Unit Plan

1
Alicia Hendrickson
Internship 1 Unit Plan

Systems of Linear Equations and Inequalities

Table of Contents

1. Unit Overview (1-3)
2. Lesson 1: Solving Systems of Linear Equations by Graphing
a. Lesson (4-10)
b. Worksheet (11)
3. Lesson 2: Solving Systems of Linear Equations by Substitution
a. Lesson (12-17)
b. Class worksheet (56)
4. Lesson 3: Solving Systems of Linear Equations by Elimination
a. Lesson (18-22)
5. Lesson 4: Real life Applications of Systems
a. Lesson (23-29)
6. Lesson 5: Jeopardy review game
a. Lesson (30-32)
b. Homework quiz review (59)
7. Lesson 6: Quiz on setting up and solving systems of linear equations
a. Lesson (33-35)
b. Quiz (60)
8. Lesson 7: Graphing linear inequalities
a. Lesson (36-41)
9. Lesson 8: Solving Systems of linear inequalities
a. Lesson (42-47)
10. Lesson 9: Jeopardy Review Game
a. Lesson (48-52)
b. Homework Quiz review (63)
11. Lesson 10: Quiz on setting up and solving systems of linear inequalities
a. Lesson (53-55)
b. Quiz (64)
12. Homework Answer Key (65-66)
13. PowerPoint presentations (67-88)
14. Extra Worksheets (89-91), (103-106)
15. Classwork Answer Keys (92-102)

Rationale
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Systems of linear equations and inequalities are used to find optimal
solutions to problems in business, finance, manufacturing, agriculture, and many
other fields. Any situation that requires finding the most efficient way to work with
two or more variables can be described by a system of linear equations or
inequalities. There are various mathematical methods available, which allows for
the opportunity to pick the method of solution that will be most efficient in a given
situation. Students will be able to construct graphs of systems, solve them
algebraically, and use their graphing calculators to determine solutions to systems
of linear equations and linear inequalities. Exploring the multiple ways these
systems can be solved, and where they are useful in everyday life will promote a
deeper understanding of functions and their ability to model real life situations.

Visual Representation of Concepts

Preparing the Learning Environment
The physical space in the classroom was set up by my coop to maximize space in the
classroom. Students are arranged in rows and columns facing the front of the
classroom where the whiteboards and smart board are located. Students are seated
as to strategically minimize any disruptions. Students will be able to move the desks
easily when group work is happening. An environment of safety and respect will be
established with the students from day 1. Students will understand that they alone
have the power to determine their experience in the class based on their behavior
choices.

Unit Essential Questions
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1. What does the number of solutions (none, one or infinite) of a system of linear
equations represent?
2. What are the advantages and disadvantages of solving a system of linear
equations graphically versus algebraically?
3. How can systems of equations and inequalities be used to represent situations
and solve problems?

Standards Addressed in this Unit:

CCSS.Math.Content.HSA-CED.A.3 Represent constraints by equations or
inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing nutritional and cost constraints
on combinations of different foods.

CCSS.Math.Content.HSA-REI.C.6 Solve systems of linear equations
exactly and approximately (e.g., with graphs), focusing on pairs of linear
equations in two variables.

CCSS.Math.Content.HSA-REI.D.10 Understand that the graph of an
equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).

CCSS.Math.Content.HSA-REI.D.12 Graph the solutions to a linear
inequality in two variables as a half-plane (excluding the boundary in the
case of a strict inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the corresponding half-
planes.

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Algebra 2 Systems of Linear Equations Solving
Systems by Graphing

Do they ever meet?

1. Lesson Essential Questions

What is a system of linear equations?
Does every system of linear equations have a solution? What does the
slope of the lines tell us about the possible solutions?
How do we classify systems of equations?

2. Common Core State Standards

Solve Systems of Equations
o CCSS.Math.Content.HSA-REI.C.6 Solve systems of linear
equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
Represent and solve equations and inequalities graphically
o CCSS.Math.Content.HSA-REI.D.10 Understand that the
graph of an equation in two variables is the set of all its
solutions plotted in the coordinate plane, often forming a
curve (which could be a line).
Analyze Functions using different representations
o CCSS.Math.Content.HSF-IF.C.7 Graph functions
expressed symbolically and show key features of the
graph, by hand in simple cases and using technology for
more complicated cases.

CCSS.Math.Content.HSF-IF.C.7a Graph linear and
quadratic functions and show intercepts, maxima,
and minima.

3. Learning Objectives and Assessments

Learning Objectives Assessments
Students will be able to graph a
system of linear equations in 2
variables by hand on graph paper
and using a graphing calculator
Classwork Page 10
Homework: pg. 161 (11-23) odd 47,
49, 51
Students will be able to
approximate the solution to a

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system of linear equations after it is
graphed by hand or on a graphing
calculator
Students will be able to classify a
system of linear equations based on
the appearance of the graph and
determine the number of solutions

4. Materials

Teacher
o Laptop
o PowerPoint Presentation
o Smart Board
o Document Camera
o Do Now activity
o Classwork
o Homework Sheet
o Expo Markers / erasers
o Graph Paper
o Complete set of Graphing Calculators
Students
o Notebook
o Pencil/Pen
o Graph Paper
o Graphing Calculator

5. Prior Knowledge

Prior to this lesson students should be proficient with the following
concepts
o Writing an equation in slope intercept form
o Graphing a linear equation
o Identifying the slope and y-intercept of a line
Sample of teacher prepared pre-assessment

