Laura Curry Mte Lesson Plan 4-24-17

Standard:
8.EE.C.8. Analyze and solve pairs of simultaneous linear equations.
(a) Understand that solutions to a system of two linear equations in two variables
correspond to points of intersection of their graphs, because points of intersection
satisfy both equations simultaneously.
Learning goals:
1. Students will understand that the graph of an equation represents all the
solutions (x, y) that make the equation true.
2. Students will understand that the graphs of two equations can be graphed in
the same coordinate plane.
3. Students will understand that, due to learning goal #1, the point of
intersection of two equations’ graphs represents a solution (x, y) that makes
both equations true.
4. Students will understand that if the graphs of two equations never intersect,
then there is no solution (x, y) that makes both equations true.
5. Students will understand that if the graphs of two equations are the same
graph, then every coordinate of (x, y) on the graph represents a solution that
holds true for both equations.
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Task and Discussion/Questions:
1. Graph the equation 𝒚 = 𝟐𝒙 + 𝟕.
a. What are some of the ways you graphed this line?
i. Expectations: using slope-‐intercept form; using a table of
values (highlight table of values method, create a small table of
values, line is made up of the points in the table)
b. What do each of these points on the line represent?
i. Expectations: solution to the equation; points in the table
ii. Goal: pairs of x and y values that make the equation true.
c. Intro to problem 2: What are some possible advantages to graphing
two equations on the same coordinate plane?
i. Expectations: can compare the lines; can see which line has a
larger y-‐intercept; which line has a steeper slope
I hope to solidify students’ understanding that each of the points on a graph
represents a pair of values that make the equation true through the discussion
of the first problem. Solidifying this understanding will help them when it
comes to discussing what the solution to a system of equations represents.
This discussion also leads into the idea of using graphs to solve systems of
equations.
2. Graph the equation 𝒚 = 𝟑𝒙 + 𝟓 on the same coordinate plane. Do you
notice anything interesting about the graph of the two equations?
a. What was interesting about the graph of the two equations?
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i. Possible responses: the second equation grows faster than the
first equations; the first equation has a higher y-‐intercept than
the second equation; the lines cross at the point (2, 11)
ii. What are some important points in the graph of both
equations? (to ask if students do not mention the lines
crossing)
1. Expectations: y-‐intercepts; x-‐intercepts; point where
the lines cross
b. What does (2, 11) represent?
i. Expectations: a point on both lines; a pair of values of x and y
that make both equations true
ii. If necessary, look at its importance for each equation (similar
to discussion about #1)
1. Expectation: (2, 11) is a pair of values of x and y that
makes the first equation true and that makes the second
equation true.
c. Identify this as a system of equations, identify (2, 11) as the solution
to this system of equations.
The discussion questions for the second problem are meant to guide the
students through determining the solution to a system of equations by
graphing. They are also meant to guide students through determining what
the solution to a system of equations represents.
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𝒚 𝟏
3. Graph the equations 𝒚 = 𝟑𝒙 + 𝟏 and 𝟑 = 𝒙 + 𝟑 . What is interesting about
the graph of these two equations?
a. What is interesting about the graph of these two equations?
i. Expectation: They are both the same line; they have the same
y-‐intercept and slope
b. When do the two lines intersect?
i. Expectation: never; always; every point on the line 𝑦 = 3𝑥 + 1
ii. If necessary, go back to #2 discussion, point where they
crossed/touched, so when do these two lines touch?
1. Expectation: everywhere along the line
c. Then what is the solution to this system of equations?
i. Expectations: any point on the line 𝑦 = 3𝑥 + 1; the line
𝑦 = 3𝑥 + 1
d. How many points are on the line? So how many solutions are there for
this system?
i. Expectations: infinitely many points on the line, so infinite
number of solutions
The discussion questions for the third problem are intended to help students
come to the realization that a system of equations can have more than one
solution. They will hopefully connect this idea with the previous discussions of
what the solution to a system of equations represents.
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4. Graph the equations 𝒚 = 𝟒𝒙 + 𝟑 and 𝒚 = 𝟒𝒙 + 𝟕. What do the graphs of
the two equations have in common? What is different about the graphs
of the two equations?
a. Discuss what the equations have in common and what is different.
i. Expectations: the lines have the same slope, but they have
different y-‐intercepts and different x-‐intercepts
b. Do these lines intersect?
i. Expectations: we can’t know; no they do not
c. What does that mean about the solution to this system?
i. Expectations: since the lines do not cross, there is no solution
to the system
The discussion for the fourth problem is meant to show students that a system
of equations may not have a solution. These questions are meant to guide
students to connect this new problem with the previous discussion on the
meaning of the solution to a system of equations.
Reason for selecting the task:
I selected this task because I wanted the students to see the three types of solution
sets for systems of linear equations and how those look when the system is graphed.
Students will work through each problem in small groups, but between each
problem I plan on having a class discussion about their findings in the previous
problem. One reason I think this task is thought provoking is that there are multiple
ways students can try to graph a linear equation. Another reason is that the task
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asks students to analyze the meaning of the intersections between two lines instead
of just find the intersections.
How/why the task addresses my learning goals:
Problems 1 and 2 will address learning goals 1 and 2 through the discussion I plan
on having with the class. After they graph the first equation, we will discuss what
each point on that line represents. Then we will discuss our ability to graph two
lines on the same coordinate plane. Problem 2 will address learning goal 3 because
students will be looking at a system of linear equations with one solution. Similarly,
problems 3 and 4 will address learning goals 5 and 4 respectively because students
will be looking at a system of linear equations with infinite solutions and a system of
linear equations with no solution.
My answers using problem solving framework:

