Linear

Equations
5- Day Lesson Plan
Unit: Linear Equations
Grade Level: Grade 9
Time Span: 50 minute class periods
By: Richard Weber

Tools: Geometers Sketchpad Software

Overhead projector with TI- 83 adapter
Math Book
Graph Paper
TI-83 plus Calculators
Computers
Calculator-Based Ranger (CBR 2)
Green Globs Software
Pencils
Paper
Journals
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Unit Objectives
Given a five day instruction on linear equations, the following are unit objectives:

Given instruction on how to create a table of values on the calculator from a linear
equation, students will demonstrate how to make a table of values.
Given technology instruction on how to use Geometers Sketchpad, students will
be able to graph linear equations in Geometers Sketchpad.
Given a technical briefing on the TI-83 calculator, the students will be able to
graph linear equations with their calculators.
Students will calculate the x and y intercepts on the graph given linear equations.
Students will create graphs and describe their slopes given instruction on the
CBR.
Students will be able to find the slope of a line.
Students will be able to describe slopes with appropriate mathematical
vocabulary.
Given the TI-83 calculators, students will be able to find the slope.
Given the slope-intercept formula, the students will be able to rewrite linear
equations into the slope-intercept form.
Using the Green Globs software the students will be able to write linear equations.
Given the slope and a point on the line, students will be able to write linear
equations.
Given a technical briefing of the TI-83 calculator, students will be able to enter
system of equations into the calculator.
Given instruction on the matrix program of the TI-83 calculator, students will be
able to solve systems of equations.
Students will be able to explore equations on the calculator by graphing the linear
equations.

New York State Standards

 3

Standard 3: Mathematics
A.PS.4 Use multiple representations to represent and explain problem
situations.
A.CM.2 Use mathematical representations to communicate with appropriate
accuracy, including numerical tables, formulas, function, equations, charts,
graphs, Venn diagrams, and other diagrams.
A.R.3 Use representation as a tool for exploring and understanding
mathematical ideas.
A.G.9 Solve system of linear equations graphically.
A.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equation,
or objects created using technology as representation of mathematical concepts.
A.G.4 Identify and graph linear functions
Given a technical briefing on the TI-83 calculator, the students will be able to
graph linear equations.
A.PS.4 Use multiple representations to represent and explain problem
situations.
A.A.33 Determine the slope of a line, given the coordinates of two points on the
line.
A.A.34 Write the equation of a line, given its slope and the coordinates of a
point on the line.

NCTM Standards
Create and use representations to organize, record, and communicate
mathematical ideas.
Use Mathematical models to represent and understand quantitative relationships.
Understand patterns, relations, and functions.
Organize and consolidate their mathematical thinking through communication.
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
Analyze and evaluate the mathematical thinking and strategies of others.
Represent and analyze mathematical situations and structures using algebraic
symbols.
Apply and adapt a variety of appropriate strategies to solve problems.

Resources
 4

McDougal Littell, Math Course 3, by Boswell, Laurie, Kanold, Timothy, Larson, Ron,
Stiff, Lee, Houghton Mifflin, Chapter 11, pages 556-582, copyright 2004.

Getting Started with the CBR 2 Sonic Motion Detector, Texas Instruments, Holden
Custom Products, pages 10-13, copyright 2004

http://www.purplemath.com/modules/graphlin.htm, Graphing Linear Equations,

Elizabeth Stapel.

Texas Instruments TI-84 Plus Silver Edition Guidebook, Texas Instruments, Banta Book
Group, pages chapter 1-2, 1-93, copyright 2004

Principles and Standards for School Mathematics, National Council of Teachers of

Mathematics, chapter 7, pages 286-364, copyright 2000

http://www.emsc.nysed.gov, Mathematics Core Curriculum MST Standard 3, State

Education Department, pages 89- 127, copyright 2005

Materials Used Daily

 5

Day 1:
Geometers Sketchpad
Class work worksheet
Paper
Pencil
Journals

Day 2:
TI-83 plus Calculator
Overhead with TI adapter
Instructional worksheet
Paper
Pencil
Journals