1. Write the following equations in slope-intercept (y=mx+b) form

2. Graph the following equations on graph paper

3. Find the slope and y-intercepts of the following equations

6. Lesson Beginning
After students complete the do now, I will have a graph on my
PowerPoint of a line. I will begin a discussion with my students
about what a line represents and how it is described by asking
a series of open ended questions
i. What is this line representative of?
ii. How is a line described?
iii. How can we translate between a line, its equation, and
two of its points?
Next, a second line will appear that intersects with the first. I
will again get my students thinking about the graph with open
ended questions
i. What is different about the graph now that there is a
second line?
ii. Do these lines meet? For how long? Will they meet
again?
iii. What does the point of intersection represent?
iv. Do we know any ways to find the x and y values of this
point?
Finally, I will transition into how these lines represent a
system of linear equations this will transition into my lesson.
7. Instructional Plan
a. Do Now Pre-Assessment Activity (0-10 minutes)
i. Students doing: Completing the do now activity which will be
projected onto the smart board using the document camera.
ii. Teacher doing: Walking around the room observing student
work and offering guidance when necessary. Taking notes of
any students who need extra help in pre-requisite skills.
iii. Questions: 1) What values do we need to graph an equation? 2)
How can 2 points define an equation of a line? 3) What is the
slope of a line? 4) What is the y-intercept of a line? 4) What do
m and b represent in slope intercept form?
iv. Classroom management: Students are in pre-determined seats
(which are aligned in columns from the front to the back of the
room) to minimize behavioral problems. Do now activity is
projected onto the smart board using the document camera to
avoid having to waste time passing out materials. Early
finishers will be asked to write their solutions to certain do
now problems on the board to both save time and ensure they
always have work to do.
v. Transitions: After 10 minutes we will move into solutions for
the problems.
b. Pre-Assessment answer sharing (10-15 minutes)
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i. Students doing: Early finishers who wrote their answers on the
board will be taking turns explaining their solutions to the rest
of the class. Other students will be checking the solutions on
the board as well as their own for accuracy. Students will copy
down solutions to any problems they got incorrect.
ii. Teacher doing: If there are early finishers who wrote solutions
on the board, teacher will be facilitating the discussion while
students explain their work. For any problems not already
solved on the board, teacher will either solve or ask another
student to present their solution. Teacher will walk around the
room to make sure all students have solutions to the problems
written down. Teacher will answer any questions students
have, and take note of any students who seem to need extra
help on the re-requisite skills.
iii. Questions: 1) How did you arrive at that solution? 2) How did
you know to use that method to solve the problem? 3) Can you
explain that step again? 4) What does this mean?
iv. Classroom management: All students have something to do
check their own answers against what they, their peers, or
their teachers presented. Students who are talking or being
disruptive will be asked to present their solutions to the class.
v. Transition: After the activity is complete, the projection on the
smart board will immediately be switched from the document
camera to the PowerPoint created for the next learning event.
The teacher will transition by saying Everything we worked
on is pre-requisite knowledge for the unit we are about to
enter. We will be working with lines and equations for the next
couple of weeks.
c. What is a line, anyway? (15-20 minutes)
i. Students doing: Students will be answering open-ended
questions presented by the teacher about the nature of linear
equations and lines. The lines will be presented on the smart
board from a PowerPoint
ii. Teacher doing: Teacher will facilitate the discussion about
lines by asking a series of open ended questions about lines,
and what it means when they intersect.
iii. Questions: 1) What is a line representative of? 2) How is a line
described? 3)How can we translate between a line, its
equation, and two of its points? 4) What is different about this
graph now that there is a second line? 5) Do these lines meet?
For how long? Will they meet again? 6) What does the point of
intersection represent? 7) Do we know any ways to find the x
and y values of the point of intersection?
iv. Classroom Management: As the class discusses lines and their
equations, I will walk around the room to make sure all
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students are on task. I will call on students to participate in
discussion if they seem off task.
v. Transition: The discussion is leading in to the lesson, which is
all about solving systems of equations in two variables by
graphing their lines. Once students have made a connection
about what the point of intersection represents and how they
may know how to find it, we will transition into note taking.
d. Graphing systems of linear equations notes (20-40 minutes)
i. Students doing: Students will be participating in discussion as
we go through a series of guided notes. They should be
independently taking notes from the PowerPoint. During Try
this problems, students will be attempting to solve systems of
linear equations by graphing on their own.
ii. Teacher doing: The teacher will be facilitating the note taking
on graphing systems of linear equations. During try this the
teacher will be walking around offering support to any
students who may need it.
iii. Questions: 1) What is an effective tool to use when graphing
lines by hand? 2) What do you notice about the slopes of the
lines in this example? 3) How does the slope relate to the
solution of the system? 4) How can we make our answers more
accurate? 5) Where have we seen something similar to this
before? 6) What did it mean when the lines intersected then?
7) What tool did we use to find the exact intersection of the
lines?
iv. Classroom management: All students should be engaged in
note taking and problem solving. The seats in the classroom
are set up to minimize any talking or behavioral issues that
may occur. When students seem off task I will ask them
questions to get them more actively involved in the lesson.
v. Transition: The last slide of the PowerPoint will say your
turn! I will have classwork sheets ready to pass to students for
them to practice graphing systems of equations by hand and on
the calculator.
e. Graphing practice activity (40-55 minutes)
i. Students doing: Students will be working independently to
solve the problems on the graphing worksheet.
ii. Teacher doing: The teacher will walk around and monitor the
progress of the students on the worksheet, offering guidance
when necessary. Teacher will inform students that this
worksheet is their ticket out the door and will be collected
before they leave the classroom.
iii. Questions: 1) What is the first step if the lines are not already
in slope intercept form? 2) How does slope intercept form help
you to graph a line? 3) How does knowing the slope allow you
to predict the number of solutions to your problem before you
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graph? 4) How many points do you need in order to graph a
line? 5) What are some of the points we usually find to make
graphing a little easier? 6) How do graphing calculators allow
us to be more accurate than graphing by hand?
iv. Classroom management: Students will be working
independently and should be engaged in solving mathematical
exercises. By walking around the room I will be able to monitor
students to ensure they are on task, and minimize behavioral
problems. I will have an extra couple of more challenging
problems projected onto the smart board for any students who
are early finishers to attempt.
f. Wrap up (55-60 minutes)
i. Students doing: On the smart board will be a slide with 3
columns titled content, process, and product. The teacher will
call on students to give them the opportunity to summarize the
content learned that day, the process for finding a solution, and
the meaning of the product they came up with. As the
discussion is happening students will write down anything
from any of the three columns they are still confused about. As
they walk out of the classroom they will deposit their
classwork sheet as an exit ticket.
ii. Teacher doing: The teacher will be taking note of the
difficulties students had with the classwork activity in order to
address any areas of misconception or misunderstanding
during a future lesson. As students are discussing the teacher
will be passing out homework sheets to be passed back in
every column of students.
iii. Questions: 1) What did you find difficult about todays lesson?
2) Is there anything that still confuses you about graphing
systems of linear equations? 3) Is there something you would
like to see more examples of?
iv. Classroom management: Having students drop off their exit
tickets will allow me to ensure that everyone was on task
during the lesson. Allowing students the opportunity to tell me
where they are struggling will prevent some students from
falling behind and becoming disruptive at a later date.

8. Closure
a. The wrap up activity described above is the lesson closure. By
allowing students a few minutes of an open forum where they can
discuss what they learned and what they still have difficulties with, I
will be able to determine where I need to provide additional
instruction. Students will also have the opportunity to learn from one
another as they summarize the content, process, and product of the
days lesson.
9. Differentiation
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a. The questions that I have prepared to ask are a great way to
differentiate in the classroom because they allow me to provide
varying levels of support for students who are struggling. Having
extra (more challenging problems) prepared for some students who
may finish early is a way to enhance the conceptual understanding of
more advanced students. Visual learners will be stimulated by the
PowerPoint presentation. Tactile learners will have the ability to
interact with the smart board and present their own solutions on the
white board for their peers. Auditory learners will have the verbal
explanation of all problems and examples.

