LESSON 13

Overview | Solve Systems of Linear Equations Algebraically

MATH FOCUS Objectives Vocabulary

Focus Standards Content Objectives Math Vocabulary
8.EE.C.8  Analyze and solve pairs of • Estimate the solution of a system of linear There is no new vocabulary. Review the
simultaneous linear equations. equations by graphing. following key terms.
b. Solve systems of two linear equations in • Use substitution and elimination to solve coefficient  a number that is multiplied by
two variables algebraically, and estimate systems of linear equations. a variable.
solutions by graphing the equations. • Determine whether a system of linear system of linear equations  a group of
Solve simple cases by inspection. equations has one solution, no solution,
related equations in which a solution makes
or infinitely many solutions.
See Unit 3 Pacing Guide for developing and all the equations true at the same time.
applied standards. • Identify efficient ways to solve a system of A system of equations can have zero, one,
linear equations.
or infinitely many solutions.
STANDARDS FOR MATHEMATICAL
PRACTICE (SMP) Language Objectives
• Justify solutions for systems of linear Academic Vocabulary
SMP 1, 2, 3, 4, 5, and 6 are integrated into the equations by referring to graphs and algebraically  in a way that involves
Try-Discuss-Connect routine.* checking if solutions are reasonable. variables and the rules of algebra.
This lesson provides additional support for: • Respond to clarifying questions about the
processes of substitution and e­ limination eliminate  to remove or get rid of.
3 Construct viable arguments and critique during partner and class discussions.
the reasoning of others. substitution  the process of replacing one
• Explain why systems of linear equations thing with another that is equivalent.
4  Model with mathematics. have one, infinitely many, or no solutions
7  Look for and make use of structure. using precise mathematical language.
* See page 1o to learn how every lesson includes
• Describe and evaluate methods
these SMP. of ­solving a system of equations
­using lesson vocabulary when speaking
and writing.
• Listen for understanding by asking
clarifying questions or requesting
more information during partner and
class discussions.

Prior Knowledge
• Understand the definition of a system of
linear equations.
• Graph a system of linear equations to
determine its solution.
• Solve an equation for one variable in
terms of another.

Learning Progression

Earlier in Grade 8, students graphed In this lesson, students will use the Later in Grade 8, students will learn
linear equations and rewrote them in substitution and elimination methods how to write systems of equations
slope-intercept form. to solve systems of linear equations. They to model both mathematical and
will understand how the graph of real-world problems. Then they will
In the previous lesson, students
a system can help them estimate the apply the skills learned in this lesson to
learned about systems of linear
solution before finding the exact solve the systems.
equations. They graphed both equations
solution algebraically. They will recognize
of a system and identified any points of
that when an algebraic solution leads to
intersection. They determined whether a
an equation that is never true, the system
system had zero, one, or infinitely many
has no solution, and when it leads to an
solutions by graphing and by
equation that is always true, the system
considering the values of m and b in the
has infinitely many solutions.
slope-intercept form of the equations.

281a LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13
Overview

Pacing Guide
Items marked with are available on the Teacher Toolbox.
MATERIALS DIFFERENTIATION

SESSION 1 Explore Solving Systems of Linear Equations Algebraically  (35–50 min)

•  Start  (5 min) Presentation Slides PREPARE  Interactive Tutorial

•  Try It  (5–10 min) RETEACH or REINFORCE  Visual Model
•  Discuss It  (10–15 min)
•  Connect It  (10–15 min)
•  Close: Exit Ticket  (5 min)
Additional Practice (pages 285–286)

SESSION 2 Develop Solving Systems of Linear Equations by Substitution  (45–60 min)

•  Start  (5 min) Math Toolkit  graph paper, RETEACH or REINFORCE  Hands-On Activity
•  Try It  (10–15 min) straightedges Materials  For each pair: algebra tiles (at least
•  Discuss It  (10–15 min) 10 each of x- and y-tiles and 20 1-tiles)
•  Connect It  (15–20 min) Presentation Slides
REINFORCE  Fluency & Skills Practice
•  Close: Exit Ticket  (5 min)
EXTEND  Deepen Understanding
Additional Practice (pages 291–292)

SESSION 3 Develop Solving Systems of Linear Equations by Elimination  (45–60 min)

•  Start  (5 min) Math Toolkit  graph paper, RETEACH or REINFORCE  Visual Model
•  Try It  (10–15 min) straightedges Materials  For display: a large four-quadrant
•  Discuss It  (10–15 min) coordinate plane
•  Connect It  (15–20 min) Presentation Slides
REINFORCE  Fluency & Skills Practice
•  Close: Exit Ticket  (5 min)
EXTEND  Deepen Understanding
Additional Practice (pages 297–298)

SESSION 4 Develop Determining When a System Has Zero or Infinitely Many Solutions  (45–60 min)

•  Start  (5 min) Math Toolkit  graph paper, RETEACH or REINFORCE  Visual Model
•  Try It  (10–15 min) straightedges Materials  For display: a large four-quadrant
•  Discuss It  (10–15 min) coordinate plane
•  Connect It  (15–20 min) Presentation Slides
REINFORCE  Fluency & Skills Practice
•  Close: Exit Ticket  (5 min)
EXTEND  Deepen Understanding
Additional Practice (pages 303–304)

SESSION 5 Refine Solving Systems of Linear Equations Algebraically  (45–60 min)

•  Start  (5 min) Math Toolkit  Have items from RETEACH  Hands-On Activity
•  Monitor & Guide  (15–20 min) previous sessions available for Materials  For each pair: algebra tiles (at least
•  Group & Differentiate  (20–30 min) students. 10 each of x- and y-tiles and 20 1-tiles)
•  Close: Exit Ticket  (5 min) REINFORCE  Problems 4–8
Presentation Slides
EXTEND  Challenge
PERSONALIZE

Lesson 13 Quiz or RETEACH  Tools for Instruction

Digital Comprehension Check REINFORCE  Math Center Activity
EXTEND  Enrichment Activity

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 281b
LESSON 13
Overview | Solve Systems of Linear Equations Algebraically

Connect to Culture
➤➤ Use these activities to connect with and leverage the diverse backgrounds
and experiences of all students. Engage students in sharing what they
know about contexts before you add the information given here.

SESSION 1 
Try It  A yard sale, or garage sale, is a sale of used household goods or personal
items, typically held at a private property. The self-proclaimed World’s Largest Yard
Sale spans 690 miles along a highway across Georgia, Alabama, Tennessee,
Kentucky, Ohio, and Michigan. The sale takes place the first Thursday through
Sunday in August. During this event, individual homeowners, as well as storeowners
and vendors, set up booths to try to sell their belongings and merchandise. The
event is said to involve hundreds of thousands of shoppers and vendors. Ask
students to share their experiences either shopping at a yard sale or hosting a yard
sale of their own.

7 books 3 puzzles
SESSION 2  bought bought
Try It  Ask students to raise their hands if they have ever seen or worked in a
garden on the roof of a building. Encourage these students to share their
experiences. Rooftop gardens are becoming more popular because they add beauty
to the city and can provide fresh food. Rooftop gardens also have significant
environmental benefits. They cool the building in summer and help to insulate it in
winter, leading to less energy use. They make use of rainwater that might otherwise
end up in storm sewers or cause flooding. Rooftop gardens also help to reduce
noise in the building and provide habitats for birds and helpful insects. Ask students
to suggest other possible benefits of rooftop gardens that they can add to the list.

SESSION 3 
Try It  Many museums and other tourist attractions have gift shops in which
souvenirs are sold. The U.S. souvenir store industry is estimated to include around
23,000 stores. Total sales from these stores is estimated to be $16 billion. Ask
students to describe gift shops they have visited or souvenirs they have collected.

SESSION 4 
Apply It  Problem 8  Making a picture frame can be a simple project. However,
the detail in a more professional-looking frame may require special equipment. In a
rectangular picture frame, each of the four pieces of wood that form the sides of the
frame has a 45˚-angle at each end. These can be cut by hand, but cutting with a
miter saw produces a more accurate angle and cleaner cut. Also, many frames have
a piece of glass or clear plastic in front of the picture. This is held in place by a
special groove called a rabbet. To cut a groove like this, woodworkers use a router.
Ask students to describe woodworking projects they have done or power tools they
have used.

SESSION 5 
Apply It  Problem 7  Communities that want to encourage students to ride their
bikes to school can get results by providing bike racks, adding crossing guards at
critical intersections, and providing families with information about bike routes and
safety. Write different methods for getting to school on the board and have students
place sticky notes by the method they use. Discuss the results.

281c LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13
Overview

Connect to Family and Community

➤➤ After the Explore session, have students use the Family Letter to let their
families know what they are learning and to encourage family involvement.

LESSON 13 | SOLVE SYSTEMS OF LINEAR EQUATIONS ALGEBRAICALLY

LESSON Activity Thinking About Solving

13 Systems of Linear Equations

➤  Do this activity together to investigate solving
systems of linear equations in the real world.
Dear Family, Systems of linear equations can be used in situations

Solve Systems of Linear Equations Algebraically

This week your student is learning about solving systems of linear equations. that can be modeled by two related equations, as in
Previously, students learned to estimate solutions to systems by graphing. the example below.
Now they will see that they can solve systems algebraically. Look at this example. Augustine and Raúl are selling tickets for a raffle.
Together they sell 36 tickets. Augustine sells 10 more
Gym A membership costs $15 per month plus c tickets than Raúl. The situation can be represented by the system of equations
100
a one-time fee of $45. Gym B membership shown, where x is the number of tickets Augustine sells and y is the number of
(3, 90) tickets Raúl sells.
costs $20 per month plus a one-time fee 80

of $30. This situation can be represented by x 1 y 5 36 The total number of tickets they sell is 36.
Cost ($)

60
the system of equations below, where c is the x 5 y 1 10 Augustine sells 10 more tickets than Raúl.
total cost and t is the time in months. 40
You can solve the system to find out how many raffle tickets each sold.
The intersection
c 5 15t 1 45 20 is the solution.

c 5 20t 1 30 0
t
What other situations can you think of that
0 2 4 can be modeled by two related equations?
When is the total cost for both gyms the same? Time (mo)

➤  ONE WAY to solve a system of linear equations is by substitution.

c 5 15t 1 45 20t 1 30 5 15t 1 45 c 5 20t 1 30
c 5 20t 1 30 20t 2 15t 5 45 2 30 c 5 20(3) 1 30
5t 5 15 c 5 60 1 30
t53 c 5 90

➤  ANOTHER WAY is by elimination.

c 5 15t 1 45 c5 15t 1 45 c 5 15t 1 45
2 (c 5 20t 1 30) 1 2c 5 220t 2 30 c 5 15(3) 1 45
0 5 25t 1 15 c 5 45 1 45
5t 5 15 c 5 90
t53
Using either method, the total cost is the same ($90) at 3 months. This is the same
solution as shown by the graph of the system.

Use the next page to start a conversation

about systems of linear equations.

©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 281 282 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

Connect to Language
➤➤ For English language learners, use the Differentiation chart to scaffold the
language in each session. Use the Academic Vocabulary routine for academic
terms before Session 1.

DIFFERENTIATION  |  ENGLISH LANGUAGE LEARNERS Use with Session 1  Connect It

Levels 1–3: Reading/Writing Levels 2–4: Reading/Writing Levels 3–5: Reading/Writing

Help students prepare to answer Connect It Help students prepare to answer Connect It Have students prepare to answer Connect It
problem 2a. Read the problem aloud problem 2a. Have them read the problem problem 2a. Have them state what they are
as students follow along. To help them with a partner. Refer students back to the being asked to do in their own words. Then
understand, ask what words in the first Try It section to review the facts of the have students work independently to write
sentence mean equal to. Have students problem. Ask students to discuss the value of one equation using only one variable.
underline the words. Then have them Say It a book compared to the value of a puzzle. Have students share their equations and
Another Way by using equal to instead of the Encourage students to identify the words explain their reasoning. Encourage students
same as. in the problem that mean equal to. Ask for to listen to their partners and ask clarifying
Next, break the second sentence into parts. other synonyms, like interchangeable or same questions. If the partners used different
After reading the first part, explain that a value. Have students use Say It Another variables, have them discuss why both
fact is something that is true. Ask: What is the Way to confirm understanding. Then have of their equations are correct. Encourage
fact? Then read the second part. Ask: How them tell what they are being asked to do in students to use precise mathematical
many equations are you being asked to write? problem 2a. language to clarify how they used the
Have partners work together to write one Next, have students work together to write variables.
equation, share their equation, and tell what the equation using only one variable. If they
variable they used. Ask: Is there more than one struggle, remind them to think of what it
equation you can write? means for two items to be equal in value.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 281–282
LESSON 13 | SESSION 1 
Explore Solving Systems of Linear Equations Algebraically
Purpose LESSON 13 | SESSION 1
• Explore and reinforce the idea that graphing should be
used only to estimate or help confirm the solution of a
system of equations. Explore Solving Systems of Linear
• Understand that you cannot rely only on graphing to Equations Algebraically
find the exact solution of a system of equations.
Previously, you learned how to estimate or check solutions to
systems of linear equations by graphing. In this lesson, you will
learn how to solve systems of linear equations algebraically. 7 books 3 puzzles
START CONNECT TO PRIOR KNOWLEDGE
➤  Use what you know to try to solve the problem below.
bought bought

Start

Which One Doesn’t Belong? Neena buys books and puzzles at a yard sale. The price of a book is the p
6

Puzzle Price ($)

same as the price of a puzzle. She spends $15. The situation can be
y = 6x + 1 y = 6x – 1 represented by the graph and system of equations shown, where b is 4

the price of each book and p is the price of each puzzle. 2

A B
C D 7b 1 3p 5 15 Neena spends $15 buying 7 books and 3 puzzles. b
0
0 2 4 6
y=
= 12x + 1 2y =
= 12x + 2 b5p A book is the same price as a puzzle.
Book Price ($)
What is the price of each book? What is the price of each puzzle?
©Curriculum Associates, LLC    Copying is permitted.

