Systems of Equations

8th Grade Mathematics

Paige Darbyshire ED 337 06 Winter 2013

Unit: 8th Grade Math/Algebra Systems of Equations/Simultaneous Equations

The goal of this unit is for students to learn how to solve for two unknown variables. Specifically, they will be working with systems of equations/simultaneous equations which mean they will be finding the values for these variables that satisfy both equations. They will learn how to solve for the values using graphs, the Elimination method, and the Substitution method. They will also cover how to determine if a pair of equations has one, infinitely many, or no solutions. By the end of the unit, students should also be able to apply their knowledge of simultaneous equations to real life situations.

Grade Level Content Expectations

A.FO.08.10 Understand that to solve the equation f(x) = g(x) means to nd all values of x for which the equation is true, e.g., determine whether a given value, or values from a given set, is a solution of an equation (0 is a solution of 3x2+ 2 = 4x + 2, but 1 is not a solution). A.FO.08.11 Solve simultaneous linear equations in two variables by graphing, by substitution, and by linear combination; estimate solutions using graphs; include examples with no solutions and innitely many solutions. A.FO.08.13 Set up and solve applied problems involving simultaneous linear equations and linear inequalities.

Common Core State Standards

CCSS.Math.Content.8.EE.C.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

I Can Statements Content Standards in Student Friendly Terms

I can explain what the solution to a system of linear equations is. I can determine the solution to a pair of linear equations by looking at a graph of those equations. I can determine if a system of equations has one, infinitely many, or no solutions. I can find the solution to a system of linear equations using the Elimination method. I can find the solution to a system of linear equations using the Substitution method. I can graph a linear inequality. I can determine the solution to a system of linear inequalities. I can determine the system of linear equations/inequalities in an applied problem and solve for their solution.

Objectives & Narratives

Objective - Diagnostic Assessment The questions within the Diagnostic Assessment below will be given in the form of a quiz. They will be a part of a formative assessment to determine if the students need more time practicing the various methods of solving a system of equations or if they are ready to move on to systems of inequalities. The graded quizzes will inform both students and educators of any misconceptions before the students are required to do the summative assessment at the end of the unit.

Narrative Unit Test For the past couple of weeks, we have been covering systems of equations and the various methods of solving for their solutions. We are going to take a test that will tell us whether or not you understand solutions to systems of equations and can apply the various methods for solving to different types of problems. Your [the students] scores will let me [the instructor] know how well you understood the unit and become a part of your grade. This test will also tell me where we could probably have spent more time on a topic and how I can improve instruction in future years.

Objective Performance Tasks The various performance tasks were designed to have students apply their knowledge and understanding of the content to some situation outside of plug-n-chug problems. Each task requires the students to consider real world applications of systems of equations. The first two do so directly by asking students to name and fully develop the real-world context. The third task has the students do so without explicitly stating it, but has students create their own form of abstract art using mathematics.

Frequency Distribution
The following tables are the frequency distributions for the various assessment tasks included in this plan. Each table includes the various I can statements and lists the problem numbers where they would be satisfied. Questions are also categorized as knowledge, reasoning, or both.

Learning Targets Diagnostic Assessment

Learning Target I understand and can explain what the solution to a system of linear equations is in general and in a context, and I know the different methods of solving a system of equations. I can determine if a system of equations has one, infinitely many, or no solutions. I can find the solution to a system of linear equations using the Elimination method and explain what it means. I can find the solution to a system of linear equations using the Substitution method and explain what it means. I can determine the system of linear equations in an applied problem and solve for their solution. I can graph a linear inequality. I can determine the solution to a system of linear inequalities. 11 10 2 2 1, 9 1, 9 6, 7 7 Knowledge 2, 6, 7, 8 Reasoning 2, 7, 8

Learning Targets Unit Test

Learning Target I understand and can explain what the solution to a system of linear equations is in general and in a context, and I know the different methods of solving a system of equations. I can determine the solution to a pair of linear equations by looking at a graph of those equations. 2, 13, 22 22 Knowledge 1, 2, 5, 16, 17, 21, 22 Reasoning 16, 21, 22

I can determine if a system of equations has one, infinitely many, or no solutions. I can find the solution to a system of linear equations using the Elimination method and explain what it means.

