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Algebra1 Lesson 2 10 IM

The document outlines a lesson plan for Algebra 1 focused on solving systems of linear equations using the elimination method. It includes learning goals, engagement activities, exploration of a real-world scenario involving classroom supplies, vocabulary definitions, and evaluation exercises. The essential question guiding the lesson is how to solve a system of linear equations by elimination.

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ludy louis
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2 views

Algebra1 Lesson 2 10 IM

The document outlines a lesson plan for Algebra 1 focused on solving systems of linear equations using the elimination method. It includes learning goals, engagement activities, exploration of a real-world scenario involving classroom supplies, vocabulary definitions, and evaluation exercises. The essential question guiding the lesson is how to solve a system of linear equations by elimination.

Uploaded by

ludy louis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NAME DATE PERIOD

Algebra 1
2-10: Solving Systems by Elimination (Part 2)
Learning Goals
I will be able to:
• Explain (orally and in writing) why adding or subtracting two equations that share a
solution results in a new equation that also shares the same solution.
• Practice solving systems of linear equations by adding or subtracting equations to
eliminate a variable.
• Use a context to make sense of an equation that is the sum of two equations in a
system, and to reason about why this equation shares a solution with the system.

Essential Question: How can we solve a system of linear equations by elimination?

Engagement: Is It Still True?


Here is an equation: 50+1=51.

1. Perform each of the following operations and answer these questions: What does each
resulting equation look like? Is it still a true equation?

a. Add 12 to each side of the equation.

b. Add 10+2 to the left side of the equation and 12 to the right side.

c. Add the equation 4 +3=7 to the equation 50+1=51.

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD

2. Write a new equation that, when added to 50+1=51, gives a sum that is also a true
equation.

3. Write a new equation that, when added to 50+1=51, gives a sum that is a false
equation.

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD

Exploration: Classroom Supplies


A teacher purchased 20 calculators and 10 measuring tapes for her class and paid $495.
Later, she realized that she didn’t order enough supplies. She placed another order of 8 of
the same calculators and 1 more of the same measuring tape and paid $178.50.

This system represents the constraints in this situation:

20c  10m 495



 8c  m 178.50

1. Discuss with a partner:


a. In this situation, what do the solutions to the first equation mean?

b. What do the solutions to the second equation mean?

c. For each equation, how many possible solutions are there? Explain how you
know.

d. In this situation, what does the solution to the system mean?

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD

2. Find the solution to the system. Explain or show your reasoning.

3. To be reimbursed for the cost of the supplies, the teacher recorded: “Items purchased:
28 calculators and 11 measuring tapes. Amount: $673.50.”

a. Write an equation to represent the relationship between the numbers of


calculators and measuring tapes, the prices of those supplies, and the total
amount spent.

b. How is this equation related to the first two equations?

c. In this situation, what do the solutions of this equation mean?

d. How many possible solutions does this equation have? How many solutions
make sense in this situation? Explain your reasoning.

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD

Explanation

Vocabulary

Elimination:
A method of solving a system of two equations in two variables where you add or subtract
a multiple of one equation to another in order to get an equation with only one of the
variables (thus eliminating the other variable).

Elaboration: A Bunch of Systems


Solve each system of equations without graphing and show your reasoning. Then, check
your solutions.

A  2 x  3 y 7 B 2 x  3 y 7
 
 2 x  4 y 14  3 x  3 y 3

C  2 x  3 y 5 2 x  3 y 16
 D 
2 x  4 y 9 6 x  5 y 20

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD

Evaluation
Cool Down: Putting New Equations to Work
On a family outing, Tyler bought 5 cups of hot cocoa and 4 pretzels for $18.40. Some of his
family members would like a second serving, so he went back to the same food stand and
bought another 2 cups of hot cocoa and 4 pretzels for $11.20.

Here is a system of equations that represent the quantities and constraints in this
situation.

{52 c+c+ 44 pp ¿ 18.40


¿ 11.20

4. What does the solution to the system, (c , p), represent in this situation?

5. If we add the second equation to the first equation, we have a new equation:
7 c +8 p=29.60 .

Explain why the same (c , p) pair that is a solution to the two original equations is also
a solution to this new equation.

6. Does the equation 7 c +8 p=29.60 help us solve the original system? If you think so,
explain how it helps. If you don't think so, explain why not and what would help us
solve the system.

© 2019 by Illustrative Mathematics


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