CLASSWORK KEY
1. (3,-3)
2. (3, -4)
3. Consistent dependent infinitely many solutions
4. Inconsistent, no solutions
5. Consistent independent, no solutions
6. (1,4)
7. (-1,-2)
8. (6, -2)

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Name _____________________________ Date___________________________

Classwork Solving Systems by graphing

Solve the following systems by graphing

1.
____________________ 2.
____________________

Classify each system and determine the number of solutions

3. y = -4x + 7 4. 5y = x 10 5. x + 6y = -2
12x + 3y = 21
12x 6y = 0

_________________________ __________________________ __________________________

__________________________ __________________________ __________________________

Use a graphing calculator to find the solution to the following systems

6. y = 5x 1 7. 2x + 3y = -8 8. y = x 8
8 = 4x + y 3x 4y = 5 x + 4y = -2

__________________________ __________________________ __________________________

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Systems by Substitution

Substitution is the Solution


What are the flaws of using a graph to solve a system of linear
equations?
When is the substitution method for solving systems of linear
equations the best option?


i. CCSS.Math.Content.HSA-REI.C.6 Solve systems of
linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two
variables.
3. Learning Objectives and Assessment

Learning Objective Assessment
Students will be able to solve a system of
equations using the substitution method
Classwork (Sheet A)
Homework: pg. 161 (25-39) odd, 41, 58

4. Materials

Teacher
i. Laptop
ii. PowerPoint presentation
iii. Smart board
iv. Document Camera
v. Do Now Activity
vi. Classwork
vii. Homework Sheet
viii. Expo Markers / erasers
ix. Complete set of graphing calculators
Students
i. Notebook
ii. Pencil / Pen
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iii. Graphing Calculator

5. Prior Knowledge
Prior to this lesson, students should be proficient with the following
concepts
i. Isolating a variable
ii. Evaluating Expressions

Sample of Teacher prepared pre-assessment

1. Solve the following equations for y
x + 2y = 2x + 4y 4
6x + 5 + y = 3y + 2x 12
2. Evaluate the expressions for y = 5

6. Lesson Beginning
After students complete the do now, I will have the word substitution
on the board. I will pose my students with questions about the word
to get them thinking about how it applies to math
i. What does the word substitution mean?
ii. Where have you heard the word before?
iii. What does it mean when you have a substitute teacher?
iv. What about in sports when a coach makes a substitution?
v. What might substitution mean in math?
vi. Where have we seen substitution in math before?
This discussion will lead the students to realize that they have used
substitutions in math before when they were evaluating expressions. I
will go on to tell them that what they are used to is substituting a
number in for a variable, but using substitution for solving systems
has a few more steps.

Do Now Activity (0-7 minutes)
work and offering guidance when necessary. Checking to make
sure all students completed previous nights homework. Taking
notes of any students who need extra help in pre-requisite
skills.
iii. Questions: 1) What can we do before we move anything to the
other side of the equation? 2) After we combine like terms,
how do we get y by itself? 3) What does it mean to evaluate
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the expression? 4) What can we do with the value we are given
for y? 5) What are the steps for multiplying a fraction?
the problems.
Do Now answer sharing (7-12 minutes)
v. Transition: After the activity is complete, the teacher will ask
all students to have their homework on the desk to go over
answers
Homework review (12-20 minutes)
i. Students doing: Students are checking the answers on their
homework to the answer the teachers or other students are
reading. Students with incorrect answers or any concerns will
ask questions.
ii. Teacher doing: Teacher is reading solutions to the homework,
answering any student questions, and presenting solutions to
any problems requested by students.
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iii. Questions: Teacher will ask diagnostic questions to try and find
out what the student did wrong when answering a problem.
Examples: 1) Did you complete this step? 2) did you forget
to?
iv. Classroom Management: All students have something to do
v. Transition: The teacher will use the end of the homework
review as an opportunity to transition into the lesson of the
day, which is about a new method to solve the same types of
problems that were on the students homework.
What is meant by substitution? (20-25 minutes)
i. Students doing: Students will be answering open ended
questions presented by the teacher about what the word
substitution means in different subject.
substitution by asking a series of open ended questions about
what the word substitution means in different contexts,
attempting to have students activate their prior knowledge
about substitution
iii. Questions: 1) What does the word substitution mean? 2)
Where have you heard the word before? 3) What does it mean
when you have a substitute teacher? 4) What does it mean
when the coach makes a substitution on a sports team? 5)
What might substitution mean in math? 6) Where have we
performed substitutions in math before?
iv. Classroom management: While students are discussing I will
walk around the classroom to ensure all students are on task. I
will call on students to answer questions who may be off task.
v. Transition: Once students recall prior knowledge about
substitution and how it has been used in math, the lesson will
transition into learning how to use substitution to solve
systems of linear equations.
Solving systems of linear equations by substitution notes (25-45
minutes)
on solving systems of equations using substitution. During try
this the teacher will be walking around offering support to
any students who may need it.
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iii. Questions: 1) How do we solve equations for a desired
variable? 2) How do you decide which variable to solve for? 3)
Does the solution to the problem change depending on the
variable you solve for? 4) After solving for one variable, how
will you choose an equation to solve for the second variable? 5)
Does it matter which equation you choose to solve the second
variable? 6) Are we done after we find the value of the first
variable?
them to practice solving systems of equations using
substitution.
Substitution Practice activity and answers (45 55 minutes)
solve the problems on the graphing worksheet. Early finishers
may be asked to write their solutions on the board.
when necessary. After most students have finished the short
classwork activity, the teacher will call on students to share
their solutions with the rest of the class, or read solutions to
the class depending on time.
iii. Questions: Questions will be similar to the previous section.
v. Transition: After the answers were discussed, the teacher will
project the exit ticket activity on the smart board.
Wrap up (55-60 minutes)
i. Students doing: Students will be writing down on a piece of
notebook paper what from the lesson they are most
comfortable with, and what they still need help in.
ii. Teacher doing: The teacher will be collecting the exit tickets as
the students leave the classroom.
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8. Closure

The wrap up activity described above is the lesson closure. By
days lesson.

9. Differentiation

The questions that I have prepared to ask are a great way to

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Systems by Elimination

Eliminating the threat

What are the flaws of the substitution method for solving a linear
equation?
When is the elimination method for solving systems of linear
equations the best option?

variables.