Day 3:
Calculator-Based Ranger
TI- 83 plus Calculator
Overheard with TI-84 adapter
Graph Paper
Worksheet on CBR
Paper
Pencil
Journals

Day 4:
Green Globs program
Worksheet on writing equations
Paper
Pencil
Journals

Day 5:
TI-83 plus Calculator
Overhead with TI adaptor
Class worksheet
Find solutions worksheet
Paper
Pencil
Journals

5-Day Overview
 6

Day 1: Graphs of Linear Equations

Class discussion on what makes up a line
Creating a table of values of a linear equation
Plotting points on Geometers Sketchpad to create a line
Assessment: Hand in their class work from Geometers Sketchpad and there
journals. Students will need to complete a worksheet on graphing linear
equations.

Day 2: Using Intercepts

Class discussion on: What is an intercept?
Exploring the TI-83 Plus calculator
Finding intercepts using the TI- 83 Plus calculator (looking at graph and table)
Group work on finding intercepts
Full class discussion on class work
Assessment: Turn in journals and class work

Day 3: Introduction to Slope

Class discussion on positive, negative and zero slope
Instruction on CBR
Group work with CBR
Instruction using slope formula
Assessment: Worksheet on finding slopes of different lines and turn in journals

Day 4: Writing an equation for a line

Class Discussion of equations for a line
Instructions on Green Globs program
Individually work in Green Globs with prizes
Assessment: Worksheet on writing equations and turn in journals

Day 5: Introduction to Solving Systems of Equations

Class discussion on solving systems of equations
Instruction on solving systems of equations with TI- 83 Plus calculator
Class worksheet on solving systems of equations
Group work on solving systems of equations
Assessment: Finding solutions to systems of equations worksheet and turn in
journals

Day One Lesson Plan

Lesson Topic: Graphs of Linear Equations
 7

Grade Level: 9

Materials: Geometers Sketchpad, Worksheets, Computers, Journals

Lesson Overview: Students will work with Geometer Sketchpad to develop an

understanding of graphing linear equations.
.
Lesson Objectives:
Students will demonstrate how to make a table of values.
Students will be able to graph linear equations in Geometers Sketchpad.

New York Standards:

A.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equation,
or objects created using technology as representation of mathematical concepts.
A.R.3 Use representation as a tool for exploring and understanding
mathematical ideas.
A.G.4 Identify and graph linear functions
A.A.21- Determine whether a given value is a solution to a given linear equation
in one variable or linear inequality in one variable.

NCTM Standards:
Create and use representations to organize, record, and communicate
mathematical ideas.
Use Mathematical models to represent and understand quantitative relationships.

Anticipatory Set: The teacher will open the class by asking a variety of different
questions that pertain to graphing linear equations:
1. What makes up a line?
2. How many points make up a line?
3. If you are given a linear equation, what information would you need from the
equation in order to graph it?

Possible Responses:
1. A line consists of points
2. 2 points make a line
3. Points

Developmental Activity:
1. The teacher will discuss with the students how to find the values of points on
a linear equation by creating a table and solving for different values. The
teacher will show the students an example of a linear equation and set up a
table on the overhead. Then the teacher will show the students how to find the
values, by algebraically solving for y when placing different numbers in for x,
while using the overhead. (Worksheet)
 8

2. The teacher will give the students a worksheet, with an example on how to
find different values for y. Also on the worksheet will be many different
linear equations for which the students will need to create a table and find a
few points on that linear equation.

3. The teacher will walk the students through the procedure of graphing lines
from the tables they have created using Geometers Sketchpad. Then show the
students how to plot points, and then find the linear equation from those points
within Geometers Sketchpad.

4. With the worksheet on linear equations the students will find a few points for
each equation. Then each student will plot the points in Geometers Sketchpad
and find the linear equation in the program. By finding the linear equation
within Geometers Sketchpad, will be a way to check to see if they graphed the
equation correctly.