Possible Solutions TRY

IT
D is the only equation not in slope-intercept form.
Possible work:
C is the only equation whose line does not have a SAMPLE A
slope of 6. The point of intersection looks to be about (1.5, 1.5).
b 5 1.5 and p 5 1.5: 7(1.5) 1 3(1.5) 5 15
B is the only equation whose line has a negative The price of each book and each puzzle is $1.50.
y-intercept.
DISCUSS IT
SAMPLE B
She bought 10 items, all at the same price, for $15. I can just divide 15 Ask: What strategy
WHY? Support students’ facility in comparing by 10 to find the price of 1 item. did you use to find
the exact prices of the
slopes, intercepts, and equations of lines. 15 5 1.5 books and puzzles?
10
···
The price of each item is $1.50. Share: To find the
exact prices, I …

TRY IT SMP 1, 2, 4, 5, 6
Learning Targets SMP 1, SMP 2, SMP 3, SMP 4, SMP 5, SMP 6, SMP 7
Make Sense of the Problem Analyze and solve pairs of simultaneous linear equations.
• Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the
See Connect to Culture to support student equations. Solve simple cases by inspection.
283
engagement. Before students work on Try It, use ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 283
Three Reads to help them make sense of the
problem. After the first read, ask students what the Error Alert  If students get different prices for a book and a puzzle, then have them
problem is about. After the second read, ask reread the problem. Have them explain what the equation b 5 p means in the context
students what they are trying to determine. After of the problem.
the third read, ask them what the important Select and Sequence Student Strategies
quantities and relationships are. Select 2–3 samples that represent the range of student thinking in your classroom.
Here is one possible order for class discussion:
DISCUSS IT SMP 2, 3, 6 • estimation of the solution from the given graph
Support Partner Discussion • guess-and-check method
After students work on Try It, have them • logical reasoning
respond to Discuss It with a partner. Listen for • equation in one variable written and solved
understanding that:
• the solution of the system is the point of
­intersection on the graph, but it can be hard to
tell what its exact coordinates are.
• reasoning, guess-and-check, or an algebraic
method can be used to find the exact solution.

283 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 1
Explore
Facilitate Whole Class Discussion LESSON 13 | SESSION 1

Call on students to share selected strategies. Remind

students that good listeners use engaged body CONNECT IT
language, such as looking at the speaker and
nodding to show understanding. 1 Look Back What is the price of each book? What is the price of each puzzle?
How did you find your answers?
Guide students to Compare and Connect the $1.50; $1.50; Possible answer: From the graph, I estimated the point of
representations. To prompt students to use precise intersection to be about (1.5, 1.5). I substituted these x- and
academic language, call on volunteers to reword y-values into the equations and got two true statements.
vague or unclear statements.
ASK  What are some of the advantages and 2 Look Ahead In earlier lessons, you learned strategies for solving a one-variable
equation. You can also use those strategies to solve a system of equations. You can
disadvantages of each of these strategies?
do this by finding a way to combine the two equations with two variables into one
LISTEN FOR  Using a graph does not require equation with one variable.

calculations, but you often need to estimate where a. In Try It, the price of each book is the same as the price of each puzzle.
How can you use this fact to write a one-variable equation for the money
the lines intersect. Guess-and-check is simple, but Neena spends? What is the equation?
it may take several guesses. Writing one equation Possible answer: Since b 5 p, I can let b also be the price of a puzzle;
gives an exact solution, but can take more work The new equation is 7b 1 3b 5 15.
than some of the other methods.
b. Solve the equation you wrote in problem 2a. Do you get the same prices for
the books and puzzles as in problem 1?
CONNECT IT SMP 2, 4, 5 b 5 1.50; Yes, the price of each book and each puzzle is $1.50.

1 Look Back Look for understanding that c. Why might someone prefer using the strategy in problems 2a and 2b over
the graph can be used to estimate the solution solving a system by graphing? How can a graph be helpful when solving
a system?
of the system. The exact value can be found
Possible answer: Using equations can be quicker than graphing, and you
using guess-and-check (starting with the can get an exact answer without guessing. A graph can help you estimate
estimate from the graph), reasoning, or an the solution, or check to see if your solution is reasonable.
algebraic method.

DIFFERENTIATION  |  RETEACH or REINFORCE 3 Reflect Explain how you used both equations in the system to write the
one-variable equation in problem 2a.

Visual Model Possible answer: The equation I wrote, 7b 1 3b 5 15, is the same as the
equation 7b 1 3p 5 15 from the Try It problem except that I used b for both
Use a table to solve a system of unknowns. I knew I could use one variable for both unknowns because the
linear equations. other equation, b 5 p, tells me that the unknowns have the same value.

If students are unsure of how to solve the system of 284

linear equations, then use this activity to help them 284 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

understand the guess-and-check method by using

a table. 2 Look Ahead Point out that a system of equations can be solved by combining
the two equations, which each have two variables, into one equation with
• Ask: How many books does Neena buy? How many one variable. In this case, the second equation b 5 p means that the values of
puzzles? How much does she spend? [7; 3; $15] b and p are always the same. So, b can be substituted for p in the first equation
• Display the graph and a table with three columns. 7b 1 3p 5 15. This gives the equation 7b 1 3b 5 15, which has only one variable.
Label the columns: price of a book, price of a puzzle, After solving, the value of b can be used to find the value of p.
cost for 7 books and 3 puzzles.
• Start with $1 as the price of a book. Have
volunteers complete the other columns in the row. CLOSE EXIT TICKET
[$1; $10] Ask students to explain the entries. Reflect Look for understanding of how to generate a single equation in
3
• Ask: Is this the correct amount spent? What should one variable when given two equations in two variables.
be changed? [No. It is too little. The price must
be greater.] Common Misconception  If students do not understand why the system with
• Have a student locate the point (1, 1) on the graph two variables can be combined to get one equation with one variable, ask
of the system. Note that it is on the line for b 5 p, them to look at b 5 p. Ask questions like: If b is [number], what is p? Students
but below the line for 7b 1 3p 5 15. should come to see that the equation means that the two variables always
• Repeat this for a book price of $2. After students have the same value. Guide students to see that either p can replace b or b can
complete the row, have them suggest the next replace p in the other equation. To avoid students concluding they can always
price, using the total cost to decide if it should be “swap” variables, have them consider if b 5 p 1 1 instead of b = p.
less or greater. Repeat to find the correct price.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 284
LESSON 13 | SESSION 1 
Prepare for Solving Systems of Linear Equations Algebraically
LESSON 13 | SESSION 1 Name:
Support Vocabulary
Development Prepare for Solving Systems of Linear Equations
Assign Prepare for Solving Systems of Linear Algebraically
Equations Algebraically as extra practice in class or
1 Think about what you know about systems of linear equations. Fill in each box.
as homework.
Use words, numbers, and pictures. Show as many ideas as you can.
If you have students complete this in class, then use the Possible answers:
guidance below. Definition What I Know About It

Ask students to consider the term system of linear a groups of related linear equations You can estimate or check the solution of
where a solution makes all the equations a system of equations by graphing.
equations. Have them discuss what it means to true at the same time A solution of a system of equations is an
be part of a system as well as what constitutes a ordered pair.
linear equation.
Have students work in pairs to complete the graphic
organizer. Invite pairs to share their completed
organizers, and prompt a whole-class comparative
discussion of the definitions, known facts, and
examples given. system of linear
equations
Have students look at the equation in problem 2
and discuss with a partner what has to be true
about the second linear equation in the system to Examples Examples Examples
result in the desired number of solutions for each 3x 1 7y 5 25 y 5 22x 1 1 y

part of the problem. x1y51 y 5 22x 2 1 2

x
22 O 2

Problem Notes 22

1 Students should understand that a system of

linear equations is a group of related linear
equations in which a solution makes all the
2 Start with the linear equation y 5 22x 1 0.5. Write an equation that results in a
equations true at the same time. Student system of equations with the given number of solutions.
responses might include an example shown as a. No solution Possible answer: y 5 22x 2 0.5
a graph of two lines and may mention that the
b. One solution Possible answer: y 5 2x 1 0.5
solution is the ordered pair for the point where
the lines intersect. Students should recognize c. Infinitely many solutions Possible answer: 2y 5 24x 1 1
that the equations in a system use the same set 285
of variables. ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 285
REAL-WORLD CONNECTION
2 a. Any equation for a line with a slope of 22
A common problem that can be solved by using
and a y-intercept other than 0.5 is correct.
a system of linear equations is determining
b. Any equation for a line with a slope other when the costs for two different repair
than 22 is correct. technicians is the same. For example, suppose
one technician charges an hourly rate to fix
c. Any form of the equation for a line an appliance. Another has an upfront service
with slope of 22 and a y-intercept of 0.5 charge to assess the job but then charges a
is correct. lower hourly rate than the first technician.
A system of equations can be used to determine
the number of hours a job would have to take
for the costs to be the same. This might help
determine which technician to use. Ask students
to think of other real-world examples where
solving a system of equations might be useful.

285 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 1
Additional Practice
3 Problem 3 provides another look at using a LESSON 13 | SESSION 1
system of equations to solve a problem. This
problem is similar to the problem about the 3 Riley and her friends buy snacks at the movies. They buy 3 pretzels d

prices of books and puzzles at the yard sale. In and 4 drinks for $17.50. The cost of a pretzel is the same as the cost 4
of a drink. The situation can be represented by the graph and the

Drink Cost ($)

both problems, there are two unknowns and system of equations shown, where p is the cost of a pretzel and d is 3

two linear equations, and a graph of both the cost of a drink. 2

equations in the same coordinate plane is 3p 1 4d 5 17.50 They spend $17.50 on 3 pretzels and 1
provided. This problem asks about the costs of 4 drinks. p
0
pretzels and drinks at the movies. p5d A pretzel costs the same as a drink.
0 1 2 3 4
Pretzel Cost ($)
Suggest that students use Three Reads, asking a. What is the cost of each pretzel? What is the cost of each drink?
themselves one of the following questions after Show your work.
each read: Possible work:

• What is this problem about? The point of intersection seems to be (2.5, 2.5).

• What am I trying to find out? Check $2.50:

3(2.50) 1 4(2.50) 0 17.50
• What are the important quantities and 7.50 1 10.00 5 17.50 TRUE
­relationships in the problem?

SOLUTION Each pretzel is $2.50 and each drink is $2.50.

b. Check your answer to problem 3a. Show your work.

Possible work:
All 7 items have the same cost, so I can divide 17.50 by 7 to find the cost
for 1 item.
17.50 5 2.50
7
·····
The cost of each item is $2.50.

286
286 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

DIFFERENTIATION  |  ENGLISH LANGUAGE LEARNERS Use with Session 2  Apply It

Levels 1–3: Reading/Listening Levels 2–4: Reading/Listening Levels 3–5: Reading/Listening

Help students interpret Apply It problem 7. Use Three Reads to help students interpret Modify Three Reads to help students
Use Three Reads. Focus on the first Apply It problem 7. After the first read, have interpret Apply It problem 7. After the first
paragraph in the first read. Explain the partners turn and talk about the difference read, have partners discuss the meanings
difference between scores and earns points. between scoring multiple times and earning of scores and earns. Have them talk about
Have students state the number of points points. Point to the score board and ask: What different ways to score and earn points
earned for a touchdown and a field goal. does the number on the scoreboard represent? in sports.
Then have volunteers use Act It Out with Have students share what they know about After the next read, have partners discuss
one person tossing a coin 7 times while other earning points in sports. After the second the quantities and relationships in the
students record points and the final score. read, have students use a coin toss to Act It problem. Display these questions to
Let heads be a touchdown and tails be a field Out to show the way teams earn points in a support discussions:
goal. Reread the second paragraph and have football game. Let heads be a touchdown and
students relate their coin toss game to the tails be a field goal.
• What do the variables represent?
equations in the problem. For the last read, After the last read, display these questions:
• What information is in each equation?
read the problem. Ask: What is the system of Reinforce with students that clear
equations? What do the variables represent?
• What do the variables represent? explanations use complete sentences and
Have students solve the problem. • What information is in each equation? precise vocabulary.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 286
LESSON 13 | SESSION 2 
Develop Solving Systems of Linear Equations by Substitution
Purpose LESSON 13 | SESSION 2
• Develop strategies for solving a system of linear
equations by substituting for one of the variables.
• Recognize how to use substitution efficiently to solve Develop Solving Systems of
systems of linear equations. Linear Equations by Substitution 4 beds of 1 bed of
vegetables flowers

➤  Read and try to solve the problem below.

