2/11/19 to 2/28/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Algebra I Keystone Remediation _
Time Needed for Lesson 231 minutes Lesson Concept Systems of Equations: 3 Approaches__

PA STANDARD(S) (Write out standards):

2.8.A1.E: Use combinations of symbols and numbers to create expressions, equations, and inequalities in two or more
variables, systems of equations, and inequalities, and functional relationships that model problem situations.

CC.2.2.HS.D.10: Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically
and graphically.

2.8.A1.F: Interpret the results of solving equations, inequalities, systems of equations, and inequalities in the context of
the situations that motivated the model.

CC.2.2.HS.C.3: Write functions or sequences that model relationships between two quantities.

CC.2.2.HS.D.9: Use reasoning to solve equations and justify the solution method.

2.5.A1.A: Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan,
check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.

BIG IDEAS/ESSENTIAL QUESTIONS:

How many ways can we solve a system of equations?

Which method do I prefer to use when solving a system of equations?

ELIGIBLE CONTENT:

A1.1.2.1.1: Write, solve, and/or apply a linear equation

A1.1.2.2: Write, solve, and/or graph systems of linear equations using various methods

A1.1.2.1.3: Interpret solutions to problems in the context of the problem situation

A1.1.2.2.1: Write and/or solve a system of linear equations (including problem situations) using graphing, substitution,
and/or elimination

A1.2.2.1.4: Determine the slope and/or y-intercept represented by a linear equation or graph

A1.2.1.2.1: Create, interpret and/or use the equation, graph, or table of a linear function

OBJECTIVE(S) (Be sure to include all four parts):

The student will solve for the variables in systems of equations using the substitution method on the in-class packet
with 75% accuracy.

The student will solve for the variables in systems of equations using the elimination method on the in-class packet
with 75% accuracy.

The student will solve for the variables in systems of equations using graphical methods on the in-class packet with
75% accuracy.

The student will use KWNS graphic organizer sheets to solve word problems that can be represented using systems
of equations on the in-class packet with 75% accuracy.

MATERIALS:
Whiteboard
Marker
Eraser
In-Class Packet
Smartboard
iPad
Stylus
YouTube videos
Graphing Calculators
KNWS Graphic Organizers
Basketball
TI-84 Calculators
Haiku Summary Sheet

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher play the “Systems of Equations” song from YouTube
 The teacher will have students say the three different ways we can solve a system of equations: elimination,
graphing, and substitution
 The teacher will say that we are going to focus on these three ways of solving systems of equations for the next
two weeks or so
 The teacher will state the bolded parts of the objectives.

BODY (Bulleted step by step/differentiation must be included)

Day 1:
 The teacher will start by looking at number 2 on the in-class packet
 The teacher will talk with students about how to use the “elimination method” to solve a system of equations
 The teacher will emphasize that we want to be like the Terminator
 The teacher will say that we need to focus on one variable (x or y) and we want to try and eliminate it just like the
Terminator would in any of the movies
 The teacher will go through and say that we can multiply either equation by any number and then add the two
equations together to get a new equation.
 The teacher will emphasize that only one variable is left and it equals one number
 The teacher will then say that we need to plug in this value into one of the equations so that we can solve for the
other variable
 The teacher will summarize the process of using elimination to solve for the variables
 The teacher will have students work on problems 1-5 at their seats

Day 2:
 The teacher will start by looking at number 6 on the in-class packet
 The teacher will talk with students about how to use the “elimination method” to solve a system of equations
 The teacher will emphasize that we want to be like the Terminator
 The teacher will say that we need to focus on one variable (x or y) and we want to try and eliminate it just like the
Terminator would in any of the movies
 The teacher will go through and say that we can multiply either equation by any number and then add the two
equations together to get a new equation.
 The teacher will emphasize that only one variable is left and it equals one number
 The teacher will then say that we need to plug in this value into one of the equations so that we can solve for the
other variable
 The teacher will summarize the process of using elimination to solve for the variables
 The teacher will have students work on problems 6-10 at their seats