5. Once the students find the linear equations in Geometers Sketchpad they will
print there results.

Closure: The students will write into their journals how to draw a linear equation on
graph paper without using geometers sketchpad. The students will write down how they
felt about Geometers Sketchpad and if they were confused about anything.

Assessment: The teacher will collect the worksheet and printed results of the graphs
they created in Geometers Sketchpad. The students will be given a handout which will
include linear equations, which they will need to create a table of values and graph for
homework.

Worksheet
Name: __________________________ Date: _______________
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Given equation the equation y = 3x + 2 find at least 4 values for y by creating a table

X -4 -2 0 2
Y -10 -4 2 8

Just by plugging -4, -2, 0, and 2 into the equation y = 3x + 2 for x, we were able to solve
for y!

Directions: Create a table of points for each linear equation. Then in Geometers
Sketchpad plot the points on the graph and create the linear equation.

1. y = x + 1

2. y = x 2

3. y = 6

4. y = x + 9

5. y = x +10

6. y = 8x

Homework
Name: ________________________ Date: ____________
 10

Directions: Similar to class, create a table of values for each linear equation. With your
table of values, DRAW the linear equation on graph paper.

1. y = x + 5

2. y = -2x +1

3. y = -7x + 8

4. y = 6

5. x = 6

6. 9x + 3y = 18

7. You are taking a photography class and need a digital camera. The payment plan
for the camera can be modeled by the equation C = 10m +50, where C is the total
amount paid and m is the number of months. Graph the equation and then
estimate how much you pay in 12 months.

Answer Key:
 11

-10 -5 5 10

-2

-4

1.

-10 -5 5 10

-2

-4

2.
4

-10 -5 5 10

-2

-4

3.
8

4.
-2
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-10 -5 5 10

5.
-2

-10 -5 5 10

6.
-2

80

60

40

20

-100 -50 50 100 150

-20

-40

7. -60

In 12 months you pay: $170. Because when x = 12 the y-value is 170.

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Day Two Lesson Plan

Lesson Topic: Using Intercepts

Grade Level: 9

Materials: TI-83 plus calculator, Overhead with calculator adaptor, Instruction

Worksheet (graphing), Instruction Worksheet (finding intercepts), X-Y Intercepts
Worksheet.

Lesson Overview: Students will work with their calculators to develop an understanding
of intercepts.

Lesson Objectives:
Students will be able to graph linear equations.
Given linear equations, students will calculate the x and y intercepts on the graph.
Given linear equations, students will be able to draw conclusions about linear
equations and their intercepts.
A.A.21- Determine whether a given value is a solution to a given linear equation
in one variable or linear inequality in one variable.

New York Standard:

A.CM.1 Communicate verbally and in writing a correct, complete, coherent,
and clear design and explanation for the steps used in solving a problem.
A.CM.5 Communicate logical arguments clearly, showing why a result makes
sense and why the reasoning is valid.
A.R.3 Use representation as a tool for exploring and understanding
mathematical ideas.

NCTM Standards:
Understand patterns, relations, and functions.
Organize and consolidate their mathematical thinking through communication.
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
Analyze and evaluate the mathematical thinking and strategies of others.
Create and use representations to organize, record, and communicate
mathematical ideas.

Anticipatory Set: The teacher will begin class with a few questions:
1. What does intercept mean?
2. How many intercepts do you think there are in graphing a line?
3. What do you think intercepts represent in graphing a line?
Possible Responses:
1. When something crosses something, where they cross is the intercept
2. 1 or 2
3. Where a line crosses the axis
 14

Developmental Activity:
Lecture/Activities:
1. We are going to look at the y-intercept of different linear equations.
First we need know how to enter an equation into our calculator. Go
through instruction page with students. (Instruction Worksheet)
2. The students will now follow along with the teacher on how to find the
intercepts using the graph and table with their calculator. They will
also have an instruction worksheet to follow. (Instruction Worksheet)
3. The students will now get a worksheet of a variety of linear equations,
where they will need to work independently to find the x and y
intercepts. (X/Y intercepts worksheet)
4. When the students finish their worksheet they will need to get into
groups of 3 and compare answers. They will also need to answer the
questions on the bottom of the worksheet within their groups.
5. When all the groups have completed their handout, the class will come
together and each group will present an assigned problem from the
worksheet using the overhead adaptor with their calculators.
6. The teacher will monitor each group while they work together and
correct the students as they present their problems, if there is a
mistake.
7. Once the groups present their assigned problem, the whole class will
have a discussion on the written questions, on the worksheet.