START CONNECT TO PRIOR KNOWLEDGE The residents of a downtown apartment building are starting a
Start
rooftop garden. They will plant 4 beds of vegetables for every 1 bed
Which One Doesn’t Belong? of flowers, plus have 5 extra beds of vegetables. They plan to plant
a total of 30 garden beds. In the system of equations shown, v is the
number of vegetable beds and f is the number of flower beds.
y=5 x=8
v 5 4f 1 5
A B
C D v 1 f 5 30
y=
= 4x + 2 2x + y = –1 How many vegetable beds and how many flower beds will be in the rooftop garden?

©Curriculum Associates, LLC    Copying is permitted.

TRY
Possible Solutions IT Math Toolkit graph paper, straightedges

Possible work:
A is the only equation for a h
­ orizontal line.
SAMPLE A v
B is the only equation for a ­vertical line. The lines seem to intersect at (5, 25). 30

Vegetable Beds
Number of
Check both equations.
C is the only equation written in y 5 mx 1 b 20
25 5 4(5) 1 5 TRUE
form where m is not 0. 10
25 1 5 5 30 TRUE
f
D is the only equation for a line with a There will be 25 vegetable beds and 0
0 2 4 6
5 flower beds in the rooftop garden. Number of Flower Beds
­negative slope.
SAMPLE B
For every flower bed, there are 4 vegetable beds, plus there are an extra
WHY? Support students’ facility with 5 vegetable beds.
connecting linear equations and their graphs. DISCUSS IT
1 flower bed: 4 veg. beds 1 5 veg. beds 10 garden beds
3 flower beds: 12 veg. beds 1 5 veg. beds 20 garden beds Ask: How did you use
5 flower beds: 20 veg. beds 1 5 veg. beds 30 garden beds the equations given in
DEVELOP ACADEMIC LANGUAGE the problem?
Check v 5 25 and f 5 5 make other equation true: 25 5 4(5) 1 5 TRUE
WHY? Support understanding of solved for in There will be 25 vegetable beds and 5 flower beds in the rooftop garden.
Share: I began by . . .

mathematical language.
287
HOW? During Model It, display: You can rewrite ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 287
the second equation so both equations are solved
for v. Underline solved for and ask students what DISCUSS IT SMP 2, 3, 6
this phrase is asking them to do. Explain that Support Partner Discussion
solving for a variable means that you find the After students work on Try It, encourage them to respond to Discuss It with a partner.
value of the variable. Have students share what If students need support in getting started, prompt them to ask each other questions
other variable you could solve for in Model It. such as:
• Did you graph the equations? How did this help you?
TRY IT SMP 1, 2, 4, 5, 6
• What strategy did you use to find v and f values that worked in both equations?
Error Alert  If students solve the problem by graphing and get the wrong solution,
Make Sense of the Problem then their graphs may be incorrect or inaccurate. You might suggest that students
See Connect to Culture to support student write both equations in slope-intercept form and use the values of m and b to make
engagement. Before students work on Try It, use their graphs. Remind students that when they find a solution to a system using a
Co-Craft Questions to help them make sense of the graph, they should always check their solution in both original equations. Graphs can
problem. After the problem is read aloud, have provide an estimate or a check on a solution but should not be the only method used.
students respond to: What is the situation about? Ask
students to suggest questions that might be asked
about the situation. Display students’ questions. If
time allows at the end of the session, choose one or
two of the questions to answer.

287 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 2
Develop
Select and Sequence Student Strategies LESSON 13 | SESSION 2

Select 2–3 samples that represent the range of

student thinking in your classroom. Here is one ➤  Explore different ways to solve a system of equations by substitution.
possible order for class discussion:
The residents of a downtown apartment building are starting a
• bar models used to solve rooftop garden. They will plant 4 beds of vegetables for every 1 bed
• graph used to estimate the solution and of flowers, plus have 5 extra beds of vegetables. They plan to plant a
guess‑and-check used to refine total of 30 garden beds. In the system of equations shown, v is the
number of vegetable beds and f is the number of flower beds.
• logical reasoning and guess-and-check used to v 5 4f 1 5
find solution
v 1 f 5 30
• substitution used to solve system How many vegetable beds and how many flower beds will be in the
rooftop garden?
Facilitate Whole Class Discussion
Call on students to share selected strategies. Model It
Encourage students who share to explain how their You can substitute an expression from one equation into the other equation.
approach is the same as a previous one, and how it Since v 5 4f 1 5, you can substitute 4f 1 5 for v in the other equation. You can
is different. also show this using bar models.

Guide students to Compare and Connect the v

representations. If an explanation is unclear, ask v 5 4f 1 5
f f f f 5
students to rephrase what was said and confirm
with the speaker. 30
v 1 f 5 30
ASK  How did the strategies ensure that the values v f

of v and f are solutions to both equations?

30
v 1 f 5 30 4f 1 5 1 f 5 30
LISTEN FOR  For the graph, (f, v) was on both f f f f 5 f
lines. For guess-and-check, the values of v and f
were chosen to satisfy the first equation, then they
were checked to see if they satisfied the second. Model It
For the equations, one equation was used to find You can rewrite the second equation so both equations are solved for v.
an expression to substitute into the other. v 1 f 5 30 v 5 2f 1 30
The system is now: v 5 4f 1 5

Model It v 5 2f 1 30
Set the two expressions for v equal to each other.
If students presented these models, have 4f 1 5 5 2f 1 30
students connect these models to those presented
in class. 288
288 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.
If no student presented at least one of these DIFFERENTIATION | EXTEND
models, have students first analyze key features of
SMP 3
the models, and then connect them to the models Deepen Understanding
presented in class. Justifying Substitution Choices
ASK  How are the solutions in the Model Its similar?
Point out that the second Model It solves the second equation for v and then substitutes
LISTEN FOR  In both, one equation is used to find the resulting expression for v into the first equation.
an expression equal to v and that expression is
ASK  What do you get if you substitute the expression for v back into the second equation
substituted for v in the other equation to get an instead? Why?
equation that only has f.
LISTEN FOR  You get 2f 1 30 1 f 5 30, which simplifies to 30 5 30. This is a true
For the bar model method, prompt students to statement, which just confirms that you wrote the equation correctly. If you substitute a
connect the model to the algebraic steps. true value of v in the original equation, you would expect a true statement.
• How do the first two bar models show the equations ASK  Does this substitution help you find the solution to the system? Why?
in the system? LISTEN FOR  It does not help you find a solution because you are working with just one
• How does the last model show the substitution? equation. You are not taking both equations of the system into account.
For the algebraic method, prompt students to
discuss how substitution was used.
• Why can the expressions be set equal to each other?

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 288
LESSON 13 | SESSION 2 
Develop Solving Systems of Linear Equations by Substitution

CONNECT IT SMP 2, 4, 5, 6
Remind students that the linear equations and the CONNECT IT
relationship between them are the same in each
representation. Explain that they will now use the ➤  Use the problem from the previous page to help you understand how to use
representations to understand how to use substitution to solve a system of equations.
substitution to solve systems of linear equations. 1 Explain what v 5 4f 1 5 and v 1 f 5 30 tell you about the situation.
Before students begin to record and expand on their v 5 4f 1 5: There are 4 vegetable beds for every flower bed plus 5 more.
work in Model It, tell them that problems 2 and 3 v 1 f 5 30: There are 30 garden beds altogether (vegetable and flower).

will prepare them to provide the explanation asked

2 a. Look at both Model Its. You started with a system of two equations in two
for in problem 4.
variables. In each case you end up with a single one-variable equation,
4f 1 5 1 f 5 30 and 4f 1 5 5 2f 1 30. How did this happen?
Monitor and Confirm Understanding 1  – 2
Possible answer: v and f mean the same thing in both equations. If one
• v 5 4f 1 5 means that there are 4 vegetable beds equation is written as v equal to an expression in f, I can replace v in the
for every flower bed, plus 5 more. other equation (or bar model) with this equal expression. This combines
both equations into one equation in one variable, f.
• v 1 f 5 30 means that the total number of
b. How many flower beds will there be in the garden? How many vegetable beds?
­vegetable and flower beds together is 30. Explain how you know.
• Since v and f each mean the same thing in both 5 flower beds; 25 vegetable beds; Possible explanation: I solved one of
equations, one equation can be solved for v in the one-variable equations for f. Then I substituted this value into one of
terms of f and then that expression can be the original equations and solved for v.
­substituted for v in the other equation.
3 Solve v 1 f 5 30 for f. Use this result to solve the system by substituting for f.
• Once the value of f is found, it can be substituted Does it matter into which equation or for which variable you substitute when
into either original equation to find v. solving a system of equations? Explain.
• There are 5 flower beds and 25 vegetable beds. f 5 30 2 v; f 5 5, v 5 25; No; Possible explanation: The solutions will be the
same, but one choice may have fewer steps or simpler calculations.

Facilitate Whole Class Discussion

4 Do you think using substitution will always work when solving a system of
3 Listen for understanding that you can choose to equations? Explain.
solve either equation for either variable, but Possible answer: Yes. I can always solve one equation for one of the
that you must substitute the resulting variables. I can then substitute that expression for the variable into the
expression into the other equation. other equation without changing the value of either variable.

5 Reflect Think about all the models and strategies you have discussed today.
ASK  Why might you decide to avoid solving Describe how one of them helped you better understand how to solve the
the equation v 5 4f 1 5 for f? Try It problem.
Responses will vary. Check student responses.
LISTEN FOR  First, this equation is already 289
solved for v, so you can use it without ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 289
calculating further. Second, since f has a DIFFERENTIATION  |  RETEACH or REINFORCE
coefficient of 4, the expression equivalent to
f will involve division by 4. That will make the Hands-On Activity
calculations more complicated. Use a model to understand substitution.
4 Look for the idea that substitution will always If students are unsure about how to solve a system of equations by substitution, then use this
work to solve a system of linear equations. activity to help them gain a better understanding.
ASK  Why can you always solve one equation Materials  For each pair: algebra tiles (at least 10 each of x- and y-tiles and 20 1-tiles)
for one variable and substitute the expression • Display the system y 5 3 1 x and y 1 3x 5 11. Have pairs model both equations using
for that variable into the other equation? their algebra tiles. Ask: Does either model show a variable tile alone on one side? [Yes; The
LISTEN FOR  The variables mean the same first model, y 5 3 1 x, has the y-tile alone on one side.]
thing in both equations. So, when I rewrite • Ask: How can you use the first model to find a group of tiles to substitute for y in the second
one equation as a variable equal to an model? [You can replace the y-tile with an x-tile and three 1-tiles.] Have students
expression, I know that variable in the other perform the substitution. Point out that the new model has only one variable, x. Have
equation is also equal to the expression. students use the model to solve for x. [x 5 2]
• Ask: How can you now find y? [I can substitute 2 for x in either original equation; y 5 5.]
5 Reflect Have all students focus on the • If time allows, have students solve the first equation to find tiles equivalent to x, and to
strategies used to solve the Try It. If time allows, substitute those tiles in the second equation and solve the system again.
have students discuss their ideas with a partner.

289 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 2
Develop

Apply It LESSON 13 | SESSION 2

For all problems, encourage students to use a

model to support their thinking. Allow some Apply It
leeway in precision; for example, when graphing a ➤  Use what you learned to solve these problems.
system of linear equations in the coordinate plane, 6 Tara begins solving the system below. What do you think her next step will be?
the lines likely will not be perfectly accurate.
6x 1 8y 5 7
Remind students to check any solutions obtained
22x 1 4y 5 28 22x 5 24y 2 8
by graphing by either substituting the solutions
x 5 2y 1 4
into both equations or by using another Possible answer: Substitute 2y 1 4 for x in 6x 1 8y 5 7 and solve for y.
solution method.
6 You might ask students to suggest another 7 A football team scores 7 times and earns 27 points. All their points
possible way to start solving the system. Some come from 6-point touchdowns and 3-point field goals.
HOME GUEST
students may want to complete the solution Let t be the number of touchdowns and f be the number of field

process. The solution is 1​​ 2 ​ 10 

3    ​, 2 ​  17 ​   ​​  . goals. The equation t 1 f 5 7 represents the number of times the
20 2
team scores. The equation 6t 1 3f 5 27 represents the total
·· ··
number of points scored. How many touchdowns and how many
7 Students may solve for f in terms of t and write field goals does the team make? Show your work.
f 5 2t 1 7. They would then use substitution to Possible work:
obtain 6t 1 3(2t 1 7) 5 27. Here is a sample
t1f 57 6(2f 1 7) 1 3f 5 27 t1f57
solution of this equation:
t 5 2f 1 7 26f 1 42 1 3f 5 27 t15 57
6t 1 3(2t 1 7) 5 27 23f 5 215 t52
f55
6t 2 3t 1 21 5 27
SOLUTION The team makes 2 touchdowns and 5 field goals.
3t 1 21 5 27
8 Solve this system of equations. Show your work. 3x 5 6y 2 21
3t 5 6 Possible work: 6x 2 9y 5 230
3x 5 6y 2 21 x 5 2y 2 7
t52
6(2y 2 7) 2 9y 5 230 6x 2 9y 5 230
The value of t 5 2 can be substituted into either 12y 2 42 2 9y 5 230 6x 2 9(4) 5 230
original equation to find f 5 5. 3y 5 12 6x 2 36 5 230
y54 6x 5 6
x51

SOLUTION (1, 4)
290
290 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

CLOSE EXIT TICKET

8 Students’ solutions should show an understanding of:

• how to use substitution to solve a system of linear equations.
• the idea that once the value of one variable is found, it can be
s­ ubstituted into either original equation to find the value of the
other variable.
Common Misconception  If students only find the value of one of the
variables, ask them to tell you what their answer means. Help students
conclude that one value is not the complete answer; the solution to a system
of equations is an ordered pair. Then ask them how they can find the value of
the other variable.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 290
LESSON 13 | SESSION 2 
Practice Solving Systems of Linear Equations by Substitution
LESSON 13 | SESSION 2 Name:
Problem Notes
Assign Practice Solving Systems of Linear Practice Solving Systems of Linear Equations
Equations by Substitution as extra practice in class
or as homework.
by Substitution
➤  Study the Example showing how to solve a system of equations by
1 Students may also describe solving substitution. Then solve problems 123.