Initial thinking: The problem is asking me to graph three separate systems of
equations. For each system that I graph, I need to identify special features of the
graph to help me find the solution. An assumption I am making about the problem is
that I should include the solution to each system of equations after determining the
interesting information about each graph.
Plans/strategies: For the first problem, I can make a table of values to help me
graph the line. For the second problem, I can make a table of values for the second
equation to get the graph of the line and then compare the lines on my graph to find
something interesting. For the third problem I can use slope-‐intercept form to graph
each equation and then compare the lines on my graph to find something
interesting. For the fourth problem I can use slope-‐intercept form to graph each
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equation and then compare the lines on my graph to find what is common and what
is different between the lines.
Solution:
x y
-‐2 3
-‐1 5
0 7
1 9
2 11
7
x y
-‐2 -‐1
-‐1 2
0 5
1 8
2 11
The graphs of the two equations intersect at the point (2, 11). Then the
solution of this system of equations is (2, 11)
8
𝒚 𝟏
3. Graph the equations 𝒚 = 𝟑𝒙 + 𝟏 and 𝟑 = 𝒙 + 𝟑 . What is interesting
about the graph of these two equations?
The graphs of the two equations are the same line. Then the lines intersect
along every point of the line. Then every point on the line is a solution to the
system of equations, so there are infinite solutions to this system of
equations.
9
4. Graph the equations 𝒚 = 𝟒𝒙 + 𝟑 and 𝒚 = 𝟒𝒙 + 𝟕. What do the graphs
of the two equations have in common? What is different about the
graphs of the two equations?
The graphs of the two equations do not intersect. The lines both have the
same slope but they have different y-‐intercepts. Because the lines do not
intersect, there is no solution to this system of equations.
10
Reflection: In carrying out my plan, I arrived at the correct answer. I can check my
graphs for #1 and #2 by using slope-‐intercept form. Then I can check to make sure
(2, 11) is a solution by checking to make sure that the point holds true for both
equations.
𝑦 = 2𝑥 + 7 𝑦 = 3𝑥 + 5
11 = 2 2 + 7 11 = 3 2 + 5
11 = 11 11 = 11
I can check my graph for #3 by making a table of values for each line.
𝑦 = 3𝑥 + 1
x y
-‐1 -‐2
0 1
1 4