Day 3:
 The teacher will review any of the first ten problems that students might have questions on.
 The teacher will go over the answers with students to the first ten problems.
 The teacher will ask students if they have any more questions on the first ten problems or on how to use the
elimination method.
 The teacher will start to talk about the “Graphing Method” of solving equations by showing a picture of a giraffe.
 The teacher will cough and emphasize the word “Graph” (This is a SpongeBob SquarePants Reference)
 The teacher will graph number 11 on Desmos graphing calculator.
 The teacher will review with students how we graph a function given the slope and the y-intercept.
 The teacher will emphasize that the intersection point of the two equations represents the solution of x and y in
our equations
 The teacher will ask students if they have any questions up to this point.
 The teacher will have students graph the equations in number 12 in their packets.
 After each student has a graph, the teacher will pass out TI-84 calculators to each student.
 If necessary, the teacher will review how to graph equations on the TI-84 calculator.
 The teacher will ask students to check their work with the calculator.

Day 4:
 The teacher will review the graphing method of solving equations with students.
  The teacher will have students grab TI-84 calculators.
 The teacher will start with number 17 and go over how to graph each equation on the whiteboard.
 The teacher will re-emphasize the idea that the point of intersection represents the solution of our system of
equations.
 The teacher will check for student understanding after reviewing this idea.
 The teacher will have students work on problems 13-17 in their packets showing all work and graphs.

Day 5:
 The teacher will review the graphing method of solving equations with students.
 The teacher will have students grab TI-84 calculators.
 The teacher will have students work on problems 18-20 in their packets.
 The teacher will go over the answers with students to the first ten problems.
 The teacher will ask students if they have any more questions on the problems 11-20 or on how to use the
graphing method to solve a system of equations.
 The teacher will say that there is one more way we can solve systems of equations and it’s called the “substitution
method”
 The teacher will ask students how many of them play a sport. The teacher will ask these students if coaches are
allowed to substitute players during a match/game?
 The teacher will say this is the same idea with the substitution method. You take someone out of the game and
substitute someone else into the game for some reason (maybe the person is getting tired or are not performing up
to par).
 The teacher will say that we only want to deal with one variable so this is why we substitute. Having two
variables in an equation does not perform up to par because we don’t know what to do with them by themselves.
 The teacher will go over problem #21 with students and solving for x.
 If time remains, students may work on other problems in the packet.

Day 6:
 The teacher will bring in a basketball and dribble it in front of the classroom.
 The teacher will remind students that the substitution method is used when a player (or in this case, a teacher)
dribbles the basketball for too long and gets so tired that he falls over and hits his face on the floor.
 The teacher will review problem #28 with students and perform the substitution.
 The teacher will ask students if they have any questions with problems 21 or 28.
 The teacher will have students work on problems #21-30 in their packets.

Day 7:
 The teacher will go over problem #34 with students in class
 The teacher will emphasize the fact that #34 has no solution.
 The teacher will say that a lot of the time when we substitute people on a basketball team, they will make the
situation better for their team but sometimes they can make the situation worse for their team.
 When we don’t have a solution for a system of equations, it means that it doesn’t matter who we substitute in for
the player that we took out, there is no way that the team will be able to win the game.
 The teacher will ask students if they have any questions with any of the substitution problems up to this point.
 The teacher will have students work on problems #31-35 in their packets.

Day 8:
 The teacher will review that so far we have talked about three different ways to solve a system of equations:
elimination, substitution, and graphing.
  The teacher will emphasize that no matter which method you use; you will arrive at the correct answer.
 The teacher will say now it is up to you to pick which method you would prefer to use and determine if it is an
appropriate way to go about solving some real-world problems.
 The teacher will pass out the KNWS sheets to students.
 The teacher will work through problem #37 using the KNWS by describing what we know about the problem,
what we don’t need, what we need to solve for, and what strategy we will be using.
 The teacher will solve the system of equations that we created and determine that the price of one adult ticket is
$13 and the price of one child ticket is $9.
 The teacher will have students work on problems 36-40 by filling out a KNWS sheet for each problem and
eventually arriving at the correct solution by showing work.