2y 522 2 5x for y since the term with the

Example
variable y is isolated. If they do so, they will
What is the solution to the system of equations?
get y 5 21 2 ​​ 52 x​​ . They can then substitute
·· x1y51
21 2 ​​  5 x​​ for y into the first equation to get 2y 5 22 2 5x
··
2
x 1 ​​1 21 2 ​ 5 ​x 2​​ 5 1 and solve for x. Challenge Solve the first equation for x. Then substitute the expression into the second
··
2
equation.
2 Because the first equation has s isolated on one
x1y51 2y 5 22 2 5(2y 1 1) x1y51
side, it is efficient to substitute t 1 5 for s in the
x 5 2y 1 1 2y 5 22 1 5y 2 5 x1 7 51
second equation. However, students may use 3
··
7 5 3y
another method. For example, they may use the 7 5y
x 5 24
··
3
first equation to write t 5 s 2 5, and then 3
··

substitute s 2 5 for t in the second equation.

Medium 1 Describe a different way to use substitution to solve the problem in the Example.
Possible answer: Solve the first equation for y to get y 5 2x 1 1.
Then substitute 2x 1 1 into the second equation to get 22x 1 2 5 22 2 5x
and solve for x.

2 Antonio is a set designer. He is gluing ribbon on 4 square and 2 triangular posters

to be used as stage props in an upcoming play. Use the system of equations to
find s, the amount of ribbon needed for a square poster, and t, the amount of
ribbon needed for a triangular poster. Show your work.
Possible work:
s5t15

4s 1 2t 5 110 4(t 1 5) 1 2t 5 110 s5t15

4t 1 20 1 2t 5 110 s 5 15 1 5
6t 5 90 s 5 20
t 5 15

SOLUTION 20 in. for a square poster and 15 in. for a triangular poster

291
©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 291

Fluency & Skills Practice FLUENCY AND SKILLS PRACTICE

LESSON 13
Name:

Solving Systems of Linear Equations by

Solving Systems of Linear Substitution

Find the solution of each system of equations.

­Equations by Substitution 1 y 5 2x 2 1

y 5 3x 1 2
2 x5y14

2x 1 2y 5 16

In this activity, students solve systems

of linear equations using substitution. 3 x1y55 4 5x 1 2y 5 10

6x 1 3y 5 27 2x 1 y 5 2

5 4x 2 8y 5 2 26 6 2x 2 3y 5 24

9x 1 4y 5 13 2x 1 y 5 4

7 How do you decide which variable to substitute when solving a system of

equations by substitution? Explain.

©Curriculum Associates, LLC Copying permitted for classroom use. GRADE 8 LESSON 13

291 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 2
Additional Practice
a. 
3 The solution on the student page is efficient, LESSON 13 | SESSION 2
but there are other possibilities as well. For
example, students may solve the second 3 What is the solution of each system of equations? Show your work.
equation for x and substitute the resulting a. 26x 2 5y 5 6
expression into the first equation. Medium 4x 1 y 5 3
Possible work:
b. Students might see that they can isolate the 4x 1 y 5 3 26x 2 5y 5 6 4x 1 y 5 3
expression 3x on one side of each equation, y 5 24x 1 3 26x 2 5(24x 1 3) 5 6 41 3 2 1 y 5 3
to get 3x 5 11 1 4y and 3x 5 2 2 2y. They 26x 1 20x 2 15 5 6
2
··

can then set the right sides of these two 61y53

14x 5 21
equations equal, writing 11 1 4y 5 2 2 2y. y 5 23
x5 3
Challenge 2
··

c. Students should note the second equation SOLUTION

1 1 ··21 , 23 2
gives x in terms of y. They can immediately
use substitution to solve. Basic b. 3x 2 4y 5 11
3x 1 2y 5 2
Possible work:
3x 1 2y 5 2 3x 2 41 23 x 1 1 2 5 11 31 5 2 1 2y 5 2
2
·· 3
··
2y 5 23x 1 2 3x 1 6x 2 4 5 11 5 1 2y 5 2
y 5 23x 1 1 9x 2 4 5 11 2y 5 23
2
··
9x 5 15 y 5 23
2
··
x5 5
3
··

SOLUTION
1 ··53, 2··32 2

c. 8x 1 9y 5 20
x 5 23y
Possible work:
8x 1 9y 5 20 x 5 23y
8(23y) 1 9y 5 20 x 5 231 24 2
3
··
224y 1 9y 5 20
x54
215y 5 20
y 5 24
3
··

SOLUTION 1 4, 2··43 2
292
292 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

DIFFERENTIATION  |  ENGLISH LANGUAGE LEARNERS Use with Session 3  Model It

MATH TERMS
Levels 1–3: Reading/Speaking Levels 2–4: Speaking/Listening Levels 3–5: Speaking/Listening
A variable is a Help students understand Model It Help students understand Model It Help students understand Model It by
letter that stands by reading it aloud. Explain that by having partners take turns reading having them discuss how the lesson
for an unknown both Model Its use a process called aloud each problem. Modify Say It vocabulary and Math Terms relate to
number. elimination and that elimination is a Another Way by having students the problem. Ask students to explain
Like terms are way to remove a variable term. Clarify discuss words and phrases before the mathematical meaning of opposites.
terms that have by erasing something. Reread the first rephrasing. Display the Math Terms Point out that sentences often include
the same variable Model It and display Elimination gives and ask students for examples. signal words to help readers identify
or no variable. you a    for    and have students Help them connect eliminate with the cause, sequence, or results of
complete it. Then reread the second elimination. Guide students to explain something, for example, because, first,
Opposite numbers Model It and do the same. Review that the word opposites refers to next, then, finally, so, and as a result.
are the same the Math Terms. Have pairs read the terms with opposite numbers as Ask students to discuss the meaning
distance from 0 two solutions together and point out the coefficient. of signal words in Model It.
on the number examples of the Math Terms. Then
line but in Guide students to underline words that Have partners take turns rephrasing
have pairs describe a solution using signal a sequence (first, then) or a result each Model It, being careful to express
opposite eliminate and elimination.
directions. (so). Have partners share the words the sequence or results with these
they underlined with each other. signal words or others.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 292
LESSON 13 | SESSION 3 
Develop Solving Systems of Linear Equations by Elimination
Purpose LESSON 13 | SESSION 3
• Develop strategies for solving a system of linear
equations by eliminating one of the variables.
• Recognize when elimination is an efficient method for Develop Solving Systems of Linear
solving systems of linear equations. Equations by Elimination

➤  Read and try to solve the problem below.

START CONNECT TO PRIOR KNOWLEDGE Amare is buying museum souvenirs. He buys 3 animal figures
Start
and 6 bookmarks for $33. Later he goes back to buy 3 more
Same and Different figures and return 3 of the bookmarks, spending another $6.
In the system, f is the price of a figure and b is the price
of a bookmark.
5x and 15x 4y and 10y
3f 1 6b 5 33
A B
C D 3f 2 3b 5 6
–2y
2y and –6y
6y 3x and 4x How much does each figure cost? How much does each bookmark cost?

©Curriculum Associates, LLC    Copying is permitted.
TRY
IT Math Toolkit graph paper, straightedges
Possible Solutions
Possible work:
All pairs are like terms and all coefficients
SAMPLE A
are ­integers. 3f 1 6b 5 33 3f 2 3b 5 6 3f 1 6b 5 33
The first term in A and C can be multiplied by 3 to 3f 5 26b 1 33 3(22b 1 11) 2 3b 5 6 3f 1 6(3) 5 33

get the second term in the pair. f 5 22b 1 11 26b 1 33 2 3b 5 6 3f 1 18 5 33

29b 5 227 3f 5 15
The pairs in A, B, and C have a common factor b53 f55
besides 1. Each figure costs $5 and each bookmark costs $3.

The pair in D has only a common factor of 1. SAMPLE B

3f 2 3b 5 6 3f 1 6b 5 33 3f 2 3b 5 6
WHY? Support students’ facility with 23b 5 23f 1 6 3f 1 6(f 2 2) 5 33 3(5) 2 3b5 6
b5f22 3f 1 6f 2 12 5 33 15 2 3b 5 6 DISCUSS IT
identifying common factors to facilitate solving
systems of linear equations by elimination. 9f 5 45 23b 5 29
Ask: What strategy did
f55 b53 you use?
Figures cost $3 each and bookmarks cost $5 each. Share: I began by …
DEVELOP ACADEMIC LANGUAGE
293
WHY? Use word parts to support understanding ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 293
of elimination and substitution.
HOW? Have students read Connect It problem 4
DISCUSS IT SMP 2, 3, 6
and identify the two words that name processes. Support Partner Discussion
Guide them to share and explain other related After students work on Try It, encourage them to respond to Discuss It with a partner.
words. [eliminated, eliminating, substituted, and If students need support in getting started, prompt them to ask each other questions
substituting] Encourage students to tell the such as:
related word that names what they did in Model • Did you graph the system of equations? Were you able to make a good estimate of
It. [elimination] Then have students discuss what the solution?
they do when they substitute a variable. [replace]
• Did you use substitution? How did you decide which equation to use to solve for
a variable?
TRY IT SMP 1, 2, 4, 5, 6
• Where there any challenges when you substituted?
Common Misconception  Listen for students who think that substitution cannot be
Make Sense of the Problem used to solve this system of equations because neither given equation has a variable
See Connect to Culture to support student isolated on one side. As students share their strategies, help them see that any
engagement. Before students work on Try It, use equation with two variables can be solved for one variable in terms of the other.
Say It Another Way to help them make sense of
the problem. Listen for understanding of what the
variables in the system of equations represent.

293 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 3
Develop
Select and Sequence Student Strategies LESSON 13 | SESSION 3

Select 2–3 samples that represent the range of

student thinking in your classroom. Here is one ➤  Explore different ways to solve systems of equations by elimination.
possible order for class discussion:
Amare is buying museum souvenirs. He buys 3 animal figures and 6 bookmarks
• graph used to estimate solution for $33. Later he goes back to buy 3 more figures and return 3 of the bookmarks,
• guess-and-check spending another $6. In the system, f is the price of a figure and b is the price of

• (misconception)  solution assumes substitution a bookmark.

3f 1 6b 5 33
cannot be used because of forms of the equations
3f 2 3b 5 6
• substitution, starting with solving the first or How much does each figure cost? How much does each bookmark cost?
second equation for m
• substitution, starting with solving the first or Model It
second equation for b
You can first eliminate the variable b.

Facilitate Whole Class Discussion Multiply the second equation by 2 so the b terms are opposites. Then add the
like terms in the two equations. This gives you a one-variable equation for f.
Call on students to share selected strategies. Remind
3f 1 6b 5 33 3f 1 6b 5 33
students that a good explanation describes what
2(3f 2 3b 5 6) 1 6f 2 6b 5 12
you did and why you decided to do it.
9f 1 0b 5 45
Guide students to Compare and Connect the
representations. If an explanation is unclear, ask a Model It
student to reword it to confirm their understanding. You can first eliminate the variable f.
ASK  What makes some strategies more efficient Multiply the second equation by 21 so the f terms are opposites. Then add the
than others? like terms in the two equations. This gives you a one-variable equation for b.

3f 1 6b 5 33 3f 1 6b 5 33
LISTEN FOR  Some strategies require fewer
2(3f 2 3b 5 6) 1 23f 1 3b 5 26
algebraic steps or allow you to work with integer
0f 1 9b 5 27
constants and coefficients. Strategies that give you
an exact solution, rather than an estimate that you
need to check, are more efficient.

Model It
If students presented these models, have students
connect these models to those presented in class.
If no student presented at least one of these 294
models, have students first analyze key features of 294 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

the models, and then connect them to the models DIFFERENTIATION | EXTEND
presented in class.
SMP 4
ASK  How do the Model It strategies differ? Deepen Understanding
Using a Model to Visualize a System of Equations Solved by Elimination
LISTEN FOR  One adds the equations to eliminate
b, and the other adds them to eliminate f. Prompt students to consider how the graph of a system of equations relates the graphs of
the sums of the equations found during the elimination method.
For the algebraic solution eliminating b, prompt
students to see why it is useful to multiply the ASK  Suppose you graphed the equations in the system, with f on the horizontal axis and b
second equation by 2. on the vertical axis. At what point would the lines intersect? How do you know?
• After multiplying the second equation by 2, what LISTEN FOR  They would intersect at (5, 3), because that is the solution of the system.
do you notice about the coefficients of b in the ASK  Now suppose you graphed the sum of the equations, 9f 1 0b 5 45, from the first
two equations? Model It. What would the graph look like?
• What happens when the equations are added? LISTEN FOR  It would be the vertical line with equation f 5 5.
For the algebraic solution eliminating f, prompt ASK  Suppose you graphed the sum of the equations from the second Model It,
students to relate this method to subtraction. 0f 1 9b 5 27. What would the graph look like?
• Why is multiplying the second equation by 21 and LISTEN FOR  It would be the horizontal line with equation b 5 3.
adding it to the first the same as subtracting the ASK  How do these graphs confirm the solution to the system of equations?
second equation from the first?
LISTEN FOR  The graphs intersect at the point (5, 3), which is the solution of the system.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 294
LESSON 13 | SESSION 3 
Develop Solving Systems of Linear Equations by Elimination

CONNECT IT SMP 2, 4, 5, 6
Remind students that the system of equations is the CONNECT IT
same in each representation. Explain that they will
now use the representations to reason about using ➤  Use the problem from the previous page to help you understand how to use
elimination to solve a system of equations. elimination to solve a system of equations.