Students will be able to solve a system of
equations using the elimination method
Classwork (Sheet B)
Homework: pg. 169 (7-25) odd, 29, 33,
40

4. Materials

Teacher
i. Laptop
ii. PowerPoint presentation
iii. Smart board
iv. Document Camera
v. Do Now Activity
vi. Classwork
vii. Homework Sheet
viii. Expo Markers / erasers
ix. Complete set of graphing calculators
Students
i. Notebook
ii. Pencil / Pen

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5. Prior Knowledge
Prior to the lesson, students should be proficient with the following
concepts
i. Finding the least common multiple
ii. Simplifying expressions


i. Find the least common multiple of the following expressions
1. 3x, 2x
2. 2y, 7y
3. -2y, 6y
4. -3x, 5x
ii. Simplify the following expressions
1. (5x + 9y) + (-5x + 6y)
2. (8x + 2y) (9x 2y)
6. Lesson Beginning
After students complete the do now, I will have a system of equations
written on the board (2x + 5y = 15, -4x + 7y = -13). I will begin to start
solving the problem with the help of students, and we will see that
there are a lot of messy fractional or decimal coefficients. This will
lead the class into a discussion about finding a method that may be
better than substitution in some cases. Opening the lesson this way
allows students to connect with their prior knowledge about solving
systems of linear equations.
skills.
iii. Questions: 1) What is a least common multiple? 2) When are
parenthesis necessary in expressions? 3) When can we just
remove parenthesis? 4) When do we have to distribute before
removing parenthesis?
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the problems.
Do Now Sharing (7-12 minutes)
answers
ask questions.
to?
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day, which is about a new method to solve the same types of
problems that were on the students homework.
What happens when substitution is too messy? (20-25 minutes)
i. Students doing: Students will be helping to solve a system of
linear equations problem by substitution.
ii. Teacher doing: Teacher will be leading the class through a
solution of a system of linear equations. The class will start by
trying to use substitution. The teacher will ask students open-
ended questions about the method, leading them to see that
substitution is not always an easy method to use.
iii. Questions: 1) What is the first step when using substitution? 2)
How do we multiply fractions? 3) When do you think
substitution is the best method to use? 4) What are the benefits
of using substitution? 5) What are the cons of using
substitution? 6) Do you think there is an easier way to solve
this problem? 7) Does anyone have an idea of how we could
solve this problem without using substitution?
v. Transition: Once students recall prior knowledge about
substitution and realize that the method is not always easy, the
lesson will transition directly into note taking about a new
algebraic method to use when solving systems.
Solving systems of linear equations by elimination notes (25-55
minutes)
on solving systems of equations using elimination. During try
this the teacher will be walking around offering support to
any students who may need it.
iii. Questions: 1) When do we add the systems? 2) When do we
subtract the systems? 3) In general, how do you eliminate a
variable? 4) How do we decide what variable to attempt to
eliminate? 5) What is the least common multiple of the (x or y)
coefficient?
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them to practice solving systems of equations using
elimination.
i. Students doing: Now that students know how to use
elimination to solve systems of linear equations, they will try
again to solve the system from the beginning that was messy
using substitution. This solution will be their exit ticket
the students leave the classroom. The teacher will also be
walking around the room answering any questions students
have about the exit ticket.

8. Closure
retrying the example from the beginning of the class using a new
method students will be able to compare the efficiency of both the
substitution and elimination methods when solving systems of linear
equations. This will encourage students to really think about what
makes each method efficient and when they are most useful.

9. Differentiation


23
Algebra 2 Systems of Linear Equations Real life
applications

Real life systems

How can change be represented mathematically?
How can functions be used as tools to best describe and help explain
real life situations?
What type of real life situations can be modeled by systems of linear
equations?

Create equations that describe numbers or relationships
i. CCSS.Math.Content.HSA-CED.A.3 Represent
constraints by equations or inequalities, and by systems
of equations and/or inequalities, and interpret solutions
as viable or nonviable options in a modeling context.
For example, represent inequalities describing
nutritional and cost constraints on combinations of
different foods.
variables.


Students will be able to represent
constraints from real life situations as a
system of linear equations
Group Activity (sheet C)
Homework: (sheet H)
Students will be able to solve systems of
linear equations in three variables with
three equations using the elimination
method

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4. Materials
Teacher
i. Document Camera
ii. Do Now Activity
iii. Smart Board
iv. Expo Markers / erasers
v. Complete set of graphing calculators
vi. Group activity worksheets
Students
i. Notebook
ii. Pen / Pencil

5. Prior Knowledge

concepts
i. Building a mathematical expression
ii. Building a mathematical equation to model a real life situation

