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Algebra1-Lesson 2-3IM

The document outlines a lesson plan for Algebra 1 focused on understanding linear equations and their graphs. It includes engagement activities, exploration scenarios involving real-life applications of equations, and elaboration exercises to reinforce learning. The lesson emphasizes interpreting graph points and their meanings in context, along with vocabulary related to constraints in mathematical modeling.

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ludy louis
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4 views

Algebra1-Lesson 2-3IM

The document outlines a lesson plan for Algebra 1 focused on understanding linear equations and their graphs. It includes engagement activities, exploration scenarios involving real-life applications of equations, and elaboration exercises to reinforce learning. The lesson emphasizes interpreting graph points and their meanings in context, along with vocabulary related to constraints in mathematical modeling.

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
You are on page 1/ 6

NAME DATE PERIOD

Algebra 1
2-4: Equations and Their Graphs
Learning Goals:
I will be able to:
• Comprehend that the graph of a linear equation in two variables represents all pairs
of values that are solutions to the equation.
• Interpret points on a graph of a linear equation to answer questions about the
quantities in context.
Essential Question: How can a graph helps us find solutions to two-variable
equations?

Engagement: Which One Doesn't Belong: Hours and Dollars


Which one doesn’t belong?
A B C D

______ does not belong because …………………………………………………………..

© 2019 by Illustrative Mathematics


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NAME DATE PERIOD
Exploration: Snacks in Bulk

To get snacks for a class trip, Clare went to the “bulk”


section of the grocery store, where she could buy any
quantity of a product and the prices are usually good.
Clare purchased some salted almonds at $6 a pound and
some dried figs at $9 per pound. She spent $75 before tax.

1. If she bought 2 pounds of almonds, how many pounds of figs did she buy?

2. If she bought 1 pound of figs, how many pounds of almonds did she buy?

3. Write an equation that describes the relationship between pounds of figs and
pounds of almonds that Clare bought, and the dollar amount that she paid. Be sure to
specify what the variables represent.

4. Here is a graph that represents the quantities in this situation.

© 2019 by Illustrative Mathematics


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a. Choose any point on the line, state its coordinates, and explain what it tells us.

b. Choose any point that is not on the line, state its coordinates, and explain
what it tells us.

Explanation
Here is a graph that represents the quantities in this situation.

1. The points A, B, and C are on the line. They are solutions to the equation 6 a+ 9 f =75.

2. The point D is not on the line. It is not a solution to the equation 6 a+ 9 f =75.

Vocabulary

Constraint: A limitation on the possible values of variables in a model.

© 2019 by Illustrative Mathematics


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Elaboration: Additional Practice


Suppose we are buying beans and rice to feed a large gathering of people, and we plan to
spend $120 on the two ingredients. Beans cost $2 a pound and rice costs $0.50 a pound.
If x represents pounds of beans and y pounds of rice, the equation 2x + 0.50y = 120 can
represent the constraints in this situation.
The graph of 2x + 0.50y = 120 shows a straight line.

1. What does each point mean in this scenario?

a. ( 10 , 200 )

b. ( 60 , 0 )

c. ( 45 ,60 )

2. What does each of the points not on the line mean in this scenario?

Show why they are not solutions.

a. ( 20 , 80 )

b. ( 70 , 180 )
© 2019 by Illustrative Mathematics
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© 2019 by Illustrative Mathematics


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Evaluation

Cool Down Cool Down: A Spoonful of Sugar

A ceramic sugar bowl weighs 340 grams when empty. It is then filled with sugar. One tablespoon of
sugar weighs 12.5 grams.
1. Write an equation to represent the relationship between the total weight of the bowl in grams,
W, and the tablespoons of sugar, T.

2. When the sugar bowl is full, it weighs 740 grams. How many tablespoons of sugar can the bowl
hold? Show your reasoning.

3. The graph represents the relationship between the number of tablespoons of sugar in the bowl
and the total weight of the bowl.

Which point on the graph could represent your answer to the previous question?
4. About how many tablespoons of sugar are in the bowl when the total weight is 600 grams?

© 2019 by Illustrative Mathematics


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