Before students begin to record and expand on their 1 Explain what 3f 1 6b 5 33 and 3f 2 3b 5 6 tell you about the situation.
work in Model It, tell them that problems 2 and 3 3f 1 6b 5 33: Buying 3 figures and 6 bookmarks costs $33.
3f 2 3b 5 6: Buying 3 figures and returning 3 bookmarks costs $6.
will prepare them to provide the explanation asked
for in problem 4.
2 a. Look at the first Model It. Why does the equation 6f 2 6b 5 12 have the same
Monitor and Confirm Understanding 1 – 3 solutions as 3f 2 3b 5 6?

• 3f 1 6b 5 33 means that 3 figures and Possible explanation: When I write both equations in slope-intercept
form they are identical, so they have the same solutions.
6 ­bookmarks cost $33; 3f 2 3b 5 6 means buying
3 figures and returning 3 bookmarks costs $6. b. How does knowing that 6f 2 6b 5 12 allow you to add 6f 2 6b to one side and
• Multiplying both sides of an equation by the same 12 to the other side of the equation 3f 1 6b 5 33?
number does not change the solutions. You can If 6f 2 6b is equal to 12, then the same quantity is being added to each
verify this by writing the original and new side of the equation 3f 1 6b 5 33. So, the resulting equation is also true.
­equations in slope-intercept form.
• Adding one equation to another is the same as c. How much does each figure cost? How much does each bookmark cost?
Each figure costs $5 and each bookmark cost $3.
adding the same quantity to both sides of either
equation, so the result is a true equation.
3 Solve the equation 0f 1 9b 5 27 in the second Model It for b. Do you get the
• The final solution to the system is the same no same answer as you did in problem 1c? b 5 3; Yes.
matter which variable is eliminated.
4 How could you use substitution to find how much each figure and bookmark
Facilitate Whole Class Discussion cost? When do you think you might choose to use substitution to solve a system
instead of elimination?
4 To engage all students, ask them to turn
Possible answer: I could solve either equation for f or for b. Then substitute
and talk to their partner before sharing this expression for the variable in the other equation. I would use
their answers. substitution if one of the equations is already solved for a variable or could
easily be solved for a variable.
ASK  Can you use either substitution or
elimination to solve any system of linear 5 Reflect Think about all the models and strategies you have discussed today.
equations? If so, why do you think it is useful to Describe how one of them helped you better understand how to solve the
Try It problem.
understand both methods?
Responses will vary. Check student responses.
LISTEN FOR  Any system can be solved by 295
either substitution or elimination. However, ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 295
depending upon the equations, one method DIFFERENTIATION  |  RETEACH or REINFORCE
may require fewer steps or have simpler
calculations than the other. Visual Model
Use a model to understand the elimination method.
ASK  When might you choose to use
elimination to solve a system? If students are unsure about using elimination to solve systems of linear equations, then use
this activity to help them understand the process.
LISTEN FOR  Elimination makes sense
when like terms are opposites or multiples Materials  For display: a large four-quadrant coordinate plane
of each other. • Write and display the system: 4x 1 2y 5 32 and 2x 2 5y 5 28. Have students take
turns finding and plotting points to graph the system.
5 Reflect Have all students focus on the
strategies used to solve the Try It. If time allows,
• Ask: Where do the lines intersect? [(6, 4)]
have students discuss their ideas with a partner. • Have students write the equation that results from multiplying both sides of the
second equation by 22. Then have them take turns finding and plotting points to
graph this new equation on the same coordinate plane.
• Ask: What do you notice about this line? [It is the same as the second line.]
• Have students add this new equation to the first equation. Ask: What is the sum of the
equations? [12y 5 48] Have students solve for y. Ask: How does this value of y compare to
the y-coordinate of the intersection point of the two lines? [It is the same, 4.]
• Have students use this value to solve for x and confirm their solution, (6, 4).

295 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 3
Develop

Apply It LESSON 13 | SESSION 3

For all problems, encourage students to use a model

to support their thinking. Allow some leeway in Apply It
precision if they choose to graph the system of ➤  Use what you learned to solve these problems.
equations. For the purpose of this session, graphs 6 Adela has 24 bracelets. She makes 3 more
should serve as a way for students to reinforce their each day. Isaiah has 10 bracelets. He makes
understanding of the problems and solutions. 5 more each day. The equations represent
the number of bracelets y each person
6 Because this problem specifically instructs has after x days.

students to use elimination, an efficient method Adela: y 5 3x 1 24

is to multiply one equation by 21 and add the Isaiah: y 5 5x 1 10
equations to eliminate y (or to subtract one
Use elimination to solve the system of equations.
equation from the other). However, some What does the solution mean in the situation?
students may choose to eliminate x by (7, 45); After 7 days, they will each have 45 bracelets.
multiplying the first equation by 5, or 25, and
the second by 23, or 3, and adding the
resulting equations. 7 Which of these strategies will eliminate a variable to help you solve the 12x 1 5y 5 7
system of equations to the right? Select all that apply. 24x 1 10y 5 27
7 B, C, and D are correct.  Any of these strategies A Multiply the first equation by 2 and add it to the second equation.
will eliminate one of the variables.
B Multiply the first equation by 22 and add it to the second equation.
A is not correct. Multiplying the first equation
by 2 makes the coefficients of y the same, C Multiply the first equation by 1 and add it to the second equation.
··
3
rather than opposites, so y will not be
D Multiply the second equation by 3 and add it to the first equation.
eliminated when the equations are added.
E Multiply the second equation by 1 and add it to the first equation.
··
2
E 
is not correct. Multiplying the second
equation by ​​ 12 ​​ makes the coefficients of y 8 Solve the system of equations. Show your work. 26x 1 4y 5 228
·· 29x 1 5y 5 233
the same, rather than opposites, so y will Possible work:
not be eliminated when the equations 3(26x 1 4y 5 228) 218x 1 12y 5 284 26x 1 4(29) 5 228
are added. 22(29x 1 5y 5 233) 1 18x 2 10y 5 66 26x 2 36 5 228
2y 5 218 26x 5 8
y 5 29 x 5 24
3
··

(24 , 29)
SOLUTION 3
··
296
296 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

CLOSE EXIT TICKET

8 Students’ solutions should show an understanding that:

• the elimination method requires multiplying one or both equations by
a number to create variable terms with opposite coefficients and then
adding the resulting equations.
• once the value of one variable is found, it can be substituted into either
original equation to find the value of the other variable.
Error Alert  If students multiply the equations by numbers to create opposite
terms, but still get the wrong answer, then encourage them to go back and
check their solution steps for computational errors. It can help some students
to write notes about what they are doing as part of their work, such as,
Multiply equation 1 by 3.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 296
LESSON 13 | SESSION 3 
Practice Solving Systems of Linear Equations by Elimination
LESSON 13 | SESSION 3 Name:
Problem Notes
Assign Practice Solving Systems of Linear Practice Solving Systems of Linear Equations
Equations by Elimination as extra practice in class
or as homework.
by Elimination
➤  Study the Example showing how to use elimination to solve systems
1 Students may also solve by multiplying the of equations. Then solve problems 1–4.

second equation by 21 and adding the

Example
equations (or by subtracting the equations) to
What is the solution of the system of equations? 25x 1 2y 5 22
eliminate y. Basic
10x 1 2y 5 28
2 a. Students should understand that regardless 2(25x 1 2y 5 22) 210x 1 4y 5 44 10x 1 2y 5 28
of the forms of the equations, all systems of 1 10x 1 2y 5 28 10x 1 2(6) 5 28
linear equations may be solved by either 6y 5 36 10x 1 12 5 28
method: elimination or substitution. Medium y56 10x 5 220

b. Students may recognize that elimination is x 5 22

an efficient choice because the coefficients The solution is (22, 6).

of the x-terms are opposites. Medium
1 Show a different way to use elimination to solve the system in the Example.
Possible work:
10x 1 2y 5 28 25(22) 1 2y 5 22
2 (25x 1 2y 5 22) 10 1 2y 5 22
15x 5 230 2y 5 12
x 5 22 y56

2 Cheryl says that the system of equations at the right 27x 1 12y 5 13
MUST be solved by elimination rather than by substitution. 7x 2 11y 5 29
a. Explain why Cheryl is not correct.
Possible answer: Any system of linear equations can be
solved by substitution.
Vocabulary
system of linear
b. Why might Cheryl think this is true? equations
a group of related
Possible answer: It makes sense to use elimination. linear equations in
The equations can be added and a variable eliminated which a solution
without any additional steps. makes all the
equations true at the
same time.

297
©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 297

Fluency & Skills Practice FLUENCY AND SKILLS PRACTICE

LESSON 13
Name:

Solving Systems of Linear Equations by

Solving Systems of Linear Elimination

Find the solution to each system of equations.

­Equations by Elimination 1 4x 2 12y 5 28

23x 1 12y 5 12
2 6x 2 9y 5 18

26x 1 2y 5 24

In this activity, students solve systems

of linear equations using elimination. 3 6x 1 3y 5 3 4 23x 1 2y 5 217

3x 2 y 5 4 26x 1 3y 5 230

5 7x 1 6y 5 16 6 16x 1 5y 5 22

4x 2 2y 5 1 4x 2 y 5 22

7 When using the elimination method to solve a system of equations, how do you
choose which variable to eliminate?

©Curriculum Associates, LLC Copying permitted for classroom use. GRADE 8 LESSON 13

297 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 3
Additional Practice
3 a. Some students may also suggest multiplying LESSON 13 | SESSION 3

the second equation by ​​ 1 ​​  . Although the

··
3 3 Use the system of equations shown. 22x 2 4y 5 24
calculations would involve fractions, this
6x 2 8y 5 28
method would work. Basic
a. How could you change one of the equations so that you could add it to the
b. Students may also suggest multiplying the other equation and eliminate the x terms?
Possible answer: Multiply 22x 2 4y 5 24 by 3.
second equation by 2​​ 1 ​​  . Basic
··
2
b. How could you change one of the equations so that you could add it to the
c. The solution steps will depend on which other equation and eliminate the y terms?
variable students choose to eliminate, but Possible answer: Multiply 22x 2 4y 5 24 by 22.
the solution will be the same for either c. What is the solution of the system? Show your work.
choice. Medium Possible work:
4 a. There are many ways to solve this system, 22(22x 2 4y 5 24) 4x 1 8y 5 248 22(22) 24y 5 24

but since the x-terms and y-terms are 1 6x 2 8y 5 28 4 2 4y 5 24

multiples of each other, elimination may be 10x 5 220 24y 5 20

a good choice. Medium x 5 22 y 5 25

b. Students who chose elimination may solve

by multiplying the second equation by 22 SOLUTION (22, 25)

and then adding it to the first equation to

4 Use the system of equations shown. 3x 1 4y 5 29
eliminate y. They may also choose to
9x 1 2y 5 3
multiply the first equation by 23 and add it
a. Would you choose substitution or elimination to solve this system? Explain.
to the second equation to eliminate x.
Possible answer: Elimination; If I use substitution, I will need to work
Challenge with a fraction if I solve for either variable. With elimination, I could
multiply either equation by an integer and add the equations together to
eliminate a variable.

b. Solve the system using the method you chose in problem 4a. Show your work.
Possible work:
23(3x 1 4y 5 29) 29x 2 12y 5 27 9x 1 2(23) 5 3
1 9x 1 2y 5 3 9x 2 6 5 3
210y 5 30 9x 5 9
y 5 23 x51

SOLUTION (1, 23)

298
298 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

DIFFERENTIATION  |  ENGLISH LANGUAGE LEARNERS Use with Session 4  Connect It

Levels 1–3: Speaking/Writing Levels 2–4: Speaking/Writing Levels 3–5: Speaking/Writing

Help students read and interpret Connect It Read aloud Connect It problem 4 and help Have students read Connect It problem 4
problem 4. Display: Suppose you solve a students interpret its meaning. Display the and work in pairs to interpret its meaning.
system of equations and both variables are lesson vocabulary and ask students to discuss First, encourage students to identify and
eliminated. Clarify the phrase system of their meanings. Review the related words discuss the meaning of repeated words and
equations by referring to the system on the elimination, eliminate, and eliminated. Check phrases, like system and number of solutions.
previous page. that students understand that system refers to Then have partners discuss the words and
Modify Say It Another Way to help students the review term system of linear equations. phrases they want to reword and divide the
paraphrase the problem. After each sentence, Modify Say It Another Way to help students question into chunks. Have partners use Say
give partners think time before asking them paraphrase the problem. For each sentence, It Another Way and take turns paraphrasing
to discuss the meaning of the sentence. Then provide individual think time before the question.
have volunteers share their revised sentences. asking one or more volunteers to suggest Then have partners share how many
Suggest replacement words as needed, a paraphrase. questions they will be responding to and how
such as gotten rid of for eliminated. Provide a Then have partners share how they will solve they will respond to each before writing. After
sentence frame to help students answer in a the problem and write their answers using: drafting responses, have partners share their
complete sentence: work with each other.
• The system has    .
• The system has either    or    .