! !
!
= 𝑥 + !
x y
-‐1 -‐2
0 1
1 4
The tables are the same, so I know that the equations have the same graph, and
therefore there are infinite solutions to the system of equations.
I can check my graph for #4 by making a table of values for each line.
11
𝑦 = 4𝑥 + 3
x y
-‐1 -‐1
0 3
1 7
𝑦 = 4𝑥 + 7
x y
-‐1 3
0 7
1 11
The tables correspond to the graph in my original solution. Because the lines do not
intersect, there is no solution to this system of equations.
12
Hypothetical student response -‐ Sam:
Mathematical understandings Sam currently has: how to graph a line using slope-‐
intercept form, how to graph a line using two points. Sam does not have the
understanding that a line is made up of an infinite number of points, so I hope to
build that understanding through the first problem so that Sam better understands
the rest of the problems.
Thinking: Sam uses slope-‐intercept form to graph the line of 𝑦 = 2𝑥 + 7.
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The lines cross at (2, 11)
Thinking: Sam still uses slope-‐intercept form to graph the line of 𝑦 = 3𝑥 + 5
after the discussion of using a table of values because it’s faster. When
looking at something interesting about the graph, he picks the point where
the lines cross because it is the only thing the lines have in common.
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𝒚 𝟏
3. Graph the equations 𝒚 = 𝟑𝒙 + 𝟏 and 𝟑 = 𝒙 + 𝟑 . What is interesting
about the graph of these two equations?

! !
Changes ! = 𝑥 + ! into 𝑦 = 3𝑥 + 1 to make it slope-‐intercept form.
The graphs of the equations are the same line. The lines touch at every point
on the line.
Thinking: Sam puts both equations into slope-‐intercept form and sees that
they are the same line. However, due to the conversation about #1, he knows
that the line is made up of an infinite number of points so he is able to
describe that every one of those points of the line is shared by both
equations.
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4. Graph the equations 𝒚 = 𝟒𝒙 + 𝟑 and 𝒚 = 𝟒𝒙 + 𝟕. What do the graphs
of the two equations have in common? What is different about the
graphs of the two equations?
The lines have the same slope and different y-‐intercepts. They do not cross.
Thinking: Sam uses his knowledge of slope-‐intercept form to see that the
graphs have the same slope of 4 and different y-‐intercepts of 3 and 7.
Because of the lines having the same slope and different y-‐intercepts, he sees
that the lines will not cross
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Hypothetical student response – Grace:
Mathematical understandings Grace currently has: how to graph a line by plugging x
values into the equation, how to find the slope and y-‐intercept of a line from the
graph. Grace does not currently see the corresponding x and y values as coordinate
pairs. I hope to build that understanding through the task by building a table of
values and using that table to find points on the line. In addition, we will discuss
what those points represent, which will hopefully give meaning to the use of
coordinate points.
𝑦 = 2 0 + 7 𝑦 = 2 1 + 7 𝑦 = 2 2 + 7
𝑦 = 7 𝑦 = 9 𝑦 = 11
Thinking: Grace plugs values of x into the equation to find some of the points
on the line.
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𝑦 = 3 0 + 5 𝑦 = 3 1 + 5 𝑦 = 3 2 + 5
𝑦 = 5 𝑦 = 8 𝑦 = 11
The second equation has a steeper slope than the first equation. Before the
point (2, 11) the first equation’s graph is higher on the y-‐axis, but after (2,
11) the second equation’s graph is higher on the y-‐axis.
Thinking: Grace is able to graph the second equation by plugging values of x
into the equation to find some of the points on the line. She also compares the
lines by seeing which equation’s y-‐values are greater. She is comparing the
lines by seeing what is different and does not focus on what the lines have in
common.
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𝒚 𝟏
3. Graph the equations 𝒚 = 𝟑𝒙 + 𝟏 and 𝟑 = 𝒙 + 𝟑 . What is interesting about
the graph of these two equations?
Equation 1:
𝑦 = 3 0 + 1 𝑦 = 3 1 + 1 𝑦 = 3 2 + 1
𝑦 = 1 𝑦 = 4 𝑦 = 7
Equation 2:
! ! ! ! ! !
!
= 0 + ! ! = 1 + ! ! = 2 + !
! ! ! ! ! !
!
= ! ! = ! ! = !
𝑦 = 1 𝑦 = 4 𝑦 = 7
The two equations have the same graph. The values of y are the same if the
values of x are the same.
Thinking: Grace graphs each equation by plugging values of x into the
equations to find points on the lines. When the lines turn out to be the same
line, she knows that they will have all the same points.
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4. Graph the equations 𝒚 = 𝟒𝒙 + 𝟑 and 𝒚 = 𝟒𝒙 + 𝟕. What do the graphs of
the two equations have in common? What is different about the graphs
of the two equations?
Equation 1:
𝑦 = 4 0 + 3 𝑦 = 4 1 + 3 𝑦 = 4 2 + 3
𝑦 = 3 𝑦 = 7 𝑦 = 11
Equation 2:
𝑦 = 4 0 + 7 𝑦 = 4 1 + 7 𝑦 = 4 2 + 7
𝑦 = 7 𝑦 = 11 𝑦 = 15
The two equations have the same slope but different y-‐intercepts. The lines
will never cross because they will never have any points in common; the y-‐
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value of the second equation will always be 4 above the y-‐value of the first
equation.
Thinking: Grace plugs values of x into each equation to find the
corresponding values of y. Through this process, she sees that for the same x-‐
value, the y-‐value of equation 2 is always 4 more than the y-‐value of equation
1. Then she knows that the lines will never cross because the y-‐value of
equation 2 will never be the same as the y-‐value of equation 1 for the same
value of x.
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Laura Curry Mte Lesson Plan 4-24-17