3, 5, 8, 9, 10, 8, 9, 10, 18 14, 15, 18 3, 4, 7, 11, 20, 21 4, 11, 20, 21

I can find the solution to a system of linear equations using the Substitution method and explain what it means. I can determine the system of linear equations in an applied problem and solve for their solution.

3, 4, 7, 12, 19, 21 6, 7, 21, 22

4, 12, 19, 21 6, 7, 21, 22

Learning Targets Performance Task Assessments

Learning Target I understand and can explain what the solution to a system of linear equations is in general and in a context, and I know the different methods of solving a system of equations. I can determine the solution to a pair of linear equations by looking at a graph of those equations. 1, 2 1, 2 Knowledge 1, 2, 3 Reasoning 1, 2

I can determine if a system of equations has one, infinitely many, or no solutions. I can find the solution to a system of linear equations using the Elimination method and explain what it means.

1, 2, 3

1, 2

1, 2, 3

1, 2, 3

I can find the solution to a system of linear equations using the Substitution method and explain what it means. I can determine the system of linear equations in an applied problem and solve for their solution.

1, 2, 3

1, 2, 3

1, 2, 3

1, 2

Diagnostic Assessment
1. Solve for x in the following equation: 4x 13 = 3

2. When might you need to determine the value of two variables?

3. Identify the slope and y-intercepts in the following equations. y = 4x -3 slope:

y-intercept:

y = -2x+1 slope:

y-intercept:

4. Graph the equations from problem 3 on the same set of axis.

5. What do you notice about the graphs?

6. What x and y values do these equations share?

7. What do the x and y values mean?

8. How might you find these values without looking at a graph?

9. Try and determine the shared value for the following equations without graphing. y = 2x + 3 3x + 4y = 2

10. Solve for y in the following inequality: -4y < 12

11. Graph the inequality

y 2x -1.

Test Directions
Directions for SRA

The first portion of the test has fifteen (15) selected response problems. For this section, you need to select the best or most appropriate answer for each question. Make sure you look over each of the options carefully before deciding on your answer, especially if the problem is grouped with a set of other problems. Directions for EWRA This of the test has seven (7) problem sections. Some problems have multiple parts, leading to twelve (12) total questions. After each question is a label for the number of points they are worth. For each question, you need to provide an extended written response. This means you must clearly explain all of your answers and show all your work. Please read the directions for each problem carefully and remember that I am looking for your reasoning and understanding, not just a right answer.

You will have the rest of the class period to work on this test. If you have any questions, please raise your hand or skip the problem and come back to it. When you have finished, please bring your quiz up and place it in a neat pile on my desk. Then, return to your seat and use the remaining time to work on homework or read silently.

For the Teacher

At the end of the test, rubrics have been provided for the extended written response questions. These rubrics are holistic in design and the scales are based on the point values of each problem. A good suggestion would be to provide students a copy of this rubric so that they understand what they are being graded on and there are no discrepancies.

The Test
Selected Response Assessment
Multiple Choice Select the best answer.

1. The solution to a system of equations is __________.

a. the y-intercepts b. the x- and y-values that satisfy both equations at the same time c. the y-values shared by the equations d. the slope of the equations

2. Find the solution to the system of equations represented by the graph.

a. (-2, 5) b. (5, -2) c. (5, 2) d. No solution.

3. Find the solution to the system of equations:

y = 7x + 6, 3y = 21x + 18 a. y = -6, x = 7 b. y = 6, x = -6/7 c. no solution. d. Infinitely many solutions. True or False.