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 298
LESSON 13 | SESSION 4 
Develop Determining When a System Has Zero or Infinitely Many Solutions
Purpose LESSON 13 | SESSION 4
• Develop strategies for determining whether a system of
linear equations has no solution, one solution, or
infinitely many solutions. Develop Determining When a System Has Zero
• Recognize how slopes, y-intercepts, and coefficients can or Infinitely Many Solutions
be used to determine the number of solutions to a
system of equations. ➤  Read and try to solve the problem below.

How many solutions does the system of equations have?

START CONNECT TO PRIOR KNOWLEDGE 21x 1 y 5 3

··
2
Start x 2 2y 5 4

Same and Different

TRY
2(x + 3) = x 16x + 20 = 4(4x + 5) IT Math Toolkit graph paper, straightedges

A B
C D Possible work:
3(x + 8) = 3x + 7 5(x + 1) == 10x + 3 SAMPLE A
y
x 2 2y 5 4
21x 1 y = 3
4
©Curriculum Associates, LLC    Copying is permitted. 2
··
x y 2

Possible Solutions x y x
0 22
O 2 4
0 3 24 22

All are one-variable linear equations. 4 0

26 0
All have parentheses.
24

The lines are parallel. The system has no solution.

A and D have one solution.

B has infinitely many solutions. SAMPLE B

21x 1 y 5 3
C has no solution. 2
··

y 5 1x 1 3 x 2 21 1 x 1 3 2 5 4
2
·· 2
··
DISCUSS IT
x2x2654
WHY? Support students’ facility with
identifying the number of solutions of 26 5 4 Ask: How did you find
how many solutions
one‑variable equations. When I solved one-variable equations and got a false statement like the system has?
26 5 4, it meant there was no solution.
Share: I noticed
that . . .
DEVELOP ACADEMIC LANGUAGE
299
WHY? Guide students to listen carefully to ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 299
explanations and ask clarifying questions.
DISCUSS IT SMP 2, 3, 6
HOW? Have students practice good listening
skills as they read their explanations to Support Partner Discussion
Connect It problem 4. Explain that they can After students work on Try It, encourage them to respond to Discuss It with a partner.
take notes and then paraphrase their partner’s If students need support in getting started, prompt them to ask each other questions
explanation. Remind them to always ask a such as:
question like, Did I understand what you said • What are the possibilities for the number of solutions a system of linear equations
correctly? and listen carefully to their partner’s can have?
response. If needed, have the partner clarify • Do you have to solve the system to figure out how many solutions it has?
the ideas.
Common Misconception  Listen for students who think that because the equations
represent lines with the same slope, the system has infinitely many solutions. As
TRY IT SMP 1, 2, 4, 5, 6 students share their strategies, ask them what the slope-intercept form of the
equations tells them about the graphs. If no one presents a graph, work with the
Make Sense of the Problem class to make one. Discuss the fact that because the lines have the same slope, but
Before students work on Try It, use Notice and different y-intercepts, they are different, parallel lines. They never intersect, so the
Wonder to help them make sense of the problem. system has no solution.
Record students’ observations and questions.

299 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 4
Develop
Select and Sequence Student Strategies LESSON 13 | SESSION 4

Select 2–3 samples that represent the range of

student thinking in your classroom. Here is one ➤  Explore different ways to determine the number of solutions a system
of equations has.
possible order for class discussion:
• graph of the equations How many solutions does the system of equations have?
• (misconception)  conclusion that the same slope 21x 1 y 5 3
··
2
means infinitely many solutions x 2 2y 5 4
• equations written in slope-intercept form
• substitution method Model It
• elimination method You can solve the system.
Solve by substitution.
Facilitate Whole Class Discussion x 2 2y 5 4
Call on students to share selected strategies. x 5 2y 1 4 2 1(2y 1 4) 1 y 5 3
Reinforce that good listeners ask questions to ··
2
2y 2 2 1 y 5 3
clarify ideas or ask for more information during
22 5 3
math discussions.
Solve by elimination.
Guide students to Compare and Connect the Multiply the first equation by 2.
representations. If students’ ideas are unclear, you
might rephrase them so that others understand. 2(2 1x 1 y 5 3) 2x 1 2y 5 6
··
2
Confirm that your rewording is accurate. x 2 2y 5 4 1 x 2 2y 5 4
0 5 10
ASK  How does each model show that the system
has no solution?
Model It
LISTEN FOR  In the graph, the two lines do not You can write the equations in slope-intercept form and compare.
intersect. When the equations are written in
2 1x 1 y 5 3 x 2 2y 5 4
slope-intercept form, the slopes are the same but ··
2
22y 5 2x 1 4
the y-intercepts are different. An algebraic solution y 5 1x 1 3
··
2
results in a false statement. y 5 1x 2 2
··
2

The slopes are the same and the y-intercepts are different.

Model It
If students presented these models, have students
connect these models to those presented in class.
If no student presented at least one of these 300
models, have students first analyze key features of 300 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

the models, and then connect them to the models DIFFERENTIATION | EXTEND
presented in class. SMP 7
ASK  How are the Model Its different? Deepen Understanding
Identifying Systems Where Both Variables May Be Eliminated
LISTEN FOR  In the first Model It, the system
is solved algebraically, resulting in false Prompt students to examine the coefficients of the variables in the system of equations.
statements. In the second, the equations are ASK  How does the x-coefficient in the second equation compare to the x-coefficient in the
written in slope-intercept form and the slopes first equation? How do the y-coefficients in the two equations compare?
and y-intercepts are compared. LISTEN FOR The x-coefficient in the second equation is 22 times the x-coefficient in
For the algebraic solutions, prompt students to the first equation. The same is true for the corresponding y-coefficients.
consider the work shown. ASK  When you multiply the first equation by 2 to make the x-coefficients opposites, what
• Using substitution, why do you think the second happens to the y-coefficients? What happens when you add the equations?
equation was solved for x, rather than the first? LISTEN FOR The y-coefficients also become opposites. Both variables are eliminated
• Using elimination, why was the first ­equation when you add the equations.
multiplied by 2? ASK  When you use elimination to solve any system where corresponding x- and
For the slope-intercept method, prompt students y-coefficients are related by the same multiple, will both variables be eliminated? Why?
to think about why rewriting the equations is helpful. LISTEN FOR  Yes. If you multiply one equation by a value to make the x-coefficients
opposites, then the same value will also make the y-coefficients opposites.
• What do the slopes and y-intercepts tell you about
the system?

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 300
LESSON 13 | SESSION 4 
Develop Determining When a System Has Zero or Infinitely Many Solutions

CONNECT IT SMP 2, 4, 5, 6
Remind students that the system of equations is the CONNECT IT
same in each representation. Explain that they will
now use those representations to reason about how ➤  Use the problem from the previous page to help you understand how to
to determine the number of solutions a system has. determine the number of solutions a system of equations has.

Before students begin to record and expand on their 1 Look at the first Model It. What happens to the variables when you solve by
either method? What kind of statements are 22 5 3 and 0 5 10?
work in Model It, tell them that problems 1–3 will
Both variables are eliminated; They are false statements.
prepare them to provide the explanation asked for
in problem 4. 2 Look at the second Model It. What will the graph of this system look like?
How many solutions does this system have?
Monitor and Confirm Understanding 1 – 2 The graph would show parallel lines. Parallel lines never intersect, so the
• The end statements in the first Model Its are false, system has no solution.

indicating that there is no (x, y) pair that will make

both equations true. Therefore, the system has no 3 a. Solve this system of equations by either substitution or elimination. 5x 2 y 5 8
solution. What happens to the variables? What result do you get? 10x 2 2y 5 16
Both variables are eliminated; Possible answers: 16 5 16 or 0 5 0
• The graph of the system will show two parallel
lines. Because parallel lines never intersect, the b. Write both equations in slope-intercept form. Compare slopes and y-intercepts.
What will the graph of this system look like? How many solutions does this
system has no solutions.
system have?
• There is no way to eliminate one variable without Both are y 5 5x 1 8, so slopes and y-intercepts are the same; The graph is
eliminating the other. the same line. The system has infinitely many solutions.

Facilitate Whole Class Discussion c. Suppose the equations had different slopes. How many solutions would the
system have? only one
3 Look for understanding of how this system is
different from the system in the Try It. 4 Suppose you solve a system of equations and both variables are eliminated. What
do you know about the number of solutions the system has? Do you need to solve
ASK  What happens when you solve this the system to find the number of solutions? Explain.
system? How is this different from the solution The system has either no solutions or infinitely many solutions. No; Possible
of the system in the Try It? explanation: I can write the equations in y 5 mx 1 b form and compare m
and b.
LISTEN FOR  Both variables are eliminated
5 Reflect Think about all the models and strategies you have discussed today.
and you get a true statement. In the Try It Describe how one of them helped you better understand how to determine
system, the resulting statement is false. whether a system has no solution or infinitely many solutions.
Responses will vary. Check student responses.
ASK  How do the graphs of the two systems
compare? 301
©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 301
LISTEN FOR  For this system, the graphs of DIFFERENTIATION  |  RETEACH or REINFORCE
both equations are the same line. For the Try
It system, they are parallel lines. Visual Model
Use a graph to predict the number of solutions to a system.
4 Look for understanding that when both
variables are eliminated, the system either has If students are unsure about systems with no solution or infinitely many solutions, then use
no solutions or infinitely many solutions. this activity to relate the graph of a system to its algebraic solution.
ASK  When both variables are eliminated, how Materials  For display: a large four-quadrant coordinate plane
does the end statement indicate whether there • Display systems: A: 2x 1 3y 5 6 and 6y 2 12 5 24x; B: 4y 2 x 5 0 and 2x 2 8y 5 216.
are no solutions or infinitely many solutions? Ask volunteers to rewrite each equation in slope-intercept form. Have others come up
LISTEN FOR  When the end statement and graph each line. Encourage students who are watching to check the work.
is false, there are no solutions. When the • When both systems have been graphed, ask: How many solutions does System A have?
end statement is true, there are infinitely System B? How do you know? [System A has infinitely many solutions because the
many solutions. graphs are the same line. System B has no solution because the lines are parallel.]
• Ask students to make a prediction about whether the algebraic solution to each system
5 Reflect Have all students focus on the would result in a true statement or a false statement.
strategies used to solve the Try It. If time allows, • Divide students into two groups and have each solve a system algebraically. Have
have students discuss their ideas with a partner. groups share results and assess predictions. [System A ends in a true statement and has
infinitely many solutions; System B ends in a false statement and has no solution.]

301 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 4
Develop

Apply It LESSON 13 | SESSION 4

For all problems, encourage students to use a model

to support their thinking. Apply It
➤  Use what you learned to solve these problems.
6 Students may solve using substitution by
6 How many solutions does the system of equations have? How do you know?
replacing x in the first equation with 22. The
end statement is 4 5 1. Since this is a false 22x 5 1
statement, the system has no solution. x 5 22
None; Possible explanation: The graphs of the equations are two different
Students may use elimination by multiplying
vertical lines, x 5 21 and x 5 22. All vertical lines are parallel, so there is
the second equation by 2 and adding the two 2
··
no solution.
equations. The end statement is 0 5 23. This is
a false statement, so the system has no solution.
7 Which system of equations has exactly one solution?
7 C is correct. Students may see that if they A 3x 1 6y 5 5
multiply the first equation by 22 and the 23x 2 6y 5 5
second by 3, only x will be eliminated. B 3x 2 6y 5 0
A 
is not correct. Adding the equations 22x 1 4y 5 0

eliminates both variables. C 3x 1 6y 5 12

2x 2 4y 5 28
B 
is not correct. Multiplying the first equation
by 22 and the second by 3 and adding D 23x 1 2y 5 7
eliminates both variables. 26x 1 4y 5 14

D is not correct. Multiplying the first equation 8 Alec is building a rectangular picture frame. He wants the sum
by 22 and adding eliminates both variables. of the length and width to be 12 in. and the perimeter to be
30 in. Use the system of equations to determine how many
possibilities there are for the length and width of the frame.

, 1 w 5 12

2, 1 2w 5 30
Possible work:
22(, 1 w 5 12) 22, 2 2w 5 224
2, 1 2w 5 30 2, 1 2w 5 30
056
The system has no solution. There is no combination
of length and width that satisfies both requirements.

302
302 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

CLOSE EXIT TICKET

8 See Connect to Culture to support student engagement. Students’

solutions should show an understanding of:
• how to decide on a strategy to solve the system.
• how to analyze the solution result.
Error Alert  If students find a solution, then they may have made a mistake in
their solution steps. Encourage them to check their solution by substituting it
back into both equations in the system. Then, have them check the steps of
their solution process to try to identify their mistake.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 302
LESSON 13 | SESSION 4 
Practice Determining When a System Has Zero or Infinitely Many Solutions
LESSON 13 | SESSION 4 Name:
Assign Practice Determining When a System Has
Zero or Infinitely Many Solutions as extra practice
in class or as homework. Practice Determining When a System Has Zero
or Infinitely Many Solutions
1 a. If students add the equations in order to
➤  Study the Example showing how to determine the number of solutions
eliminate the y-terms, they will get 2x 5 32, a system of equations has. Then solve problems 1–4.
or x 5 16. The solution of the system is
​​1 16, ​ 1 ​  2.​​ Basic Example
··
2
How many solutions does each system of equations have?
b. Basic Explain how you can tell.
a. 4x 2 12y 5 13 b. 25x 1 9y 5 17
2x 2 6y 5 9 5x 2 9y 5 217

a. No solution; Multiply the second equation by 22 and add it to the

first equation. Both variables are eliminated, resulting in 0 5 25,
a false statement.
b. Infinitely many solutions; Add the equations together. Both variables
are eliminated, resulting in 0 5 0, a true statement.