i. Write mathematical expressions for the following:
1. The sum of three times a number (x) and negative seven
2. The difference of 2 times the opposite of a number (y)
and 4 times a number (x) plus a number (z)
ii. Describe the following situation as a mathematical equation in
terms of x and y
1. Larry has $200 in his savings account. Every week Larry
deposits $20 from his paycheck into his savings
account. How much money will Larry have at the end of
a year?
6. Lesson Beginning
After students complete the do now, the class will participate in a
brief discussion about the real world applications of systems of
equations. I will start off by asking students, Where do you think
systems of equations can be used in the real world? The discussion
will lead us into the days lesson, which is a problem based group
activity in which students must assume the role of business men and
women posed with complex tasks that can be solved by setting up
systems of equations.
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The do now serves to refresh students on any pre-requisite
skills needed for the days lesson.
skills.
iii. Questions: 1) What key words do you see in the problem that
can help you? 2) Can this problem be solved another way? 3)
What is the point of setting up a mathematical equation to
solve this problem? 4) What can equations tell us? 5) What
does an equation represent?
the problems.
Do Now Sharing (7-12 minutes)
26
answers
What are systems used for, anyway? (12-17 minutes)
i. Students doing: Students will be participating in a discussion
about the real life applications of systems of linear equations.
The discussion will serve as a primer for their problem based
group assignment of the day, which requires students to work
together to solve complex real life systems of equation
problems.
ii. Teacher doing: The teacher will be facilitating the discussion
about the usefulness of setting up systems of equations to
model real life situations.
iii. Questions: 1) Are systems useful in real life situations? 2)
Where might you encounter situations that can be modeled by
systems of linear equations? 3) What type of careers do you
think might require use of systems of equations? 4) Can you
think of any examples in your life that can be modeled by
systems of linear equations?
v. Transition: This discussion will easily transition into the next
task, which is setting up guidelines and passing out worksheets
for the problem based group activity where students will solve
real world systems of equation problems.
Guidelines and material distribution (17-20 minutes)
i. Students doing: Students will be listening to rules and
directions for group activity, and breaking up into groups for
the activity
ii. Teacher doing: The teacher will be distributing materials and
breaking students up into groups for the group activity. The
teacher will also be establishing expectations for the activity.
The students will be working in groups that are pre-
determined by the teacher. The groups will be heterogeneous
according to ability, and have 3-4 students each (and each
student will be assigned a number 1-4). Individual
accountability will be established by using random reporting
(each student is just as likely to be called to report his/her
groups solution to the problem). Each group has a similar but
slightly different problem to solve, so all groups will have
unique solutions.
27
iii. Questions: 1) What are some strategies your group can use if
you get stuck on a problem? 2) What resources do you have
available to help you solve these problems?
iv. Transition: The end of this segment of the lesson is breaking
students into groups where they will remain for the duration of
the next learning activity.
Problem based cooperative learning activity (20-40 minutes)
i. Students doing: In groups of 3-4, students will be engaged
while trying to solve mathematical tasks. Students will be
taking on the role of a career professional posed with a
complicated problem. In order to save his/her job, the
professional must solve a complex real life task. All tasks will
be slightly different, requiring students to set up systems of
linear equations to model the real life situation, and then solve.
After setting up the systems students should realize that they
look slightly different than what they are used to (three
variables instead of two). This is purposeful, as the task is
meant to place a higher level of cognitive demand on the
students in order to promote deeper conceptual understanding
of the topic. Students must make connections between the new
problems and what they already know to come up with a
meaningful solution.
ii. Teacher doing: While students work on the task, the teacher
will be walking around monitoring group progress. When
students are struggling the teacher will ask questions to help
point students in the right direction. Depending on student
progress, the teacher will offer different levels of support.
iii. Questions: 1) Can you identify the variables in this problem? 2)
What types of constraints are there? 3) How can you model
this mathematically? 4) Is a graph or an algebraic method more
likely to help you solve this problem? 5) When are graphs
useful? 6) When are algebraic methods useful?
iv. Classroom Management: The groups of students will be broken
up as to minimize behavioral issues. Students who usually are
disruptive or talkative will be strategically placed with in
groups away from their friends. By constantly walking around
and checking on group progress the teacher will be able to
monitor behavior. An extra worksheet will be prepared for any
groups that finish early to ensure all students remain engaged.
The positive interdependence worked into the cooperative
learning strategy will also help to ensure that all students are
paying attention and contributing to the task. Setting
expectations prior to the activity ensures that students are
aware of what is appropriate behavior and what the
consequences will be if they deviate.
28
v. Transition: Once time is up and most groups have (hopefully)
solved their tasks, the class will transition into presentations of
solutions.
Presenting solutions to mathematical tasks (40-60 minutes)
i. Students doing: Students in every group should be prepared to
present their groups findings in case their number is called
during random reporting. When it is their turn, the student
presenting the solution will use the document camera to
project his/her solution to the entire class. The student will be
going step by step through the solution process, modeling their
mathematical thinking for the class. The student will also field
any teacher/classmate questions. When their group is not
presenting students should be taking notes on their
classmates solutions.
ii. Teacher doing: The teacher will be using the random integer
function on a graphing calculator to determine which student
from each group will be responsible for reporting (students
had numbers assigned at the beginning of the task, if their
number is called they must report). The teacher will use talk
moves to probe student thinking when necessary. After all
groups have presented, the teacher will wrap up the lesson by
summarizing what students in all of the groups learned
(algebraic methods can easily be used to solve systems with
more than 2 variables, graphs are trickier for this).
iii. Questions: 1) How did you come to that solution? 2) What
made you think this? 3) How did you identify your variables?
4) What constraints did you face? 5) How was this different
than the other systems of linear equations you had seen? 5)
What was different about the process you used to solve this? 6)
What was similar about the process? 7) How did you decide
upon a solution method? 8) Which solution method proved to
be most effective for solving your problem? 9) What difficulties
did you face when solving this?
8. Closure
The lesson closure will come at the very end of students presenting all
of their solutions. Hopefully, after we have seen all solutions, students
will have seen a pattern. They should realize that systems of
equations exist in more than two variables, and with more than two
constraints. I will summarize everything they have presented, which
is that you can solve systems with more than two variables and more
than two constraints the same way you solve other systems with
29
graphs, and by algebraic methods. As they have seen, however, graphs
of more than two variables are tricky, making algebraic methods the
more optimal solution in that case. The great thing about a problem
based cooperative learning lesson is that students made those
discoveries on their own, all I have to do is summarize for them.

9. Differentiation

more advanced students. Pairing students who struggle with high
performing students will give students the opportunity to learn from
one another. Visual learners will be stimulated by the presentation of
material on the smart board. Tactile learners will have the ability to
document camera to the class. Auditory learners will have the verbal

30
Algebra 2 Systems of Linear Equations Review of
graphing, substitution, elimination, and real world
applications

Jeopardy Review Day

How can systems of equations be solved efficiently and exactly?
How can real life situations be modeled by systems of linear
equations?

2. Materials
Teacher
i. Projector
ii. Smart board
iii. Jeopardy Review power point
iv. Expo markers / erasers
v. Homework sheet (sheet D)
vi. Complete set of graphing calculators
Students
i. Notebook
ii. Pen/pencil
iii. Graphing calculator

3. Prior Knowledge
concepts
i. Solving systems of equations in two variables by
1. Graphing
2. Substitution
3. Elimination
ii. Representing constraints from real life situations as a system
of linear equations

4. Lesson Beginning
The point of the days lesson is to ensure students are proficient in all
of the mathematical concepts that they have learned over the last
week, and to give them the opportunity to extend their learning and
clarify upon misconceptions. The lesson will begin with a review of
the homework from the lesson on elimination, and from the lesson on
real world applications. The review of the homework will allow
students to call upon all of the prior knowledge they need to
participate in the cooperative review game. After that I will announce
31
the review game, and let students know that the winning group will
get an extra point on their quiz the next day. That will motivate
students to actively participate in the lesson.

ask questions.
to?
day, which is a review of all of the previous weeks material
Review game rules (20-23 minutes)
i. Students doing: Students will be gathering their materials and
moving into the review groups assigned to them by the
teacher.
ii. Teacher doing: The teacher will be assigning students to their
groups (pre determined heterogeneous mix of students by
ability) and establishing clear expectations for the review
game. The structure of the review game will be explained
(groups of 3-4, classic jeopardy rules first group to solve and
raise their hand has the chance to answer, correct answers
gain points and incorrect answers lose points. Group with the
most points at the end wins the game). Students will be
expected to actively participate with their group members.
Review Game (23-55 minutes)
i. Students doing: Students will be actively participating in a
system of linear equations review game with their peers.
Students will be expected to work as a group to answer
questions, provide solutions, and work through tough
exercises.
ii. Teacher doing: The teacher will be facilitating the game. The
teacher will be working the jeopardy PowerPoint, and deciding
who gets to answer a question and when. The teacher will be
32
walking around the room (when the activity allows) to monitor
student participation and engagement. The teacher will
provide support when necessary.
iii. Classroom management: The groups of students will be
broken up as to minimize behavioral issues. Students who
usually are disruptive or talkative will be strategically placed
with in groups away from their friends. By constantly walking
around and checking on group progress the teacher will be
able to monitor behavior. Setting expectations prior to the
game ensures that students are aware of what is appropriate
behavior and what the consequences will be if they deviate.
i. Students doing: The students will go back to their seat after a
winner has been declared for the review game. They write any
questions they still have about the material on a piece of paper
that I will collect as they leave the room (exit ticket).
ii. Teacher doing: The teacher will pass out the nights homework
(a final quiz review) for students while they write their exit
tickets.
iii. Questions: 1) After the review game, what questions do you
still have about systems of linear equations? 2) What area are
you strongest in? 3) What areas do you feel you need
improvement?

