# Oni's Equation Adventure- Day 11

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## Objective

SWBAT solve real-world and mathematical problems leading to two linear equations in two variables.

#### Big Idea

Now that students have learned three strategies for attacking systems of linear equations, we introduce word problems into the mix.

## Warm Up

8 minutes

For today's Warm Up assignment,  I have provided students two systems problems, one that I want them solve with substitution and one that I want them to use elimination. Because it has been several days since working with substitution, I knew it was important to bring the strategy back for review. In today's lesson, students will be tackling word problems and they can use any strategy they would like to find the solution. Some problems lend themselves to a solution using substitution, while other to using elimination. Although either strategy will yield the solution, I want students to think about efficiency when selecting a strategy.

As students work on the problems, I move through the room asking guiding questions and encouraging students to look back in their journals at examples if they unsure of their work. Once the timer sounds, I select volunteers at random for the names cup to share their answers. Rather than ask for class confirmation, I instead ask how we might prove the solution provided is correct. I want students to be in the habit of checking their solutions, which they are reminded about with this question. Once we prove the solutions, I move on to today's learning objective.

## Learning Objective

1 minutes

With today's Learning Objective I include a sample word problem. I want students to see an example of the types of problems we will be solving during today's work because they will require students to create linear systems by analyzing the text.

## Tackling Word Problems

8 minutes

After introducing students to word problems, I remind them of a previously learned tool that will help us analyze them: CUBES, a close reading strategy. CUBES is an acronym for C, circle the numbers; U, underline the important words; B, box the question; E, eliminate the extra information; and S, solve. If students are weak in reading, this strategy helps them to focus on the important words when solving word problems.

Next, I explain that now that we have the system of equations recorded, we are ready to solve. I ask students to choose a strategy they have learned (graphing, elimination, or substitution). Most students will choose the one that is most comfortable for them. I want to encourage them, however, to consider efficiency, so I ask, "Is the strategy you picked the most efficient one for solving this system? Be sure to think about this when solving." I encourage the students to solve the first system, ask for a student to volunteer his/her answer, and confirm with class before repeating the process with the second example.

## Work Time

20 minutes

I reveal the Work Time slide and ask students to read the instructions to themselves while I distribute envelopes with Systems Word Problems cards to them. I explain that they have 20 minutes to solve at least 5 of the problems and they can use whichever strategy they would prefer. I explain that I want the work recorded in their journals along with the solutions. I then start the timer.

## Building Consensus

8 minutes

Once the Work Time timer sounds, I call the students' attention back to the Smart board for Building Consensus. Although students were just required to solve 5 of the 8 problems, I seek student volunteers to model the process they used to solve each problem. After each student writes the equations and solves, I ask if any student used a different method for solving the system. I show these examples under the document camera to verify that any method can be applied and the same solution results. If no student selected a particular card, I skip it until the end for the class to solve as a whole. After we have solved all eight problems I preview the next day's lesson with students by explaining that we will be