4. Using the elimination method will get the same solution as the substitution method.

5. The system of equations

has infinitely many solutions. Prompt Consider the following story problem for the next two questions. George needs to make a rectangular pen for his dog to run around in. The perimeter of his pen needs to be 24 feet. George also wants to make sure the length of his pen is three less than twice the width.
6. What are the equations for this system?

a.

c.

b.
7. What are the dimensions of Georges pen?

d.

a. b. c. d.

Fill in the blanks.

8. When the equations have ______________________________________ there are no

solutions.

9. When the equations have ______________________________________ there are

infinitely many solutions.

10. When the equations have ______________________________________ there is one

solution. Word Bank the same slope and the same y-intercepts different slopes the same slope and different y-intercepts Matching.

11. The first step in the ____________ method is to multiply to make opposites. 12. The first step in the ____________ method is to solve for one variable in terms of the

other.
13. The solution to a system of equations will be the ____________ of the graphs. 14. Systems of equations have no solutions when the lines are ____________. 15. Systems of equations have infinitely many solutions when the lines are ____________.

A. parallel B. intersection C. elimination D. the same E. substitution

Extended Written Response

16. Stand-alone: What does it mean for an ordered pair to be the solution to a system of

equations? (2 points)

17. Stand-alone: List the three methods of solving a system of equations that we have

discussed in class. (3 points) a.

b.

c.

18. Construct/Create: Create a system of equations and explain how you know that
(2 points each/6 points total) [HINT: There are two (2) parts of each equation that need to be addressed!]

a) the system has one solution.

b) the system has no solutions.

c) the system has infinitely many solutions.

19. Stand-alone: Solve the following system of equations using substitution. Show all your

work! (4 points)

20. Stand-alone: Solve the following system of equations using elimination. Show all your

work! (4 points)

21. Scenario: You have decided to start a lawn mowing business in your neighborhood.

Your lawn mower cost you $100 and it will cost you $5 in gas for each lawn you cut. You decide to charge $10 to mow someones lawn. Explain why you wont start earning money right away. (2 points)

How many lawns do you need to cut before you start earning money? Show your work! (6 points)

22. Prompt: Two classmates got together over the weekend to do their assigned History

reading. The graph below depicts how the students, Kathleen and Bruce, spent their time

reading. Use the graph to answer the following questions. (6 points total)

a. How many pages had each student read before getting together? (2 point)

b. How long did it take Bruce to catch up to Kathleen? (2 point)

c. How many pages had they read at that point? (2 point)

EWRA Rubric
16. Stand-alone: What does it mean for an ordered pair to be the solution to a system of equations? (2 points) Criteria Explanation Scales 0 None 1 Something written, but not very clear. 2 Clear explanation including how the ordered pair relates to BOTH equations/lines.

Total Points: ___/2

17. Stand-alone: List the three methods of solving a system of equations that we have discussed in class. (3 points) Criteria Methods Scales 0 None listed 1 One correct method listed 2 Two correct methods listed 3 All three methods listed

Total Points: ___/3 18. Create: Create a system of equations and explain how you know that (2 points) Criteria they have one solution Scales 0 Nothing written or the answer is incorrect 0 Nothing written or the answer is incorrect 0 Nothing written or the answer is incorrect 1 One important characteristic is missing or incorrect 1 One important characteristic is missing or incorrect 1 One important characteristic is missing or incorrect 2 Both characteristics of the lines are addressed and accurate. 2 Both characteristics of the lines are addressed and accurate. 2 Both characteristics of the lines are addressed and accurate.

they have no solutions

they have infinitely many solutions

Total Points: ___/6

19. Stand-alone: Solve the following system of equations using substitution. Show all your work! (4 points) Criteria Substitution 0 Nothing done 1 Substitution performed correctly, but work is missing or not shown. OR Substitution is done incorrectly, but the work that follows is accurate based on the substitution done. 1 Only one variable solved correctly Scales 2 Substitution performed correctly. Each step of student work is visible. 2 Both x and y accurate