Closure: The students will write a paragraph into their journals about what they learned
from the lesson. They will also write down at least one question that they have about the
calculator or anything that they were confused about.

Assessment: The teacher will collect the worksheet on finding the intercepts that the
students completed in class. The teacher will collect and read the students journals to
see how they feel about find intercepts with the calculators. The students will be graded
on the group work they did in class.

Instruction
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(Graphing an equation)
Graph the equation y = x + 5

1. First press the [Y=] button:

2. Now type your equation into the y1 slot:

3. Press the [Zoom] button:

4. Select Zoom Fit (It will graph your equation): You can play with the zoom
features and the window button, to find an appropriate view

Instruction
 16

(Finding intercepts with a graph and table)

Find the x-intercept and y- intercept of the equation y = x + 5

1. First graph the line:

2. To find x-intercept press [2nd] then [CALC] then select Zero. Make sure your
curser is to the left of the x-axis and on the line and press [enter].

3. Then move your curser so it passes the x-axis and still on the line, and select
[enter].

3. Now make a guess where you believe the line crosses the x-axis by moving your
curser.
 17

4. Finally the calculator gives us the point at which the line crosses the x-axis. The
exact values that cross the x-axis. This line crosses the x-axis at point (-5, 0).

Find the y-intercept of y = x + 5

1. First graph the equation:

2. Press [2nd] then press [CALC] and select Value:

3. Enter into 0 into the X= (because where the line crosses the y axis the value for
x is zero. Then press [enter]. This point is where the line crosses the y-axis,
which is (0, 5). This is the y-intercept point.
 18

Find the x and y intercept point according to the table.

1. Press [2nd] then press [Tblset], In this situation, enter -10 for Tblstart and 1 for
Tbl =

2. Press [2nd] then press [TABLE]

3. Now look for when x = 0 and where y = 0. These are your intercepts on the x and
y axis. In this situation you can find that x-intercept = -5 and y-intercept = 5.

X/Y Intercepts
 19

Directions: With your calculator, graph each equation and find the x and y intercepts.
Once you find the x and y intercepts by the graph, check it by looking at your table.
Once you have finished the problems, get together with your group and discuss your
answers. Then with your groups answer the questions at the bottom. Make sure that your
equations are solved for y in terms of x before graphing.

1. y = 5x 15

2. y = -2.5x + 6.5

3. 8x + 10y = 30

4. y = 1/2x + 1

5. y = 1.95x 12.05

Group work:

1. What kind of line has no y-intercept?

2. If the x-intercept of a line is positive and the y-intercept is negative, does the line
slat up or down from left to right? Explain your reasoning.

3. What did you notice about the intercepts and slope in relation to the equation?

Answer Key:
 20

1. y-intercept = -15 x-intercept = 3

2. y-intercept = 6.5 x-intercept = 2.6

3. y-intercept = 3 x-intercept = 3.75

4. y-intercept = 1 x-intercept = -2

5. y-intercept = -12.05 x-intercept = 6.18

1. What kind of line has no y-intercept?

A line that does not cross the y-axis, for example the equation x = 5

2. If the x-intercept of a line is positive and the y-intercept is negative, does the line
slat up or down from left to right? Explain your reasoning.

Slants up from left to right as the line would cross the y- axis through the
negative portion of the axis and it would cross the x-axis through the
positive portion of the x-axis.

3. What did you notice about the y-intercept and the equation?

That the y-intercept matches the b in the linear equation y = mx + b.

The slope is the coefficient of the x-value.

Day Three Lesson Plan

Lesson Topic: Introduction to Slope
 21

Grade Level: 9

Materials: Calculator-Based Ranger (CBR 2), Overhead with TI-adapter, TI-83 plus
Calculator, Graph paper, CBR Worksheet 1, Homework Worksheet, Journals, Pencil.

Lesson Overview: Students will work the CBR to develop an understanding of slope.
The students will also be introduced to the slope formula to compute slope.

Lesson Objectives:
Given instruction on the CBR, the students will create graphs and describe their
slopes
Given the slope formula, students will be able to find the slope of a line.
Students will be able to describe slopes with appropriate mathematical
vocabulary.
Given the TI-83 calculators, students will be able to graph a linear equation and
find the slope.

New York State Standards:

A.PS.4 Use multiple representations to represent and explain problem
situations.
A.CM.2 Use mathematical representations to communicate with appropriate
accuracy, including numerical tables, formulas, functions, equations, charts,
graphs, Venn diagrams, and other diagrams.
A.R.3 Use representation as a tool for exploring and understanding
mathematical ideas.
A.A.33 Determine the slope of a line, given the coordinates of two points on
the line.
A.A.32- Explain slope as a rate of change between dependant and independent
variables.

NCTM Standards:
Understand patterns, relations, and functions.
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
Use the language of mathematics to express mathematical ideas precisely.
Create and use representations to organize, record, and communicate
mathematical ideas.

Anticipatory Set: The teacher asks the students to answer the following question:
Determine whether each statement is positive slope, negative slope or no slope
1. John walks up a hill
2. Marie walks down a hill
3. Bill walks across flat ground.

Possible Response:
 22

1. Positive slope
2. Negative slope
3. No slope

Developmental Activity:
Lecture/Activities:
1. Teacher introduces the Calculator-Based Ranger (CBR 2) by direct
instruction as it is connected to the overhead. The teacher does a few
examples of walking close to the CBR and walking away from the
CBR. Then shows the students the different graphs created by the CBR
of him walking. The teacher will ask the students what do the graphs
look like when I walk close to the CBR and what do the graphs look
like when I walk away from the CBR?
2. The teacher discusses why the graphs look the way they do. For
example, as the teacher walks close to the CBR the slope is negative.
3. To find slope the teacher traces the graphs that were created from the
CBR and finds two random points. Then uses the slope formula to
calculate the slope of the graphs. This will be done by direct
instruction from the teacher on the board.
4. The students break up into groups of 3 and with their TI-83 plus
calculators and CBR they need to complete a handout. (Worksheet 1)
5. The teacher will demonstrate to the students how to find the slope of a
linear equation by finding the coefficient of the x term on the
overhead, from a linear equation when the students have finished their
CBR activity.

Closure:
1. The students will write in there journals what they learned in class
about different slopes.
2. The students will turn in there journals and their handout they
completed with the CBR, before they leave class.

Assessment: Give the students homework on finding slopes of given points and
there will also be a writing question for the students to do. (Worksheet 2)

Worksheet 1
Name: ___________________________ Date: ________________
 23

Directions: Connect your CBR to the calculator and place the CBR onto your desk.
First stand 1meter away from CBR, facing away from CBR and walk
away from the CBR. Then answer questions 1-4.
Now stand 3 meters away from the CBR and walk towards the CBR.
Then answer questions 5-8.
Lastly stand 3 meters away and stand still and answer questions 9-12

