LESSON PLAN: ALGEBRA II, GRADE 10

Date: September 20, 2017 (date lesson is planned for, actual date: June 18, 2017)
Teacher Name: Mr.Yucel
Grade: 10
Subject: Mathematics, Algebra II
Topic: Systems of Equations
Lesson Plan Type: Inquiry/Problem Solving

Timeline of Lesson:
One 85-minute period. Additional time may be necessary if students indicate
unexpected difficulties.

TEKS Objectives:
(3) Systems of equations and inequalities. The student applies mathematical processes
to formulate systems of equations and inequalities, use a variety of methods to solve,
and analyze reasonableness of solutions. The student is expected to:
Formulate systems of equations, including systems consisting of three linear
equations in three variables and systems consisting of two equations, the first
linear and the second quadratic;
Solve, algebraically, systems of two equations in two variables consisting of a
linear equation and a quadratic equation;
Determine the reasonableness of solutions to systems of a linear equation and a
quadratic equation in two variables.

Lesson Objectives:
Upon successful completion of the lesson, students will be able to:
Solve, graph, and analyze systems of two and three equations
Identify solutions to systems of equations by analyzing graphs
Describe the relationship between various systems of equations

Materials:
White board, markers, textbook (optional), projector, projection screen, graphing paper,
graphing calculators, worksheets, pencils, and rulers.

Introduction:
Turn off the lights and wait for students to become silent. Afterwards, turn on the lights
and present a system of two equations, such as the following:
 y = 3x2 - 10
y=x+5

As a warm-up activity, call on each student and ask how many solutions they think this
system of equation has (0,1, 2, 3 or more). Then, tally each of the responses on the
board by the equations. If there are no disagreements, ask the students to defend their
reasoning. If there are disagreements, ask students to explain why one answer, rather
than the one said by a classmate, is true.

After students have discussed these options, ask a student to graph the first equation
on the board and ask another to graph the second equation on top of the other students
graph. The two places where they cross each other are the solutions, and ask if this is
now clear to the students. If it isnt, explain the problem solving process once more.

Explain that todays lesson will be on graphing, analyzing, and solving similar questions
involving systems of two or three variables. State that todays content will focus on
solving systems of equations graphically, algebraically, and technologically (through
their graphing calculator).

Instructional Activities and Procedures:

Students will perform three activities to help master the concept of systems of
equations.

Activity 1: Provide students with one ruler and two sheets of graphing paper. Project a
set of three systems of two equations on the projection screen in the front of the
classroom. Ask students to use their rulers as necessary to graph the systems of
equations and record the solutions. Walk around and assist students as necessary.
Afterwards, reveal the answers to the class and challenge them to move onto
something a bit more challenging. Model a sample solution for a system of three
equations (with three variables) on the board. Walk through the problem solving process
and answer all questions. Then, project a set of three systems of three equations (below
the other systems of equations) and ask students to use their second sheet of graphing
paper and ruler as necessary to obtain the solution(s). Later, solve two of the equations
on the board as a demonstration and ask if the students obtained the same results.

Activity 2: After giving a brief overview of how to solve systems of equations

algebraically through substitution and elimination, as students if they understand how to
solve questions in the same manner independently. Then, pass out a worksheet in
which students must solve two systems of two equations and three systems of three
equations without a calculator. Give students fifteen minutes to solve these five
problems. Ask students to show all of their work and clearly show their problem solving
process using processes of substitution and elimination. If any students have questions,
individually assist each student. At the end of the fifteen minutes, collect the worksheets
for an evaluation.

Activity 3: Provide each student with a graphing calculator. Use the projector to present
a short video demonstrating how to solve systems of equations through the graphing
calculator model. Then, project four sample problems on the screen that students must
solve through their calculators. This is a relatively simpler activity, but ask if any
students need assistance. After five to ten minutes, all students should be done and call
on several of them to ask for the results they obtained through the use of a calculator.

Differentiated Instruction/Modifications:

Adaptation 1: In Activity 1, for students who have significant difficulty graphing, provide
a separate worksheet with graphed multiple choice options. Out of the four options,
these students must match the system of equations to the correct graph. Afterwards,
they must be able to analyze the graph provide the solution, which is where the graphs
intersect. If students are done with this multiple choice graphing activity early, you may
ask them to attempt Adaptation 2.

Adaptation 2: For students who struggle with Activity 1, another approach is to ask them
to choose one systems of two equations and one system of three equations from those
projected on the board, and attempt to graph them on a sheet of graphing paper each.
Also provide them with a marker. Thus, students can more clearly mark on a larger
surface with a darker, bolder utensil to make graphing easier for them.

Adaptation 3: For Activity 2, a modification could be increasing or decreasing the

number of questions based on the performance of the students. If students appear to be
struggling, solve two extra problems on the board and explain each step along the way.
Students who have no trouble can continue working on the activity, while others can
listen and review. For students who are especially quick, offer them a challenge of
solving five more questions before you move onto the next activity. Students who
complete the challenge successfully can be recognized at the end of class.

Adaptation 4: For Activity 3, if students are not strong learners through watching video
tutorials, they may use a textbook and read the instructions there for entering systems
of equations into calculators and solving them technologically.
Adaptation 5: Students may participate in small-group co-teaching as an additional
activity in which they demonstrate one method to the rest of their group. For example, a
visual learner could demonstrate how to solve systems of equations through graphs and
a kinesthetic learner could show how to handle a calculator and solve a system of
equations that way. Thus, students would appeal to different learner styles and master
the concept better themselves.

Evaluation:
As an informal evaluation, walk around and observe each students performance. Ask
them questions such as How are you doing? and Does this make sense?. Make
judgements regarding which students need improvement and spend additional time
answering their questions and guiding them through sample problems.

While students are watching the video in the beginning of Activity 3, look at the results
from the worksheets from Activity 2. Continue analyzing and noting performance of
individual students as necessary during Activity 3. This worksheet is the formative
assessment and can be recorded as a classwork grade. After students are done with
Activity 3, address areas of weakness observed in the worksheet.

At the end of class, pass out a study guide for an end-of-chapter quiz that will be given
next class. That quiz will be the summative assessment, judging students overall
mastery. The Exit Ticket can also be used to evaluate approximately where students
are at the end of the lesson, but will not be considered a major grade.

Closure:
An Exit Ticket will be passed out in the last ten minutes of class. This will contain one
question requiring graphing and one question requiring algebraic solving. Students must
hand this ticket to the teacher before leaving the classroom. Students will also receive a
study guide for the end-of-chapter quiz.