Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Lesson 2: Solving Systems of Equations

Algebraically
Specificall Substitution

Date

Friday
September 30, 2016

Subject/Gra
de Level

Math 20-1

Time
Duratio
n

(9:17-10:29)

Unit

Systems of Equations and Inequalities

Teacher

Jordan Hitz

(45mins)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Relations and Functions - Develop algebraic and graphical resoning through the
study of relations.
RF6 - Solve, algebraically and graphically, problems that involve systems of linearquadratic and quadratic-quadratic equations in two variables.
LEARNING OBJECTIVES

Students will:
1. Use technology to solve linear-quadratic and quadratic-quadratic equations

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

Watch for students who understand concept/ who are struggling with
concept
Watch to make sure everyone is mostly on task
Watch to make sure everyone is participating in the class
What do we notices when we graph these equations?
What types of questions can we be asked by this?
participating in class discussions
discovery worksheet complete - noticing patterns about quadratics
questions assigned completed

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Pre-Calculus 11 Textbook

MATERIALS AND EQUIPMENT

Calculators
Textbook
Notes

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda
Transition to Body

Introduction
Have three sets of equations up on the board. Have the
students graph them and write down what they notice.
above
Students are expected to actively participate in the lesson
through:
Collaborating with me and their peers
Listening
Practicing Problems
Asking Questions
Warm up with reading in vertex form
What types of questions could you be asked when graphing
these equations?

Adapted from a template created by Dr. K. Roscoe

Time
10 mins
NA

NA

NA
30 sec

Body

Lesson Plan Template ED 3501 (Version C)

Time

Learning Activity
#1
NOTES
PRACTICE
BRAIN BREAK

9:27-9:52

Notes: Solving Systems Graphically (20 mins)

Separate the board into logical sections, especially when
drawing linear-quadratic and quatratic- quadratic graphs
Open up calculator and do the first question. Go through the
steps and then walk through what students are supposed to do
and explain why verifying is necessary.
Have students try the second verification. and then go over it
together.
Give students 5 mins to go over the YOU TRY.
Go over it together
25 mins

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

9:52 - 10:22

BRAIN BREAK/Breather (5mins)

o Alright, youve been sitting for about a half hour
now so it is time to stretch
If students groan, encourage them to
stand up and that if they spend too much
time sitting, it can mess-up their back,
neck or even internal organs (allow fatty
acids to start clogging your heart)
o Reach as high as you can on tip toes
o Reach toward toes
o Repeat 3x
o Hang your head down and slowly swing side-toside (4x)
o Deep Squat (10 sec)
o Head down and pull hands behind back (10 sec)

Students who need help with the concept:

Go up to students and show them the specific
buttons on their calculators if they need further help
Assessments: Observe if students are able to identify the
patterns and use their calculators properly
Practice (10 mins)
o p. 435 #2-5, 7
Go over Questions: (5-10 mins)
From Question 2 are there any specific questions you would like
me to go over? That you think it would be helpful to go over?

NA

25-30
mins

Practice (10 mins)

Teacher Notes:
Assessments/
Differentiation

Students who need help with the concept:

Ask them what is a little bit foggy for them, taking
time to explain the concepts and encouraging to try
things to solve it.
We get better through practice.

Adapted from a template created by Dr. K. Roscoe

NA

Lesson Plan Template ED 3501 (Version C)

Assessments: I will walk around as students are working,
checking to make sure they are using their calculators properly
and engaging in their problem solving skills.
Learning Activity
#3

10:20-10:29
IF TIME
PERMITS
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

10:27-10:29
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

IF TIME PERMITS!!!
Relating systems to a context - pg. 427
Lets discuss the concept. (5 mins)

10 mins

Have students try the one at the bottom of the page. (5 mins)

Assessments: I will walk around as students are working,

checking to make sure they are using their calculators properly
and engaging in their problem solving skills.
Closure
Is there anything that you would like to go over again
tomorrow?
Thanks for working so well today, tomorrow we will
practice factoring quadratics by completing the Square.

NA
Time
2 mins

ABOVE
ABOVE
In Consolidation of Learning

NA

CALCULATORS:
Zero(s) of a Function
o On Calculator: use y = (x 2) 2 10
Zeros, left/right

Sponge
Activity/Activities

Y-intercept: The y-value when the curve crosses the y-axis, when
x=0

o Calculator: Same function, 2nd Calc Value

set x=0
Making your window bigger
Window
Practice (10 mins)
Page 215 #3 - Solve means find the Zeros/roots/x-intercepts
For questions like d) 5x 2 5x = 30 bring the 30 to the same side at the xs
-30 -30

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe