The chapter 7 section of the Algebra 1 unit is an especially important one, as

the relevancy of this unit to the real-world is imperative. Systems of equations and
inequalities builds off of what the students have learned and takes it to the next
level. Prior to this unit, students have learn to develop linear equations, and have
seen how we can create linear equations and inequalities from our daily lives. They
have learned how to solve a single linear equation, as well as graph a single
function. Chapter 7 allows students to create a system of equations, which is two or
more linear functions, and solve for the two unknowns. Up to this point they have
only been able to solve for one variable, but systems allows a student/person to
solve for multiple variables/unknowns.
We start the unit off by first giving students a refresher of what a linear
function and equation is, and how we go about graphing a function. The reason for
this is because we will start the unit by showing students how to solve a system of
equations by graphing (Section 7.1). When students figure out a solution to a
system, it can be difficult for those students to truly understand what it means to
have a solution. So rather than having students solve a system algebraically, we
first introduce the graphing method so that students can see the having a solution
to a system of linear equations means there is an intersection between two lines.
The two lines represent two different functions, and the point of intersection gives
us our solution and values to our two unknowns. Students also see that if two lines
are parallel to each other, then there are no solutions to the system because the
lines will never cross, and if they are the same line than there are infinitely many
solutions since the two lines intersect at every point on the line.
We next move onto showing students how to solve a system of equations
algebraically, for which there are two methods. The first algebraic method that the
students learn is solving systems using substitution (Section 7.2). The reason for
showing students the substitution method before the elimination method (Section
7.3) is because the second part of the elimination method involves the substitution
method. In the elimination method, the students goal is to try and manipulate one
or both of the equations so that they can eliminate one of the variables. Once
they have succeeded in doing so, they will be able to solve for the remaining
variable. Once they have a value for this variable then they will substitute that
value in to either of the original equations and solve for the last variable.
After students have learned the three different ways they can go about
solving a system of equations and when to use a particular method, we show
students the practicality of using this skill. In section 7.4 students learn to apply
these methods and systems to the real world. They are given word problems that
model real-world situations and learn how to develop a system of linear equations.
Once they have their system, they will use one of the three methods to help them
solve for the two unknowns. In addition to solving for their unknowns, students are
able to understand what the values mean in context of the problem. Instead of
solving for random numbers, now they are solving for a certain amount of hotdogs,
hamburgers, cell phone plans, salary, etc. These values have meaning, and
students develop a better understanding of how and when we can use these
concepts to help them in their daily lives currently and in the future. During this

section, students are not only given word problems to solve, but they create and
develop their own word problems, which they themselves will answer and have their
classmates answer it as well. When students get to a place where they can create
their own math problems, solve it, and have the ability to teach it to a classmate,
that is a good indication of understanding.
Inequalities tend to be a little tougher to understand and grasp than
equations, which is why we typically start with linear equations before introducing
inequalities. Section 7.5 shows students how we graph linear inequalities, and
how that is different than graphing a linear equation. Section 7.6 builds off of 7.5
and teaches students how to solve a system of linear equalities by graphing, and
how that is different than solving a system of linear equations. The main difference
that students see is that with inequalities, there are infinitely many solutions and
combinations for their two unknowns. Instead of having x = 3 and y = 2, now they
are seeing that x can be greater than or equal to 2 and y can be greater than or
equal to 3. X can be 3, 4, 5 etc., while y can be 2, 3, 4, etc.
I typically use power points for my lectures and have put it up on the smart
board for all to see. During my lectures and like to employ the I do, we do, you do
method. When teaching students a new concept, I start by showing them how I
would go about solving a particular problem. Then I will have students do an
example with me, where I help guide students to the right answer, and have them
tell me what to write rather than telling them what to write. Then they will work on
a few examples with their table partner. I try not to lecture for too long because I
am a firm believer that students learn best if they are doing the work, participating,
and working with classmates. I constantly have students working with their table
partner on examples, and will have them come up to the smart board and share
their answers with the class. Another strategy that I like to use a lot is the think,
pair, share method. If I am asking the class a question and there are no response, I
will have students turn and talk to the person next to them and come up with an
answer to the question that was asked. A technique that I started using to help with
student participation is the ping pong method. I can see when students are not
paying attention or are being distracted, so when a student shares their answer with
the class, I will call on a different student and say, Hey John can you repeat what
Jane just said? If he/she cant, then I have another student repeat what the
students answer was, then ask another unsuspecting student Hey Ryan, what do
you think of what Janes answer? Do you agree or disagree? The goal is to call on
every student at least once a day so that when they come to class they are more
likely to participate, since they know there is a good chance that I will call on them
at some point during class.
After this unit, students typically come away understanding not only how
systems of equations can be used in the real world, but how Algebra as a whole can
model literally anything in their daily lives. The biggest thing with the average
student and math is, students will ask when am I going to use this? Well, this
section along with multiple others help them to see exactly how it is used, and the
whole purpose of this crazy thing called Algebra.