Correct Answer

0 None or incorrect

Total Points: ___/4

20. Stand-alone: Solve the following system of equations using elimination. Show all your work! (4 points) ,

Criteria Elimination 0 Nothing done 1

Scales 2 Multiplied and aligned properly. (Set up depends on student choice) Each step of student work is visible. 2 Both x and y accurate

Elimination performed correctly, but work is missing or not shown. OR Elimination is done incorrectly, but the work that follows is accurate based on the substitution done. 1 Only one variable solved correctly

Correct Answer

0 None or incorrect

Total Points: ___/4

21. Scenario: You have decided to start a lawn mowing business in your neighborhood. Your lawn mower cost you $100 and it will cost you $5 in gas for each lawn you cut. You decide to charge $10 to mow someones lawn. Explain why you wont start earning money right away. (2 points) How many lawns do you need to cut before you start earning money? Show your work! (6 points)

Part 1 Criteria Explanation 0 Nothing written 1 Something written, but information is not clear. Scales 2 Explanation is clear and relates to the idea of a system of equations.

Total points: ___/2 Part 2 Criteria Equations 0 Nothing written or both equations incorrect Elimination/ Substitution and work is shown 0 Nothing done Scales 1 Equations written, but one is incorrect 1 Chosen method is performed correctly, but work is missing or not shown. OR Chosen method is done incorrectly, but the work that follows is accurate based on the substitution done. 1 Only one variable solved correctly 2 Equations written clearly and both are correct. 2 Chosen method is performed correctly. Each step of student work is visible.

Correct Numbers

0 None or incorrect

2 Both x and y accurate

Total points: ___/6

Prompt: Two classmates got together over the weekend to do their assigned History reading. The graph below depicts how the students, Kathleen and Bruce, spent their time reading. Use the graph to answer the following questions. (6 points total) a. How many pages had each student read before getting together? (2 point) b. How long did it take Bruce to catch up to Kathleen? (2 point) c. How many pages had they read at that point? (2 point)

Criteria Number of pages 0 Nothing written or the answer is incorrect. 0 Nothing written or the answer is incorrect. 0 Nothing written or the answer is incorrect. 1

Scales 2 Answer/number is labeled and placed back into the context of the problem. 2 Answer/number is labeled and placed back into the context of the problem. 2 Answer/number is labeled and placed back into the context of the problem.

Numbers written are not labeled or clear. 1 Numbers written are not labeled or clear. 1 Numbers written are not labeled or clear.

Amount of time

The number of pages

Total points: ___/6

Total for EWRA: _______/33 Total for SRA: ________/15

Total points: ______/48

Self-Evaluation - Test
Directions: Please answer the following questions about your knowledge of the content and your effort throughout the course honestly. Answers should be written in complete sentences.

1. How confident are you in your performance on this test?

2. What did you do to prepare for the test? Was it enough?

3. How would you change your preparation for this test?

4. Which sections (or problems) on the test did you feel good about? Why?

5. Which sections (or problems) on the test were you unsure about? Why?

6. Were there any questions on the test that you thought were unfair? Which ones and why?

7. Which tasks or activities we did in class help the most in preparing for this test?

8. What grade do you think you received? Letter: ______ Out of 48: _______/48

Performance Task Assessments

Purpose One of the performance tasks below will be a part of a summative assessment to determine if the students were able to fully comprehend the content and are able to apply it to a realistic situation. Through the process of completing the tasks, students will be made aware of their own understandings and misconceptions. There will be an opportunity to make corrections and adjust misconceptions and other issues as the project is being completed.

Objective We have been covering systems of equations and the various methods of solving for their solutions for quite a while. Although it is extremely important for us to be able to follow an accurate process to solve a system, this skill does not matter unless it can be applied to other situations in your everyday life. This project will tell both you and me (students and the instructor) whether or not your understanding of solutions to systems of equations is at the appropriate level and meets all the standards an individual in your grade should meet. Your [the students] scores will let me [the instructor] know if we need to go back and discuss certain topics again, or if we can move on to the next section of our unit.