Day 9:
 The teacher will work through problem #43 using the KNWS sheet by describing what we know about the
problem, what we don’t need, what we need to solve for, and what strategy we will be using.
 The teacher will solve the system of equations that we created and determine that the price of one daylily is $7
and the price of one pot of ivy is $5.
 The teacher will ask students if they have any questions on problem #43.
 The teacher will have students work on problems 41-45 by filling out a KNWS sheet for each problem and
eventually arriving at the correct solution by showing work.

Day 10:
 The teacher will work through problem #47 using the KNWS sheet by describing what we know about the
problem, what we don’t need, what we need to solve for, and what strategy we will be using.
 The teacher will solve the system of equations that we created and determine that the price of one senior citizen
ticket is $12 and the price of a child ticket is $6.
 The teacher will ask students if they have any questions on problem #47
 The teacher will have students work on problems 46-50 by filling out a KNWS sheet for each problem and
eventually arriving at the correct solution by showing work.
 The teacher will ask students to be ready to turn in their packets by the end of class tomorrow.

Day 11:
 The teacher will ask students if they have any questions on any of the problems in the packet.
 The teacher will go over any questions that the students may have regarding the problems in the packet.
 The teacher will ask students to turn in their packets along with all of their KNWS sheets.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will say that we spent a lot of time talking about systems of equations and that they are important to
use in order to describe a lot of events where we have two or more variables and we want to know the values of
each variable.
 The teacher will emphasize that each one of these methods still work if we have more than two variables. A
system of equations can have many variables and the same process applies for each method.
 To give an example, the teacher will ask students how many of them have ever played Sudoku puzzles.
 The teacher will say that we can describe a Sudoku board by looking at the sum and product of each row, block,
and column and writing a system of 136 different equations and 81 different variables to give an example of a
large system of equations.
  The teacher will have students write a short haiku poem (17 syllables) describing at least one of the methods that
we used to solve a system of equations on their Haiku Summary Sheet.

ACCOMMODATIONS/MODIFICATIONS:
 The teacher will provide additional time as needed in order to complete the problems in class
 The teacher will provide visual aids such as graphs, giraffes, and the Terminator in order to help students
understand each process that can be used to solve a system of equations
 The teacher will provide TI-84 calculators for students who would like to check over their work or graphs
 The teacher will provide kinesthetic forms of instruction through a basketball in order to help students understand
the idea of “substitution”
 The teacher will provide KNWS sheets for students who have trouble with reading comprehension and
comprehension of word problems
 The teacher will provide Haiku summary sheets for students in order to provide some enrichment processes in
their ability to summarize material.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of solving for the variables in systems of equations using the
substitution method by getting at least 75% of questions correct on the in-class packet.
 The student will master the objective of solving for the variables in systems of equations using the elimination
method by getting at least 75% of questions correct on the in-class packet.
 The student will master the objective of solving for the variables in systems of equations using graphical
methods by getting at least 75% of questions correct on the in-class packet.
 The student will master the objective of using KNWS graphic organizer sheets to solve word problems that
can be represented using systems of equations by completing 15 KNWS sheets with something in each of the
four boxes in each KNWS chart.
 The student will master all of the objectives through various daily informal checks for understanding by the
teacher across 11 days of instruction.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

Most students scored in the upper 80’s on this packet. I cannot give an exact average at this point due to not having four of
the student submissions at this time. Overall, I thought that giving them a large packet caused more problems than what it
was worth. A large packet did force them to pace themselves, keep up with my demands, and focus on three major topics
in greater depth. However, several students lost their packets and had to start all over again. Students did not bother trying
when they saw a bunch of problems that were really foreign to them.

The use of the KNWS graphic organizer strategy was definitely a very good part of this lesson. Students demonstrated
their ability to read through a problem and understand what the problem was asking them to do, what information they
had, what information they did not need, and how they were going to solve the problem. For students who filled out these
sheets accurately, there work was nearly flawless on the open-ended problems. I am confident that this will help them do
better on the open-ended section of the Algebra I Keystone exam and I am very relieved as a result of that discovery.