##
* *Reflection: Rigor
Introduction to a System of Linear Equations - Section 3: Closure

When reflecting on this lesson, I wanted students to visually see more examples of systems of equations with non-linear equations as well. So, I have added another closure activity as an optional activity depending on the level of the class. My intention is to increase rigor throughout this unit when possible. The additional closure is a calculator activity to find the solutions of a system of nonlinear functions. It could also be used as an extension for higher level students.

*Increasing Rigor*

*Rigor: Increasing Rigor*

# Introduction to a System of Linear Equations

Lesson 1 of 14

## Objective: SWBAT state the solutions from a system of linear equations.

#### Warm up

*10 min*

I plan for students to work on this Warm up for five minutes. Then, we will use an additional five minutes to review as a class.

A common practice in my classroom is to question students about their prior knowledge as we review the Warm Up. Today, there is a graph of a linear function and I plan to ask the students the following questions:

- How many solutions does this line have?
- What does it mean to call a point a solution?
- Can you identify 3 solutions on this line?
- What is the equation of this line?
- How can you use the equation to check the solutions that you have chosen?

After going over the warm up, I state that the objective for today is to be able to find the solution or solutions to a system of linear equations, which is 2 or more equations describing the same two variables. I also state that the meaning of a solution will be the same for other functions and graphs that we study this year.

I model going over the warm up in the video below:

#### Resources

*expand content*

#### Introduction to Systems

*30 min*

After going over the warm up, I begin the lesson with this PowerPoint, Introduction to a System of Equations.

At the beginning of the PowerPoint, I repeat the concept that each line on a graph represents infinitely many solutions to the equation that the graph represents. This idea leads into the activity I discuss in the video below to find the common solutions when two lines share a graph to form a system of equations.

At the end of the activity, I provide students with a hard copy of the next page, as notes on each type of solution and the vocabulary associated with each type to place in their notebooks.

In the last part of the PowerPoint, I provide examples of different types of solutions to a system of linear equations.

**Example 1 **- Intersecting lines (state the (x,y) intersection point)

**Example 2 **- A vertical and horizontal line intersecting (Also state the (x,y) intersection point)

Example 2 provides an opportunity to discuss the question, "Will a vertical line and a horizontal line on the same graph always intersect?" I find that discussing this question with respect to Example 2 helps students to comprehend the meaning of Examples 3 and 4 more easily.

**Example 3 **- Parallel lines (Must state no solution)

**Example 4 **- Same line (Must state infinitely many solutions)

*expand content*

#### Closure

*10 min*

In this Think Pair Share closure activity, I ask students to work backwards by creating a solution or ordered pair of their choice, and using the Graphs provided to demonstrate lines to the solution. This activity helps students have a clearer understanding of what a solution means and the relationship between the solution, equations of the system and the graph.

Students are assigned in homogeneous pairs in my classroom and that is how I pair them for this activity, with their assigned partner.

As an extension of this activity, I have students work together with their partner to write 2 equations that have no solution, and 2 equations that have infinitely many solutions. This allows students individual think time, and the ability to discuss their thoughts with another student. This process time is important for student learning. Not only does it allow students think time, it provides examples for us to share as a class, the equations they created, and why the reason for their choices.

*expand content*

I am glad it was useful. Let me know if you have any questions.

Thank You.

Rhonda Leichliter

| 2 years ago | Reply*Responding to Michelle Walters*

thank you for your kindness to share teaching for my student.

| 2 years ago | Reply

Thank You for the feedback. Let me know if you have any questions.

Rhonda Leichliter

| 3 years ago | Reply*expand comments*

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- UNIT 1: Introduction to Functions
- UNIT 2: Expressions, Equations, and Inequalities
- UNIT 3: Linear Functions
- UNIT 4: Systems of Equations
- UNIT 5: Radical Expressions, Equations, and Rational Exponents
- UNIT 6: Exponential Functions
- UNIT 7: Polynomial Operations and Applications
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- UNIT 9: Statistics

- LESSON 1: Introduction to a System of Linear Equations
- LESSON 2: The Best of 2 Cell Phone Plans
- LESSON 3: Who is 1st in the Father Daughter Race?
- LESSON 4: Can You Save The Diver in 7 Minutes?
- LESSON 5: Make a Substitution
- LESSON 6: Alternate Method to Solve a System of Equations by Substitution
- LESSON 7: Quarters, Dimes and Linear Combinations
- LESSON 8: Define, Set, Go!
- LESSON 9: Khan Your Way Into Solving a System of Equations Using Elimination
- LESSON 10: Elimination with 2 Column Notes
- LESSON 11: Assessment of a System of Linear Equations
- LESSON 12: Use The TI-Nspire CX To Solve a System of Equations
- LESSON 13: Solving a System of Inequalities
- LESSON 14: Solve the System of Inequalities to Find The Treasure!