6. Closure
The lesson closure in this case is the exit ticket students write on
before they leave the classroom. The exit ticket will allow me to see
what students gained from the review game, what areas they still
need help in, and where they feel they excel. It will force students to
meaningfully reflect on the lesson, tying the multiple concepts
reviewed together.

7. Differentiation
varying levels of support for students who are struggling. Pairing
students who struggle with high performing students will give
students the opportunity to learn from one another. Visual learners
will be stimulated by the presentation of material on the smart board.
Tactile learners will enjoy moving to a different area of the room to be
in a group, as well as getting to be active by raising their hand to be
the first to answer a jeopardy question. Auditory learners will have
the verbal explanation of all problems and examples.

33
Algebra 2 Systems of Linear Equations Quiz on
applications

Quiz Day

1. Materials
Teacher
i. Projector
ii. Smart Board
iii. Expo Markers / Erasers
iv. Complete set of graphing calculators
v. Quiz sheets (Sheet E)
vi. Full set of laptops
Students
i. Pencil / Pen
ii. Graphing Calculator
iii. Laptop

2. Prior Knowledge
concepts
i. Solving systems of equations in two variables by
1. Graphing
2. Substitution
3. Elimination
of linear equations

i. Students doing: Students will be studying for the quiz that they
will be taking that day. They will be taking note of any
questions they still have and any problems they would like the
teacher to go over before they take the quiz.
iii. Classroom management: Students are in pre-determined seats
room) to minimize behavioral problems. Transitions: After 10
minutes we will move into solutions for the problems.
Do Now answer Sharing (5-12 minutes)
34
i. Students doing: Students will be asking any last minute
questions they have about the content on the quiz.
ii. Teacher doing: Teacher will answer any questions students
have, and do example problems when necessary to clear up
any confusion. The teacher will also address any concerns
students had shared on the exit tickets from the previous day,
especially concerns common to multiple students.
iii. Questions: 1) What questions did you have after reviewing
your notes? 2) Is there anything you are still confused about
that I did not go over?
v. Transition: After the activity is complete, the class will move
into homework solutions.
ask questions.
to?
v. Transition: At the end of the homework review, the quiz will be
handed out.
Quiz (20-60 minutes)
i. Students doing: Students will be taking the quiz on setting up
and solving systems of linear equations by graphing,
substitution, and elimination.
ii. Teacher doing: The teacher will be walking around actively
monitoring students as they take the quiz. The teacher will
answer questions as they arrive, and collect quizzes as
students finish.
iii. Classroom Management: Students are strategically seated as to
minimize any behavioral issues. Students should all be busy
answering quiz problems. As students finish they will proceed
to the front of the room to put their finished quizzes face down
35
in a basket. On the board there will be an assignment for early
finishers, who have a study island activity to complete on their
laptops

4. Differentiation
The quiz will be crafted to reflect the overall level of students in the
class. The few students who are considered honors will have an extra
problem to complete on the exam on solving a system of three linear
equations in three variables. Any student who is up to the challenge
can complete the extra credit question at the end of the quiz. I will
provide varying levels of support for students as they ask questions
depending on their level of ability.

36
Algebra 2 Systems of Linear Inequalities Graphing
Linear Inequalities

Inequalities on the Coordinate Plane

How are graphs of inequalities similar to graphs of equations? How
are they different?
How can graphs of linear inequalities be used to solve real life
problems?

i. CCSS.Math.Content.HSA-REI.D.12 Graph the solutions
to a linear inequality in two variables as a half-plane
(excluding the boundary in the case of a strict
inequality), and graph the solution set to a system of
linear inequalities in two variables as the intersection of
the corresponding half-planes.
Create Equations that describe numbers or relationships
i. CCSS.Math.Content.HSA-CED.A.3 Represent
constraints by equations or inequalities, and by systems
of equations and/or inequalities, and interpret solutions
as viable or nonviable options in a modeling context.
For example, represent inequalities describing
nutritional and cost constraints on combinations of
different foods.


linear inequality in two variables on
the coordinate plane by hand and on
a graphing calculator
Classwork (sheet F)
Homework: pg 176 # 11, 13, 14, 16,
23, 27, 29, 30, 31, 36, 43, 44, 49-52
Students will be able to represent
constraints from real life situations
as a linear inequality in two variables
Classwork (Sheet F)
Homework:

4. Materials
Teacher
i. Do now Activity
37
ii. Document Camera
iii. Smart Board
v. Complete set of graphing calculators
vi. Classwork worksheet
vii. Lesson PowerPoint
Students
i. Notebook
ii. Pen/Pencil

5. Prior Knowledge
Prior to this lesson, students should be proficient with the following
concepts
i. Solving an inequality in one variable
ii. Graphing an inequality in one variable on a number line
Sample of a teacher prepared pre-assessment
i. Solve the following inequalities and graph them on a number
line
1.
2.

6. Lesson Beginning
After students complete the do now activity, I will engage them in a
discussion about the border between the state of PA and the state of
NJ. The Delaware River breaks up the states, and can be thought of as
the boundary line between them. This will lead us into our discussion
about how graphs of inequalities break up the coordinate plane into
two half-planes, only one of which contains possible solutions to the
inequality. In the example of the states, if I said a store was having a
sale for all residents who had a Pennsylvania address, only people on
the left of the Delaware River boundary line would be eligible for the
sale, where as the people to the right in New Jersey would not be.
Extension, what about people on the border?