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Laura Curry Mte Lesson Plan 4-24-17

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Standard:

8.EE.C.8. Analyze and solve pairs of simultaneous linear equations.

solutions (x, y) that make the equation true.

the same coordinate plane.

both equations true.

holds true for both equations.

1. Graph the equation 𝒚 = 𝟐𝒙 + 𝟕.

i. Expectations: using slope-­‐intercept form; using a table of

i. Expectations: solution to the equation; points in the table

two equations on the same coordinate plane?

larger y-­‐intercept; which line has a steeper slope

first equations; the first equation has a higher y-­‐intercept than

1. Expectations: y-­‐intercepts; x-­‐intercepts; point where

the lines cross

b. What does (2, 11) represent?

that make both equations true

to discussion about #1)

to this system of equations.

the solution to a system of equations represents.

the graph of these two equations?

y-­‐intercept and slope

b. When do the two lines intersect?

i. Expectation: never; always; every point on the line 𝑦 = 3𝑥 + 1

crossed/touched, so when do these two lines touch?

1. Expectation: everywhere along the line

i. Expectations: any point on the line 𝑦 = 3𝑥 + 1; the line

i. Expectations: infinitely many points on the line, so infinite

number of solutions

what the solution to a system of equations represents.

of the two equations?

different y-­‐intercepts and different x-­‐intercepts

b. Do these lines intersect?

i. Expectations: we can’t know; no they do not

meaning of the solution to a system of equations.

Reason for selecting the task:

of just find the intersections.

How/why the task addresses my learning goals:

linear equations with no solution.

My answers using problem solving framework:

interesting information about each graph.

is different between the lines.

1. Graph the equation 𝒚 = 𝟐𝒙 + 𝟕.

solution of this system of equations is (2, 11)

about the graph of these two equations?

graphs of the two equations?

the rest of the problems.

1. Graph the equation 𝒚 = 𝟐𝒙 + 𝟕.

The lines cross at (2, 11)

about the graph of these two equations?

graphs of the two equations?

that the lines will not cross

1. Graph the equation 𝒚 = 𝟐𝒙 + 𝟕.

the graph of these two equations?

values of x are the same.

of the two equations?

value of x.

Anda mungkin juga menyukai

i. Expectations: using slope-‐intercept form; using a table of

larger y-‐intercept; which line has a steeper slope

first equations; the first equation has a higher y-‐intercept than

1. Expectations: y-‐intercepts; x-‐intercepts; point where

y-‐intercept and slope

different y-‐intercepts and different x-‐intercepts