1 How many solutions does each system of equations have? Explain how you
can tell.
a. x 1 6y 5 19

x 2 6y 5 13
One solution; When the equations are added, the y-terms are eliminated
but the x-terms are not, so you can find a numerical value for x.

Vocabulary
b. 8x 1 y 5 3 system of linear
equations
28x 2 y 5 3
a group of related
No solution; When the equations are added, you get the false linear equations in
which a solution
statement 0 5 6. makes all the
equations true at the
same time. A system
of equations can have
zero, one, or infinitely
many solutions.

303
©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 303

Fluency & Skills Practice FLUENCY AND SKILLS PRACTICE

LESSON 13
Name:

Determining When a System Has Zero or

Determining When a System Has Infinitely Many Solutions

How many solutions does each system of equations have? Explain how you
know without solving the system.

Zero or Infinitely Many Solutions 1 y 5 3x 1 12 2 y 5 2x 2 3

y 5 3x y 5 2x 2 8

In this activity, students analyze

systems by looking at the slopes and
y-intercepts of the equations. They 3 y 5 2x 1 1 4 y5x12

use this and other techniques, 2y 5 4x 1 2 y285x

including substitution and

elimination, to determine whether a
system has one, zero, or infinitely 5 3y 5 9x 1 6

6y 5 18x 1 12
6 21x 1 y 5 3
··
2
x 2 2y 5 4

many solutions.

©Curriculum Associates, LLC Copying permitted for classroom use. GRADE 8 LESSON 13 Page 1 of 2

303 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 4
Additional Practice
2 Students may also solve the second equation LESSON 13 | SESSION 4
for either ℓ or w and use substitution to get an
end statement of 50 5 50. Medium 2 Mariko is fencing her garden. She wants to use 50 feet of
fencing. Mariko also wants the sum of the length and the
3 a. Students may reason that 6 is 3 times 2 and width of the garden to be 25 feet. Use the system of equations
to confirm that there are infinitely many possibilities for the
so if g is 3 times 5 and h is 3 times 9, then
length and width. Are there any limits to what values the
multiplying the second equation by 23 length and width can be? Explain your reasoning.
and adding will result in the true statement
2, 1 2w 5 50
0 5 0. Challenge
, 1 w 5 25
b. Students may reason that 6 is 3 times 2 and Possible answer: I get the true statement 0 5 0 when I
so if g is 3 times 5 and h is any number except solve, so there are infinitely many solutions. Yes, there are
3 times 9, then multiplying the second limits on the length and width. For example, neither can
be negative and neither can be 25 or larger.
equation by 23 and adding will result in a
false statement. Challenge 3 Use the system of equations shown. gx 2 6y 5 h
5x 2 2y 5 9
c. Students may reason that 6 is 3 times 2 and
so if g is any number except 3 times 5, then it a. What values could you substitute for g and h to create a system of equations
with infinitely many solutions?
will not be possible to eliminate both
g 5 15, h 5 27
variables, and the system will have a
solution. Challenge b. What values could you substitute for g and h to create a system of equations
with no solution?
4 a. Students may multiply the first equation by g 5 15; any value for h other than 27
2, then add the equations to get the true end
c. What values could you substitute for g and h to create a system of equations
statement 0 5 0. Medium
with exactly one solution?
b. Students may multiply the first equation by 2 any value for g other than 15; any value for h
and the second equation by 3 to eliminate y
and get the false end statement 0 5 260. 4 Tell how many solutions each system of equations has.
Medium a. 3x 2 2y 5 21 b. 12x 2 15y 5 24

26x 1 4y 5 2 28x 1 10y 5 236

c. Students may substitute 5 for y into the first
infinitely many solutions no solution
equation to get the true end statement of
1 5 1. Medium c. 1y 5 1
··
5
d. 24y 5 8x 1 20

d. Students may multiply the second equation y55 y 5 2x 1 5

by 4 and then add. This eliminates only y, so infinitely many solutions one solution

the system has one solution. Medium

304
304 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

DIFFERENTIATION  |  ENGLISH LANGUAGE LEARNERS Use with Session 5  Apply It

Levels 1–3: Speaking/Writing Levels 2–4: Speaking/Writing Levels 3–5: Speaking/Writing

Before reading Apply It problem 7, use Before reading Apply It problem 7, modify Before reading Apply It problem 7, have
Notice and Wonder to help students discuss Notice and Wonder to help students discuss students use Notice and Wonder to discuss
the system of equations and the illustration. the system of equations and illustration. First, the equations and the visual representation.
Read the problem aloud, pausing after have partners turn and talk about what they Call on students to share their ideas while you
each sentence to confirm understanding. notice and wonder. Have students share their record them for reference.
Reread the third sentence. Have students use ideas. Then read the problem aloud. Ask: Have students read the problem and discuss
Act It Out with two number cubes to show What would a solution for each variable show? what a solution for each variable would show
how the girls might meet at a given distance Have students reread the third sentence and about the girls’ ride to school.
or time. Have students complete this frame: respond using:
Have students independently solve the
• A solution for the variable    would show • A solution for the variable    would problem and craft their written responses
the    that the girls meet. show    . to answer the question. Then have them
Have partners solve the problem and craft Have partners solve the problem and craft share and compare their answers with
their written responses together. Invite their written responses together. Invite partners. Reinforce that students should
partners to share with the class. Reword partners to share with the class. Call on refer to their work as they justify and explain
any unclear statements to model use of volunteers to explain how they solved it. their responses.
academic English.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 304
 LESSON 13 | SESSION 5 
Refine Solving Systems of Linear Equations Algebraically
Purpose LESSON 13 | SESSION 5
• Refine strategies for solving systems of equations
algebraically.
• Refine understanding of how to choose an efficient Refine Solving Systems of Linear Equations
strategy to solve a system of linear equations, when it Algebraically
might be helpful to estimate a solution by graphing, and
how to determine the number of solutions. ➤  Complete the Example below. Then solve problems 1–9.

CONSIDER THIS . . .
Example The equations show two
different expressions
START CHECK FOR UNDERSTANDING What is the solution of the system of equations?
that are equal to 3x.
Start 3x 5 4y 2 20
Solution 3x 5 2y 1 10
What is the solution to the system of
equations? Look at how you could solve the system by substitution.
(1, –2)
5x = 3y + 11 4y 2 20 and 2y 1 10 are both equal to 3x.

4y 2 20 5 2y 1 10 3x 5 2y 1 10
–5x = 2y – 1

5y 5 30 3x 5 26 1 10
y56 3x 5 4p
4
x 5 ··
©Curriculum Associates, LLC    Copying is permitted.
3
PAIR/SHARE
How could you use
SOLUTION
1 ··43 , 6 2 elimination to solve
this problem?
WHY? Confirm students’ understanding of
solving systems of equations algebraically, Apply It
identifying common errors to address
as needed. 1 What is the solution of the system of equations? Show your work.
CONSIDER THIS . . .
Look at how the
y5x13 equations are written.
Does this make you
3x 2 4y 5 27
MONITOR & GUIDE
want to use a particular
Possible work: strategy?

3x 2 4y 5 27 y5x13
Before students begin to work, use their responses
3x 2 4(x 1 3) 5 27 y 5 25 1 3
to the Start to determine those who will benefit
3x 2 4x 2 12 5 27 y 5 22
from additional support. Use the Error Analysis
2x 2 12 5 27
table below to guide remediation.
2x 5 5
Have all students complete the Example and x 5 25 PAIR/SHARE
problems 1–3, using Consider This and Pair/Share as (25, 22)
How can you check
your answer?
SOLUTION
appropriate. Observe and monitor their reasoning 305
and guide or redirect students as needed. ©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 305

START ERROR ANALYSIS

If the error is . . . Students may . . . To support understanding . . .

(25, 212) or have subtracted the right sides of the Elicit from students that the terms 5x and 25x are opposites. Prompt them
(5, 212) equations instead of adding when to articulate that this means the equations should be added, not subtracted,
eliminating x. in order to eliminate x.

(22, 1) have switched the x- and y-values. Ask students to describe how they can use substitution to verify their solution.

no solution or have thought that when adding Prompt students to add the equations. Point out that only x is eliminated.
infinitely many the equations, both variables Elicit from students that once x is eliminated, they can solve for y.
solutions would be eliminated.

305 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 5
Refine

Example LESSON 13 | SESSION 5

Guide students in understanding the Example. Ask:

2 What is the solution of the system of equations? Show your work.
• What are the expressions on the right side of each CONSIDER THIS . . .
How can you combine
10x 1 16y 5 6
equation equal to? the two equations to
make a one-variable
• If two expressions are equal to the same quantity, 5x 2 8y 5 5 equation?
how can substitution be used? Possible work:

• After using substitution to solve for one of the 2(5x 2 8y 5 5) 10x 2 16y 5 10 5x 2 8y 5 5

variables, how can you find the value of the 1 10x 1 16y 5 6 51 4 2 2 8y 5 5
5
··
other variable? 20x 5 16
4 2 8y 5 5
x5 4 28y 5 1
Help all students focus on the Example and 5
··

responses to the questions by asking them to agree, y 5 21

8
··
disagree, or add on to classmates’ responses.
Look for understanding that students can set the
expressions for 3x equal to each other and solve
for y. PAIR/SHARE
Does it matter which
variable you solve
1 ··45 , 2··18 2
Apply It SOLUTION
for first?

1 Students may also rewrite the first equation 3 Which of these systems of equations has no solution?
CONSIDER THIS . . .
as 2x 1 y 5 3 and then multiply it by 3. Adding A 3x 1 2y 5 212 B 2x 1 3y 5 12
How can the coefficients
of the variables help
the resulting equations would eliminate the 2x 1 3y 5 212 2x 2 3y 5 12 you determine the
variable x. DOK 1 number of solutions the
system has?
C 23x 1 3y 5 12 D 23x 2 2y 5 12
2 Students may also multiply the second 2x 2 2y 5 212 3x 1 2y 5 212
equation by 22 and then add the equations to
eliminate the variable x. DOK 1 Mateo chose C as the correct answer. How might he have gotten that answer?

Possible answer: Mateo may have solved each equation for y to see that
3 C is correct. Multiplying the first equation by 2 the lines have the same slope and different y-intercepts, so the lines are
and the second by 3 and then adding gives parallel. Parallel lines never cross, so there is no solution of the system.
the false statement 0 5 212.
A is not correct. This system has one solution.
PAIR/SHARE
B is not correct. This system has one solution. Do any of the systems
have infinitely many
solutions?
D is not correct. This system has infinitely
306
many solutions. 306 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

DOK 3
GROUP & DIFFERENTIATE
Identify groupings for differentiation based on the Start and problems 1–3.
A recommended sequence of activities for each group is suggested below. Use the
resources on the next page to differentiate and close the lesson.

Approaching Proficiency
• RETEACH  Hands-On Activity
• REINFORCE  Problems 4, 6, 8
Meeting Proficiency
• REINFORCE  Problems 428
Extending Beyond Proficiency
• REINFORCE  Problems 428
• EXTEND Challenge
Have all students complete the Close: Exit Ticket.

Resources for Differentiation are found on the next page.

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 306
 LESSON 13 | SESSION 5 
Refine Solving Systems of Linear Equations Algebraically

Apply It
4 of A,
n of the system B, C, D,
equations? and
Show yourFwork.
are correct. 
These equations
CONSIDER THIS . . .
4 The first part of a solution to a problem is shown. 22x 1 5y 5 10 26x 1 15y 5 30
Which of these equations could you substitute the
are the original equations in the system or are
How can you combine
the two equations to value of y into in order to find x?
3x 2 2y 5 24 1 6x 2 4y 5 28
equivalent to those equations. Anymakeof them can
a one-variable 11y 5 22
equation? A 22x 1 5y 5 10 B 3x 2 2y 5 24 y52
be used to find x.
C 26x 1 15y 5 30 D 6x 2 4y 5 28
E is not correct. This equation is the equation
that resulted from eliminating x. It cannot be E 11y 5 22 F 2y 5 3x 1 4
used to find x, because it does not include an
5
x-term. Sebastián tried to solve the system of equations below. He says there are infinitely
many solutions. Do you agree? Explain.
DOK 2 x 2 2y 5 1 x 5 2y 1 1 x 2 2y 5 1
5 After solving the first equation in the system for 4x 2 4y 5 11 (2y 1 1) 2 2y 5 1
x, the resulting expression for x must be 2y 1 1 2 2y 5 1
substituted into the second equation, not the 151
first equation. DOK 3 PAIR/SHARE No; Possible explanation: After Sebastián solved the first equation for
Does it matter which x, he substituted the expression back into the same equation. If he had
variable you solve substituted the expression into the other equation, he would have gotten a
6 a. Students may write each equation for first? in
numerical value for y.
slope‑intercept form in order to graph it.
ems of equations has DOK 2
no solution? 6 a. Use a graph to estimate the solution of the system. y
CONSIDER THIS . . . 8
How can the coefficients
b. Students
B 2x 1 3ymay
5 12 also multiply the second
of the variables help 28x 1 4y 5 11 6
equation
2x 2 3yby 2 and then add the equations
5 12 you determine the
number of solutions the 4x 2 y 5 2
to eliminate x. Or they may multiply the
4
system has?
Possible answer: x < 2 1 , y < 7 1
D 23x 2 2y 5 12 2
·· 2
··
second equation by 4 and add the equations
3x 1 2y 5 212 x
to eliminate y. DOK 2 O 2 4 6 8

he correct answer. How might he have gotten that answer? b. Find the exact solution of the system in problem 6a. Show your work.
Possible work:
4x 2 y 5 2 28x 1 4(4x 2 2) 5 11 y 5 4 12 3 2 2 2
8
··
2y 5 24x 1 2 28x 1 16x 2 8 5 11
y 5 91 2 2
y 5 4x 2 2 8x 5 19 2
··

x 5 23 y 5 71
PAIR/SHARE
8
·· 2
··
Do any of the systems
have infinitely many
solutions?
SOLUTION
1 2 ··38 , 7 ··12 2
307
©Curriculum Associates, LLC Copying is not permitted. LESSON 13 Solve Systems of Linear Equations Algebraically 307

DIFFERENTIATION

RETEACH • Display this system: 3x 2 2y 5 3 and 22x 1 2y 5 2.