1. What kind of slope did you come up with? Why?

2. Sketch your graph on graph paper.

3. Find two points from the graph on your calculator and find the slope of the graph
using the slope formula.

4. What does the slope of the graph tell you?

5. What kind of slope did you come up with? Why?

6. Sketch your graph on graph paper

7. Find two points from the graph on your calculator and find the slope of the graph
using the slope formula.

8. What does the slope of the graph tell you?

9. What kind of slope did you come up with? Why?

10. Sketch your graph on graph paper

11. Find two points from the graph on your calculator and find the slope of the graph
using the slope formula.

12. What does the slope of the graph tell you?

Answer Key:
 24

1. Positive Slope. As I walked away the slope of the graph increased steadily, this is
a positive slope.
4

-10 -5 5 10

-2

-4

2. graph:
3. Point 1: (0.0, 1.13) slope = 2.47 1.13 = .50
Point 2: (2.7, 2.47) 2.7 0.0
4. That the slope of the graph is .50. That I was walking away from the CBR at a
rate of .5meters per second
5. Negative Slope. As I walked toward the CBR, the slope of the graph decreased
steadily, this is a negative slope.
6. graph:
4

-10 -5 5 10

-2

-4

7. Point 1: (0.0, 2.46) slope = .96 2.46 = -.56

Point 2: (2.7, .96) 2.7 0.0
8. The slope of the graph is -.56. That I was walking toward the CBR at a rate of .56
meters per second
9. Zero Slope. As I stood still the slope of the graph stayed the same. There is a
zero slope.
 25

-20 -15 -10 -5 5 10 15 20

-2

-4

-6

-8

10. slope -10

11. Point 1: (.35, .85) Slope = .85 - .85 = 0.0

Point 2: (.40, .85) .40 - .35
12. There is no slope. The horizontal line gives you no slope.
 26

Homework
Name: ________________________ Date: ________________

Directions: Find the slope of the line passing through the points. Also write down the
type of slope of the points: (positive, negative, Zero or Undefined). HINT: If there is a
zero in the numerator than the line is undefined. If there is a zero in the denominator the
slope does not exist or undefined. Write a paragraph on the last question. Use your
calculator, if needed.

1. (-4, 8), (6, 6)

2. (1, 4), (1, -7)

3. (-2, -4), (4, 2)

4. (-5, 4), (3,4)

5. (5, 8), (0, 5)

6. (-3, 1), (-3, -2)

7. (-6, -2), (6, -7)

8. (9, -8), (15, -8)

9. (12, 22), (-20, 19)

10. One line passes through eh points M (1, 1) and N (3, 4) and another line passes
through points P (2, 5) and Q (5, 8). Which line has a greater slope? Explain
why?
 27

Answer Key:
1. -.2

2. Undefined

3. 1

4. 0

5. .6

6. undefined

7. -.42

8. 0

9. .38

10. The line that passes through points M and N has a slope of 1.5, which is a greater
slope than the line that passes through points P and Q which has a slope of 1. The
first line with point M and N has a greater number as a slope compared to the line
with points P and Q.
 28

Day Four Lesson Plan

Lesson Topic: Writing an equation for a line

Grade Level: 9

Materials: Computers, Green Globs Software, Homework handout, Pencil, Paper.

Lesson Overview: Students will work with Green Globs software to develop an
understanding of writing equations.

Lesson Objectives:
Given the slope-intercept formula, the students will be able to rewrite linear
equations.
Using the Green Globs software the students will be able to write linear equations.
Given the slope and a point on the line, students will be able to write an equation
of a line.

New York State Standards:

A.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols,
equations, or objects created using technology as representations of mathematical
concepts.
A.A.34 Write the equation of a line, given its slope and the coordinates of a
point on the line.
A.G.4 Identify and graph linear functions.

NCTM Standards:
Represent and analyze mathematical situations and structures using algebraic
symbols.
Understand patterns, relations, and functions.
Create and use representations to organize, record, and communicate
mathematical ideas.

Anticipatory Set: The teacher will ask the students to find the slope and y-intercept of a
linear equation.

