Practice with the Substitution Method
- LESSON 9: Penny Problem
- LESSON 10: Practice Solving Systems Algebraically
- LESSON 11: Pulling the Systems Concepts All Together
- LESSON 12: An Interesting Lottery
- LESSON 13: Don't Sink The Boat