iii. Questions: 1) What is the first step for graphing an inequality?
2) How do we decide whether our circle is shaded or not? 3)
What does it mean when a circle is shaded/unshaded? 4) What
38
happens when you divide or multiply by a negative on either
side of the inequality? 5) Why does dividing or multiplying by a
negative effect the inequality sign?
the problems.
v. Transition: After the activity is complete, the projection on the
smart board will immediately be switched from the document
camera to the PowerPoint created for the next learning event.
The teacher will transition by saying Everything we worked
on is pre-requisite knowledge for the unit we are about to
enter. We will be working with inequalities in two variables,
and how to graph them on the coordinate plane
Our States (12-17 minutes)
questions presented by the teacher about the nature of borders
39
between two areas. In particular, the border between New
Jersey and Pennsylvania.
borders, helping students to recall necessary pre-requisite
knowledge for the days lesson.
iii. Questions: 1) What is the border between NJ and PA? 2) Are
there any people who live on the border? 3) If there are people
on the border, what state do they belong to? 4) What is the
purpose of the border? 5)
iv. Classroom Management: As the class discusses lines and their
equations, I will walk around the room to make sure all
students are on task. I will call on students to participate in
discussion if they seem off task.
all about graphing linear inequalities (which requires extensive
knowledge about their border lines, and feasible solution
regions).
Graphing linear inequalities notes (17-40 minutes)
this problems, students will be attempting to solve and graph
linear inequalities on their own.
on graphing linear inequalities. During try this the teacher
will be walking around offering support to any students who
may need it.
lines by hand? 2) Are we graphing a line when we graph an
inequality? 3) How is an inequality similar to a line? 4) How is
an inequality different from a line? 5) What does the line
represent when graphing an inequality? 6) Is the line always
included in the solution set? 7) What are the merits of
changing an inequality into slope intercept form? 8) Is it
necessary to change the inequality into slope intercept form?
9) If you do not change the inequality into slope intercept form,
how can you graph the inequality? 10) How do you tell which
region to shade? 11) What does the shaded region represent?
12) How do we know when the region is closed and when it is
open? 13) What does it mean when the region is closed/open?
40
the calculator.
Graphing Practice Activity (40-55 minutes)
you to graph an inequality? 4) How many points do you need in
order to graph a line? 5) What are some of the points we
usually find to make graphing a little easier? 6) How do
graphing calculators allow us to be more accurate than
graphing by hand?
i. Students doing: On the smart board will be a slide with 3
columns titled content, process, and product. The teacher will
call on students to give them the opportunity to summarize the
content learned that day, the process for finding a solution, and
the meaning of the product they came up with. As the
discussion is happening students will write down anything
from any of the three columns they are still confused about. As
they walk out of the classroom they will deposit their
classwork sheet as an exit ticket.
ii. Teacher doing: The teacher will be taking note of the
difficulties students had with the classwork activity in order to
address any areas of misconception or misunderstanding
during a future lesson. As students are discussing the teacher
will be passing out homework sheets to be passed back in
every column of students.
41

8. Closure
days lesson.

9. Differentiation

42
Algebra 2 Systems of Linear Inequalities Solving
systems of inequalities

Graphing in equality

How is graphing an inequality in two variables similar to graphing an
inequality in one variable?
What is the graph of an inequality useful for?


i. CCSS.Math.Content.HSA-REI.D.12 Graph the solutions to a
linear inequality in two variables as a half-plane (excluding
the boundary in the case of a strict inequality), and graph the
solution set to a system of linear inequalities in two variables
as the intersection of the corresponding half-planes.
Create Equations that describe numbers or relationships
i. CCSS.Math.Content.HSA-CED.A.3 Represent constraints by
equations or inequalities, and by systems of equations
and/or inequalities, and interpret solutions as viable or
nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost
constraints on combinations of different foods.


Learning Objectives Assessments
system of linear inequalities in 2
variables by hand
Classwork (Sheet F)
Homework: 12-48 mult of 4, 49
Students will be able to identify the
solution region to a system of
inequalities after it is graphed

Students will be able to write a
system of linear inequalities in two
variables for a given solution region

4. Materials
43
Teacher
i. Laptop
ii. Smart Board
iii. PowerPoint Presentation
iv. Document Camera
v. Do Now Activity
vi. Classwork
vii. Expo Markers / erasers
viii. Graph Paper
ix. Complete Set of Graphing Calculators
Students
i. Notebook
ii. Pen/Pencil
iii. Graphing Paper
iv. Graphing Calculator

5. Prior Knowledge
Prior to this lesson students should be proficient in the following
concepts
i. Graphing a linear inequality in two variables
ii. Graphing a system of linear equations in two variables
Sample of the teacher prepared pre-assessment
i. Graph y < - x + 1
ii. Graph the following system
1. y = x + 2 and y = -2x 1

6. Lesson Beginning
The lesson beginning will draw from the previous days lesson
beginning. After students finish the Do Now and going over the
previous days homework, I will draw on the white board the
Delaware River as a border line between New Jersey and
Pennsylvania. I will present the students with a hypothetical
situation there is a job fair, however only people who live north of
Trenton, and east of Levittown can attend. I will shade the areas
north of Trenton in blue, and the areas east of Levittown in Red.
The students will see that the only people who can attend are those
who live in towns that meet both criteria (Towns that are BOTH
north of Trenton and east of Levittown). This is an example of how
systems of linear inequalities work.

44
skills.
iii. Questions: 1) How do we determine what type of line to use
when graphing an inequality? 2) What is one way we can test
to see which side of the line we shade on? 3) Do we always
have to test? 4) Is it possible to know which side of the line is
shaded without doing a test? 5) What are the steps when
graphing a system of linear equations by hand? 6) Can you find
the solution to the system of linear equations? 7) Can you tell
me a possible solution to the linear inequality?
the problems.
Do Now answer sharing (7-12 minutes)
45
answers
ask questions.
to?
day.
States 2.0 (20-25 minutes)
questions presented by the teacher about the nature of borders
between two or more areas. In particular, the border between
New Jersey and Pennsylvania, as well as new boundary lines of
the states North of Trenton, and East of Levittown.
borders, providing introductory motivation for the days lesson
about solving systems of linear inequalities by graphing.
iii. Questions: 1) When we talked about the states yesterday, what
did we say our boundary line was? 2) Did the boundary line
form open or closed planes? 3) What will happen if we add
new boundary lines?
all about graphing linear inequalities (which requires extensive
knowledge about their border lines, and feasible solution
regions).
46
Solving systems of linear inequalities by graphing notes (25-45
minutes)
this problems, students will be attempting to solve and graph
linear inequalities on their own.
on graphing linear inequalities. During try this the teacher
will be walking around offering support to any students who
may need it.
lines by hand? 2) Are we graphing a line when we graph an
inequality? 3) How is an inequality similar to a line? 4) How is
an inequality different from a line? 5) What does the line
represent when graphing an inequality? 6) Is the line always
included in the solution set? 7) What are the merits of changing
an inequality into slope intercept form? 8) Is it necessary to
change the inequality into slope intercept form? 9) If you do
not change the inequality into slope intercept form, how can
you graph the inequality? 10) How do you tell which region to
shade? 11) What does the shaded region represent? 12) How
do we know when the region is closed and when it is open? 13)
What does it mean when the region is closed/open? 14) How
do we determine the solution region? 15) What does it mean
when the shaded areas intersect? 16) Will the shaded areas
always intersect?
the calculator.
Graphing Practice activity and answers (45 55 minutes)
47
you to graph an inequality? 4) How many points do you need in
order to graph a line? 5) What are some of the points we
usually find to make graphing a little easier? 6) How do we
determine an equation when given a line? 7) What do we need
to know in order to form the inequality? 8) What clues does the
graph provide about the nature of the inequality?
i. Students doing: Students will be writing down on a piece of
notebook paper what from the lesson they are most
comfortable with, and what they still need help in.
the students leave the classroom.
8. Closure
days lesson.