Standards
CCSS.Math.Content.8.EE.C.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Performance Task 1 Business Project

Students will design their own business venture where they will be designing and selling a product. They need to determine how much it will cost to run their business as well as how much revenue they will make. These should be represented as words [quality explanation] and as equations [cost equation and revenue equation]. Students will apply their knowledge of systems of equations to determine the point at which they will begin to make money as a business. This is called the break-even point and is the intersection of their cost equation and revenue equation. At the end, students will have to design a way through which to present/advertise their business venture and will present this to the class. Modes of presentation could include posters, infomercials, brochures, magazine spreads, PowerPoint, etc. Some examples of projects from previous years will be provided when available. The actual presentation is an opportunity for students to be excited about their projects and will not be graded.

Assessment of Performance Task 1

Criteria Description of a real problem and the resulting product Description The problem is realistic and common. The resulting product is a direct result of trying to fix the problem. The product could potentially exist in the world we know. (i.e. No unicorns, time travel, etc.) A detailed list of start-up costs and ongoing costs. Explanation of why these costs exist. Explanations of why the costs are a start-up cost or an ongoing cost. Equation is derived from the various costs and is written correctly. Description of the price a shoe sells for. Explanation of why that value is important and the role it plays in making money. Equation is written correctly. Substitution Explanation of each step and all work is shown. Elimination Explanation of each step and all work is shown. Solutions are correct. Describe which method is more appropriate to use in the given context. Justify your reasoning. Following labels are included: Title, x-axis, y-axis, break-even point, and equations Equations are graphed correctly with an accurate break-even point. Relates break-even point to the solution to a system of equations. Discusses the break-even point in terms of the context. When does the company make money? How many items need to be sold? Method includes all of the necessary components. Information is organized and portrayed in a clear way. Appropriate amount of effort is seen in the work. Score 5

Cost equation and explanation of its derivation

10

Revenue equation and explanation of its derivation

10

Use of both methods for solving a system of equations [Substitution and Elimination] and an explanation of each process Explain differences in methods. Graph demonstrating their system of equation. Explanation of the break-even point or the solution to their system of equations. Explanation of why their business venture will be a [huge] success Presentation Method

Substitution 15 Elimination 15 5 15

15

10

Performance Task 2 How to Guide

For this performance task, students will be designing their own How to Guide on systems of equations. Students should develop these guides under the notion that they are teaching a friend or family member the entire unit on systems of equations on their own. They can treat their collection of information similar to a Guide for Dummies if they would like. Guides should include several sections of the unit including:
At least four (4) different representations of a system of equations. Clear explanation of the solution to a system of equations. Step by step instructions for solving a system of equations using each method. o Graphing, Substitution, and Elimination

Examples of solving a system of equations using each method. Explanation of three (3) real-world applications. o Solve each example using method of choice.

These guides will be presented to the class. With feedback and adjustments, students can use these as a means of studying for their unit test.

Assessment of Performance Task 2

Outside of being graded on the inclusion of the sections above, students will also do a selfassessment on this assignment.
I can
I can explain what the solution to a system of linear equations is. I can determine the solution to a pair of linear equations by looking at a graph of those equations. I can determine if a system of equations has one, infinitely many, or no solutions. I can find the solution to a system of linear equations using the Elimination method. I can find the solution to a system of linear equations using the Substitution method. I can determine the system of linear equations in an applied problem and solve for their solution.

Confident Ive got it!

Almost There I just need practice.

Needs Work Im struggling.

What? I dont get it!

Performance Task 3 Picture Puzzle

This performance task requires groups of students to create a puzzle for their peers. Students will start by creating a small image on a coordinate plane composed of a small number of points. These points will be the solutions to various systems of equations that the students will design. [Extra: Students can include a few lines in their image by using systems with infinitely many solutions] After they are positive that their image matches the solutions to their systems, they will give another group their unsolved systems of equations and a blank coordinate plane. Students will then solve their new set of systems. The goal is to end up with the same image as the original group. As a means for checking work, the original groups should have an answer key with the work for each system.