1. x y = -2
2. y = 6 x
3. 1 = 2x -y

Possible Response:
1. Slope = -1, y-intercept = -2
2. Slope = -1, y-intercept = 6
3. Slope = 2, y-intercept = -1

Main Activity:
 29

Lecture/Activities
1. The teacher will have a direct instruction on the overhead on the slope-
intercept form of an equation: y = mx + b.
2. The direct instruction will have an example of rewriting an equation
into the slope-intercept form, on the overhead. The example will be:
1 = 2x y which can be written as y = 2x 1.
3. The teacher will then review with the students by discussion, where
the slope and y-intercept can be found in an equation. For example in
the equation y = 2x 1, the slope is 2 and the y-intercept is -1.
4. The teacher will also show the students that if you are given a point
and the slope you can write a linear equation. For example if you are
given the point (1, 2) and slope = 2 then the equation is y = 2x + 2.
This example will be done on the overhead.
5. The teacher will introduce the Green Globs program to the class. The
teacher will show the students how to type equations into the program,
by doing an example.
6. The students will work in the Linear and Quadratics Program. Within
this program the students will work with lines.
7. Green Globs will give the students a line on a graph. The students are
to write the equation of the line. If they are right they can advance to
the next level. If they are wrong, the program will graph the line you
typed and the students can change your response so it is correct.
8. With this activity the students are learning by discovering. They are
exploring linear equations through the Green Globs program.

Closure: At the end of the class the students can play the Green Globs game. In this
game the students try to hit all the green dots on the graph paper by writing equations and
graphing them. If the line crosses through a green dot, the dot gets hit and you receive
points. The more dots you hit with a line the more points you get. The top five students
who get the most points will receive a cool mechanical pencil.

Assessment: The students will first rewrite equations into the slope-intercept form in the
homework assignment. Then students will also have to write down the equation of a line
for each problem which will consist of a point on the line and the slope. (Homework
Worksheet)

Homework
 30

Name: _________________________ Date: ________

Part I Directions: Write the equations into slope-intercept form

1. -4x + 2y = 16

2. 6x 2y = 10

3. y + 2 = 1/2x

Part II Directions: Given a point on the line and the slope of the line write down the
equation of the line.

1. (0, 2) Slope: 2

2. (1, 2) Slope: 1

3. (-4, 5) Slope:

4. (3, 2) Slope: 5

5. (0, 10) Slope: -10

6. (0, 0) Slope: 1

7. (-7, -8) Slope: -3

8. (9, 10) Slope: 11

9. (-15, -18) Slope: -2/3

10. (-5, -3) Slope: 1/5

Answer Key:
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Part I
1. y = 2x + 8

2. y = 3x 5

3. y = 1/2x 2

Part II

1. y = 2x + 2

2. y = x + 2

3. y = 1/2x + 5

4. y = 5x + 2

5. y = -10x + 10

6. y = x

7. y = -3 8

8. y = 11x + 10

9. y = -2/3x 18

10. y = 1/5x 3

Day Five Lesson Plan

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Lesson Topic: Introduction to system of equations

Materials: TI-83 plus Calculator, Overhead with TI adaptor, Paper, Pencil

Grade Level: 9

Lesson Overview: Students work with their TI-83 calculators to develop an

understanding of solving a system of equations.

Lesson Objectives:
Given a technical briefing of the TI-83 calculator, students will be able to enter
system of equations into the calculator.
Given instruction on the matrix program of the TI-83 calculator, students will be
able to solve systems of equation.
Students will be able to explore equations on the calculator by graphing the linear
equations.

New York State Standards:

A.PS.4 Use multiple representations to represent and explain problem
situations.
A.CM.2 Use mathematical representations to communicate with appropriate
accuracy, including numerical tables, formulas, function, equations, charts,
graphs, Venn diagrams, and other diagrams.
A.R.3 Use representation as a tool for exploring and understanding
mathematical ideas.
A.G.9 Solve system of linear equations graphically.

NCTM Standards
Represent and analyze mathematical situations and structures using algebraic
symbols.
Apply and adapt a variety of appropriate strategies to solve problems.
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
Create and use representations to organize, record, and communicate
mathematical ideas.

Anticipatory Set: The teacher will present the problem:

Solve the linear system: x + 4y = 4

x- y = -6
The class will have a discussion with the teacher on what it means to solve a system of
equation.
Possible ideas: When the two linear lines cross. The two linear equations have
the same x and y value.