9. Differentiation
48
Algebra 2 Systems of Linear Equations Review of
applications

Jeopardy Review Day

How can systems of equations be solved efficiently and exactly?
How can real life situations be modeled by systems of linear
equations?

9. Materials
Teacher
i. Projector
ii. Smart board
iii. Jeopardy Review power point
v. Homework sheet
vi. Complete set of graphing calculators
Students
i. Notebook
ii. Pen/pencil
iii. Graphing calculator

10. Prior Knowledge
concepts
i. Solving systems of inequalities in two variables by graphing
of linear inequalities
Example of teacher prepared pre-assessment
i. Find a viable solution to the following problem
1. Joe and Nathan both have trucks. Joes truck gets 18
miles per gallon of gas and Nathans truck gets 22 miles
per gallon of diesel fuel. They carpool to school with one
another and in a given month travel less than 600 miles.
Gas currently costs $3.03 per gallon, and diesel fuel
costs $3.33. Joe has to drive at least twice as much as
Nathan. Joe and Nathan want to spend less than $110
per month on gas. How far should they drive each truck
every month to be cost effective?
49

11. Lesson Beginning
The point of the days lesson is to ensure students are proficient in all
of the mathematical concepts that they have learned over the last
week, and to give them the opportunity to extend their learning and
clarify upon misconceptions. The lesson will begin with a review of
the homework from the lesson on elimination, and from the lesson on
real world applications. The review of the homework will allow
students to call upon all of the prior knowledge they need to
participate in the cooperative review game. After that I will announce
the review game, and let students know that the winning group will
get an extra point on their quiz the next day. That will motivate
students to actively participate in the lesson.

iii. Questions: 1) What is the first step for graphing an inequality?
2) What are the constraints for this problem? 3) How do you
decide where toe graph is shaded? 4) What does the boundary
line tell you?
the problems.
50
ask questions.
to?
day, which is a review of all of the previous weeks material
Review game rules (20-23 minutes)
i. Students doing: Students will be gathering their materials and
moving into the review groups assigned to them by the
teacher.
ii. Teacher doing: The teacher will be assigning students to their
groups (pre determined heterogeneous mix of students by
ability) and establishing clear expectations for the review
game. The structure of the review game will be explained
(groups of 3-4, classic jeopardy rules first group to solve and
raise their hand has the chance to answer, correct answers
gain points and incorrect answers lose points. Group with the
most points at the end wins the game). Students will be
expected to actively participate with their group members.
Review Game (23-55 minutes)
51
i. Students doing: Students will be actively participating in a
system of linear equations review game with their peers.
Students will be expected to work as a group to answer
questions, provide solutions, and work through tough
exercises.
ii. Teacher doing: The teacher will be facilitating the game. The
teacher will be working the jeopardy PowerPoint, and deciding
who gets to answer a question and when. The teacher will be
walking around the room (when the activity allows) to monitor
student participation and engagement. The teacher will
provide support when necessary.
iii. Classroom management: The groups of students will be
broken up as to minimize behavioral issues. Students who
usually are disruptive or talkative will be strategically placed
with in groups away from their friends. By constantly walking
around and checking on group progress the teacher will be
able to monitor behavior. Setting expectations prior to the
game ensures that students are aware of what is appropriate
behavior and what the consequences will be if they deviate.
i. Students doing: The students will go back to their seat after a
winner has been declared for the review game. They write any
questions they still have about the material on a piece of paper
that I will collect as they leave the room (exit ticket).
ii. Teacher doing: The teacher will pass out the nights homework
(a final quiz review) for students while they write their exit
tickets.
iii. Questions: 1) After the review game, what questions do you
still have about systems of linear equations? 2) What area are
you strongest in? 3) What areas do you feel you need
improvement?

13. Closure
The lesson closure in this case is the exit ticket students write on
before they leave the classroom. The exit ticket will allow me to see
what students gained from the review game, what areas they still
need help in, and where they feel they excel. It will force students to
meaningfully reflect on the lesson, tying the multiple concepts
reviewed together.

14. Differentiation
varying levels of support for students who are struggling. Pairing
students who struggle with high performing students will give
students the opportunity to learn from one another. Visual learners
52
will be stimulated by the presentation of material on the smart board.
Tactile learners will enjoy moving to a different area of the room to be
in a group, as well as getting to be active by raising their hand to be
the first to answer a jeopardy question. Auditory learners will have
the verbal explanation of all problems and examples.

53
Algebra 2 Systems of Linear Equations Quiz on
graphing linear inequalities and solving systems of
linear inequalities

Quiz Day

5. Materials
Teacher
i. Projector
ii. Smart Board
iii. Expo Markers / Erasers
iv. Complete set of graphing calculators
v. Quiz sheets (Sheet G)
vi. Full set of laptops
Students
i. Pencil / Pen
ii. Graphing Calculator
iii. Laptop

6. Prior Knowledge
concepts
i. Solving systems of inequalities in two variables by graphing
of linear inequalities

i. Students doing: Students will be studying for the quiz that they
will be taking that day. They will be taking note of any
questions they still have and any problems they would like the
teacher to go over before they take the quiz.
iii. Classroom management: Students are in pre-determined seats
room) to minimize behavioral problems. Transitions: After 10
minutes we will move into solutions for the problems.
i. Students doing: Students will be asking any last minute
questions they have about the content on the quiz.
54
ii. Teacher doing: Teacher will answer any questions students
have, and do example problems when necessary to clear up
any confusion. The teacher will also address any concerns
students had shared on the exit tickets from the previous day,
especially concerns common to multiple students.
iii. Questions: 1) What questions did you have after reviewing
your notes? 2) Is there anything you are still confused about
that I did not go over?
ask questions.
to?
v. Transition: At the end of the homework review, the quiz will be
handed out.
Quiz (20-60 minutes)
i. Students doing: Students will be taking the quiz on setting up
and solving systems of linear equations by graphing,
substitution, and elimination.
ii. Teacher doing: The teacher will be walking around actively
monitoring students as they take the quiz. The teacher will
answer questions as they arrive, and collect quizzes as
students finish.
iii. Classroom Management: Students are strategically seated as to
minimize any behavioral issues. Students should all be busy
answering quiz problems. As students finish they will proceed
to the front of the room to put their finished quizzes face down
in a basket. On the board there will be an assignment for early
55
finishers, who have a study island activity to complete on their
laptops

8. Differentiation
The quiz will be crafted to reflect the overall level of students in the
class. The few students who are considered honors will have an extra
problem to complete on the exam on solving a system of linear
inequalities with more constraints. Any student who is up to the
challenge can complete the extra credit question at the end of the
quiz. I will provide varying levels of support for students as they ask
questions depending on their level of ability.

Unit Plan

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