Hands-On Activity • Have pairs collaborate to model both equations with algebra tiles, one below the other.
Use algebra tiles to solve a • Tell students that they will solve the system by elimination first. Ask: What is a good first
system of linear equations. step to eliminate one of the variables? Why? [Add the equations, because the y-terms are
opposites and y will be eliminated.]
Students approaching proficiency with solving • Have pairs use the tiles to solve the system by eliminating y.
systems of linear equations algebraically will
benefit from using a model.
• Ask: What is the equation for the sum? [x 5 5] Have them substitute 5 for x in either
equation and solve for y. [y 5 6]
Materials  For each pair: algebra tiles • Tell students they will now solve the system by substitution. Have them rebuild the
(at least 10 each of x- and y-tiles and models for both equations with the tiles.
20 1-tiles) • Ask: Which equation will you use to solve for one of the variables? Why? [If you use the
second equation, the expression will not include any fractions.]
• Have pairs use the tiles to solve the second equation for y.
• Ask: What expression do you find for y? [x 1 1]
• Have students use their tiles to substitute x 1 1 for y in the first equation and solve for x.
[x 5 5] Then have students substitute 5 for x in either equation and solve for y.

307 LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13 | SESSION 5
Refine
See
7 Connect to Culture to support student LESSON 13 | SESSION 5
engagement. The girls ride at the same speed
(same slope) but Hasina starts first (different 7 Hasina and her sister Jada ride their bikes to school.
y-intercepts), so Jada will never catch up to Hasina starts first. The equations show the distance d
Jada Hasina
each girl is from home m minutes after Jada starts.
Hasina. DOK 2 What is the solution of the system of equations? What
does this mean in this situation?
8 Students may think: 5y times what number is
Hasina: d 5 300m 1 1,500
equal to the opposite of 15y? DOK 1 d = 300m
d = 300m + 1,500
Jada: d 5 300m
There is no solution of the system. Both girls ride at the same speed, but
CLOSE EXIT TICKET since Hasina left first, Jada never catches up to her along the route to school.

9 Math Journal Look for understanding 8 To eliminate the y-terms in the system of equations below, multiply the first
that when adding equations will
equation by 23 and add it to the second equation.
eliminate a variable, use elimination.
When one equation is already solved for 9x 1 5y 5 23
a variable, use substitution. 11x 1 15y 5 21

Error Alert  If students use substitution in 9 Math Journal For each system of equations, tell whether it would take fewer
part a, ask: How are 28y and 8y related to each steps to solve by substitution or by elimination. Then use that strategy to solve
the system.
other? Students should see that the terms are
a. 3x 2 8y 5 31 3x 2 8y 5 31 7(5) 1 8y 5 19
opposites, and so their sum is 0. This points
1 7x 1 8y 5 19 35 1 8y 5 19
toward elimination. If they use elimination in 7x 1 8y 5 19
10x 5 50 8y 5 216
part b, ask: What is the first step when using
x55 y 5 22
substitution? Students should know that the
first step is to solve for one variable in terms elimination; (5, 22)
of the other. Since an equation is already b. y 5 2x 25x 1 3(2x) 5 24 y 5 2(24)
solved for y, this points toward substitution. 25x 1 6x 5 24 y 5 28
25x 1 3y 5 24
x 5 24

substitution; (24, 28)

End of Lesson Checklist
INTERACTIVE GLOSSARY  Support students by
suggesting they work with a partner to review the
End of Lesson Checklist
Session 3 Model Its.
INTERACTIVE GLOSSARY Write a new entry for eliminate. Tell what you do when you
eliminate a variable to solve a system of equations.
SELF CHECK  Have students review and check off
SELF CHECK Go back to the Unit 3 Opener and see what you can check off.
any new skills on the Unit 3 Opener. 308
308 LESSON 13 Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC Copying is not permitted.

REINFORCE EXTEND PERSONALIZE

Problems 4–8 Challenge
Solve systems of linear Solve problems by writing and solving a
Provide students with opportunities to
equations. system of linear equations.
work on their personalized instruction
path with i-Ready Online Instruction to:
Students meeting proficiency will benefit Students extending beyond proficiency will benefit from first
from additional work with solving systems writing and then solving a system. • fill prerequisite gaps.
algebraically by solving problems in a variety • build up grade-level skills.
of formats. • Have students work with a partner to solve this problem:
One line has a y-intercept of 4 and passes through (23, 25).
• Have students work on their own or with Another line has a y-intercept of 26 and passes through
a partner to solve the problems. (2, 22). At what point do the lines intersect?
• Encourage students to show their work. • Students may find the slope of each line, write an equation
for each line, and then solve the system using substitution
or elimination. [(210, 226)]

©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 308
LESSON 13
Lesson Quiz
LESSON 13 • QUIZ Name:
TESTED SKILLS
Assesses 8.EE.C.8b
Solve the problems.
Problems on this assessment require students to be
1 What is the solution of the system of equations? Write your answers in the blanks. (2 points)
able to solve a system of linear equations by either
substitution or elimination. They will need to 4x 2 2y 5 10
determine the number of solutions to a system and 2x 1 y 5 23 3 y 5 22x 2 3
1
write a system of linear equations to represent and 4x 2 2( 22x 2 3 ) 5 10 y 5 22( 2
·· )23
solve a real-world situation. Students will also need
4x 1 4x 1 6 5 10 y5 24
to examine a solution and determine if an error is
present. They will explain which solution method is 8x 5 4
1
more efficient given a system. Students will need to x5 2
··
be familiar with simplifying algebraic expressions
and performing integer operations. 2 Michael bakes a soft pretzel and a loaf of bread. Use the system of equations to
find c, the amount of flour, in cups, needed for the soft pretzel, and b, the amount
Alternately, teachers may assign the Digital of flour, in cups, needed for the loaf of bread. Show your work. (2 points)
Comprehension Check online to assess student b 5 24c Possible student work:
understanding of this material. 1 b 1 4c 5 5
··
4 ··
4
1 (24c) 1 4c 5 5 b 5 241 1 2
4
·· 4
·· 8
··
Error Alert  Errors may result if students: b53
6c 1 4c 5 5
• multiply the factor outside the parentheses by 4
··

only one of the addends when applying the c5 1

8
··
distributive property.
• substitute an expression for the variable it does 1 c of flour for a soft pretzel and 3 c of flour for a loaf of bread
8
··
SOLUTION
Copying permitted for classroom use.

not represent when solving by substitution.

• incorrectly distribute a constant when solving by 3 Which of these systems of equations has infinitely many solutions? (1 point)
elimination, perhaps by not multiplying the
constant by all terms or ignoring a negative sign. A 1x 2 5y 5 10 B 7x 1 2y 5 214
··
2

• forget to solve for x or y after solving for one of the 21x 1 5y 5 2 10 27x 1 2y 5 214
variables in the system. ··
2

• do not check the reasonableness of their solutions.

©Curriculum Associates, LLC

C x 1 6y 5 218 D 3x 2 9y 5 12
··
4

Problem Notes x 2 6y 5 18 23x 1 9y 5 12

··
4

1 (2 points)

DOK 1 | 8.EE.C.8b GRADE 8 LESSON 13 Solve Systems of Linear Equations Algebraically Page 1 of 2

Extended Response Scoring Rubric  Fill-in-the-Blank Scoring Rubric 

Points Expectations Points Expectations
Response has the correct solution(s) and includes 2 All answers are correct
4 well-organized, clear, and concise work demonstrating
thorough understanding of concepts and/or procedures. 1 1 incorrect answer

Response contains mostly correct solution(s) and 0 2 or more incorrect answers

3 demonstrates a strong understanding of concepts and/or
procedures.
Short Response Scoring Rubric  
Response shows partial to limited understanding of
2 concepts and/or procedures.
Points Expectations
Response has the correct solution(s) and includes
Response contains incorrect solution(s), shows poorly 2 well-organized, clear, and concise work demonstrating
organized and incomplete work and explanations, and thorough understanding of concepts and/or procedures. 
1 demonstrates limited understanding of concepts and/or
procedures. Response contains mostly correct solution(s) and shows
1 partial understanding of concepts and/or procedures. 
Response shows no attempt at finding a solution and no
0 effort to demonstrate an understanding of concepts Response shows no attempt at finding a solution and no
and/or procedures. 0 effort to demonstrate an understanding of concepts
and/or procedures. 

308a LESSON 13  Solve Systems of Linear Equations Algebraically ©Curriculum Associates, LLC  Copying is not permitted.
 LESSON 13
Lesson Quiz
2 Students could also solve the system by LESSON 13 • QUIZ Name:

elimination.

(2 points) 4 Kana tried to solve the system of equations below. She says there are no solutions.
Is Kana correct? Explain your reasoning. (2 points)
DOK 2 | 8.EE.C.8b 4x 2 2y 5 12 4x 2 2y 5 12

A 
3 is correct. Students could solve the problem 2x 1 2y 5 24 3 22(2x 1 2y 5 24) 3 1 24x 1 2y 5 24
0 5 36
by using substitution or elimination and then
determine that the result is a true statement:
SOLUTION No; Possible explanation: Kana did not distribute 22 to all
0 5 0.
terms inside the parentheses. If she had eliminated the variable y using the
B  is not correct. This answer represents a original equations, she would have gotten 6x 5 36, x 5 6. Substituting x 5 6
system with one solution. The two equations
into either equation results in y 5 6, so the system of equations has one
have different slopes but the same y-intercept.
solution, (6, 6).
C  is not correct. This answer represents a
system with one solution. The two equations 5 For the system of equations shown, tell whether it would take fewer steps to
have different slopes but the same y-intercept. solve by substitution or elimination. Then use that strategy to solve the system.
Explain your reasoning. (4 points)
D  is not correct. This answer represents a 23x 2 4y 5 15
system with no solution. The two equations
9x 1 7y 5 25
have the same slope but different y-intercepts.
Possible student work:
(1 point) 3(23x 2 4y 5 15) 3 29x 2 12y 5 45 29x 2 12(214) 5 45
19x 1 7y 5 25 29x 1 168 5 45
DOK 2 | 8.EE.C.8b 25y 5 70
Copying permitted for classroom use.

29x 5 2123
y 5 214
4 Students could also solve the problem by x 5 13 2
3
··
distributing 22 to each term in the second
equation: 24x 2 4y 5 248. Add the equations Elimination; The solution is (13 2 , 2 14). Possible explanation:
3
··
and solve for y 5 6. Substitute y 5 6 into either SOLUTION
Substitution would take more steps because one equation needs to be
equation to get x 5 6.
solved for a variable, x or y. Then, substitute the result into the second
©Curriculum Associates, LLC

(2 points) equation, solve for the unknown variable, and then substitute the solution

DOK 2 | 8.EE.C.8b back into the equation and solve for the second variable.

5 Students could explain that elimination

involves three steps: multiply the first equation GRADE 8 LESSON 13 Solve Systems of Linear Equations Algebraically Page 2 of 2
by 3, eliminate x and solve for y, substitute y
into an equation and solve for x.
(4 points)

DOK 3 | 8.EE.C.8b

DIFFERENTIATION

RETEACH  Tools for Instruction REINFORCE  Math Center Activity EXTEND  Enrichment Activity
Students who require additional support for Students who require practice to reinforce Students who have achieved proficiency
prerequisite or on-level skills will benefit from concepts and skills and deepen understanding with concepts and skills and are ready for
activities that provide targeted skills will benefit from small group collaborative additional challenges will benefit from group
instruction. games and activities (available in on-level, collaborative games and activities that extend
below-level, and above-level versions). understanding.

GRADE 8 GRADE 8 GRADE 8

• Lesson 13  Solve Systems of • Lesson 13  Find Four Solutions • Lesson 13  Salt Solutions
­Equations by Substitution
©Curriculum Associates, LLC  Copying is not permitted. LESSON 13  Solve Systems of Linear Equations Algebraically 308b