Developmental Activity:
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Lecture/Activities:
1. The teacher will go through on the overhead how to use the matrix
program in the TI-83 plus calculator. (Instructional Worksheet)
2. The students will follow with the teacher on how to solve a system
equation in the matrix program as the teacher demonstrates with the
calculator on the overhead. Each student will have a copy of the
Instructional worksheet for a reference.
3. The teacher will also go through graphing the two linear equations on
the calculator as a way to check their answers by finding the
intersection.
4. The students will be given a worksheet of different system of
equations, where they will need to work independently to solve the
equations. (Worksheet)
5. When the students are finished with their worksheet they will get into
groups of 3 and compare answers.
6. In their groups they will answer a few thinking questions that are on
the handout.
7. When all the groups are finished discussing their answers and group
questions, the class will come together and the teacher will have a
class discussion on the problems they have been working on.

Closure: The students will write into their journals about the lesson. They will write
down something they learned and something they are still confused about in regards to
the lesson.

Assessment: The students will be given a homework assignment of many systems of

equations. (Homework)

Instructional Worksheet
(System of Equations)
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Solve the linear system: x + 4y = 4

x- y = -6

First make sure that the two equations are lined up by their variables. (Which they are)

1. Press [2nd] then press [MATRIX]

2. Move over from NAMES to EDIT using the arrow keys

3. Now press [ENTER]

4. Make sure that size of the matrix is the size that you want. (In this case it is 2 x 3,
because there are two columns and 3 rows). If the system is larger or smaller
change the numbers next to where it says MATRIX[A].

5. Now move your curser into the matrix using the arrow keys and input the
numbers of your system into the matrix.
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6. Press [2nd], then press [Quit] once you have the matrix you want on the screen,
this will take you back to the home screen.

7. Now Press [2nd], then press [CATALOG]

8. Now Press [r] and look for rref( and press [ENTER], rref( should appear on your
home screen

9. Press [2nd], then press [MATRIX]

10. Make sure that that the number of the matrix that you imputed into your calculator
is highlighted, in this case 1: [A] 2x 3, and press [ENTER]
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11. Now press ) to close your equation and then press [ENTER]

Your answer is located in the last column, in this problem the answer is (-4, 2)

Class Work
(Solving System of Equations)
 37

Name: _________________ Date: ____________

Directions: Using the matrix program in your calculator, solve the systems of
equations. Then in your groups discuss your answers and answer the questions at the
bottom of this worksheet. You have to make sure that your variables match up before
putting the system into your calculator.

1. y = -x +3
y=x+1

2. x y = 1
5x 4y = 0

3. y = 2x 15
x = -2y

Group Work Questions

1. What does the answer to the system of equations tell you?

2. Can you find the answers to the system of equations algebraically? If so How?

3. Can you find the answer to the system of equations using your graph in your
calculator? If so How?

Answer Key to Class Work:

1. (1, 2)
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2. (-4, -5)

3. (6, -3)

Group Work Questions

1. This is the two lines cross. This is where the two linear equations have the same x
and y values.

2. Yes, Solve for Y and substitute that equation into the other equation for Y. Now
solve for x. This is your answer for x. Then put the x-value into an equation and
solve for y. This is your y-value.

3. Yes, solve each equation for Y, and then graph both equations into your
calculator. Go into CALC and find there intersection.

Homework
Name: _______________________ Date: __________________

Directions: Solve the system of equations

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1. x = 4
y=x+1

2. a + b = 4
4a + b = 1

3. 2w z = 2
4w + z = 20

4. 2x + 4y = 14
3x -5y = -1

5. You have 100 trading cards and your friend has 20, every day you give your
friend one card. Use the equations c = 100 d and c = 20 + d to model this situation.
Use the matrix or graph to find out when both of you have the same number of cards.

Answer Key:
1. (4, 5)
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2. (-1, 5)

3. (11/3, 16/3) or (3.67, 5.33)

3. (3, 2)

5. In 40 days they will have the same number of cards. They will both have 60
cards.