Assessment of Performance Task 3

For this project, students will be assessed twice: once for their ability to create the image and appropriate systems, and once for their ability to solve the systems and create the image of another group. The students will do a peer assessment and a self-assessment using the same rubric. [Rubric included on the next page.]

Rubric for Self and Peer Assessment Rate your classmates Picture Puzzle using the first column of the rubric. Then, rate your own group using the first and second columns. Your teacher will use your feedback on that information to help grade your projects. You will also be assessed based on the information in the third column. Use these rubrics as guides as you complete your Picture Puzzles.
Rating Picture Puzzle Design 5 The image is creative and challenging. Ten (10) to fifteen (15) different points or lines within the image. Step by step instructions for solving each system of equations using a method other than the graphing method. Accurate systems of equations for each of the points and lines. 3 The image is creative and solvable. Seven (7) to ten (10) different points or lines within image. Step-by-step instructions included, but have some errors in the process or a few systems are skipped. List of systems of equations are included, but some have errors or are missing a few. 1 The image is complete and solvable Collaboration The group made sure that everyone helped design the image and systems. Everyone helped solve the other groups Picture Puzzle completely and correctly. The group discussed each component creatively and cooperatively. Cooperation existed but some of the group members may not have solved the Picture Puzzle correctly. Cooperation existed but some of the group members did not participate. Solving Image matches the original design Work towards answers is correct. Solved using a method other than the graphing method. All work is shown and each step is labeled.

The image is incomplete. Systems of equations are not included or are unsolvable.

Image matches the original design with minor errors or few missing parts. Work towards answers is mostly accurate with simple computation mistakes. Solved using a method other than graphing. All work is shown. The group barely fulfilled the Image is missing major requirements and meaningful components or does not conversation was not entirely match the original evident. The group design. functioned individually most A major error in work towards of the time. solving the systems, or some work is not shown. The group was off task or was No work shown. unproductive. Image has no relation to the original design.

NOTE: Rating 4 can be used between 3 and 5. Rating 2 can be used between 1 and 3.

Rating for Other Group: _____ Other Group Number: ______

Rating for Your Group: _____ Your Group Number: _____

Name: ___________________________________

Sample Lesson Plan

Benchmark/Standard: CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Behavioral/Objective:
By the end of this lesson, students should be able to identify the variables and equations from a word problem. Once they have found the system of equations, students should then be able to solve the problem using substitution.

Anticipatory Set: Students will be provided the answers to their test review. There will also be time to discuss any questions or misconceptions on the review sheets. Objective/Purpose: Let students know that systems of equations are very common in the real world. One typical situation is in business situations and finding the break even point. The tasks performed during this lesson are examples of real world situations as well as examples for the big unit project. Input: Materials: Business Project Handout Thinking Levels: [Questions pulled directly from the handout]
o o o o o o Knowledge - What are your variables? What are the slopes of each equation? Comprehension - How do you determine the equations from these problems? Where do you see a start-up cost on a graph? Application - Solve the system of equations for Shoe City. Analysis - How many pairs of shoes does Shoe City have to sell to break even? Synthesis - Create your own business plan and system of equations. Evaluation - Is it better to solve these business problems with the substitution method or the elimination method? Review systems of equations test review sheets. Reintroduce the business project. Go through/work on the Business Project handout. Work on individual unit Business Projects.

Procedure:
o o o o

Modeling: Continue to walk students through the steps of identifying variables in equations through the Business Project Handout. Poster examples of the unit project are also hung around the room. Independent Practice: Students are required to create their own business and product that they can sell in their community. They are then required to determine the cost of making their product as well as how much they will earn by selling their product (revenue). The students will eventually create a system of equations based on these values and determine their break even point. Closure: Students will share their projects with the class and explain what each aspect of their brochure displays.