NCTM Content Standard/National Science Education Standard:

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1 Title: Real World Systems of Linear Equations Brief Overview: In this unit, students will be learning, practicing, and discussing ways of representing real world situations by using systems of linear equations. The student will be able to interpret and discuss the differences between Slope- Intercept Form and Standard Form of Linear Equations, in an attempt to better understand when to use which form to represent different situations. NCTM Content Standard/National Science Education Standard: write equivalent forms of equations and systems of equations and solve them with fluency mentally or with paper and pencil in simple cases and using technology in all cases. use symbolic algebra to represent and explain mathematical relationships. be able to represent and analyze mathematical situations and structures using algebraic symbols. They will be able to use mathematical models to represent given real world situations. be able to build new mathematical knowledge through problems solving. The will be able to solve problems that arise in real world situations. be able to communicate their thinking coherently and clearly to peers, teachers, and others. The will be able to use the language of mathematics to express mathematical ideas precisely. These lessons are also written in accordance with the Maryland State Department of Education standard Core Learning Goal Core Learning Goal 1.2.3: The student will solve and describe using numbers, symbols, and/or graphs if and where two straight lines intersect. Grade/Level: Grades 9 12: Pre-Algebra, Algebra 1, Consumer Math Duration/Length: Three 50 minute sessions 1

2 Student Outcomes: Students will be able to: Interpret and solve real world problems using a narrative and two linear equations in slope intercept form. Interpret and solve real world problems using a narrative and two linear equations in standard form Discern between real world standard form and real world slope intercept problems using a narratives, system characteristics and written systems. Materials and Resources: Concentric Circles with Systems of Linear Equations Activity (Directions and required resources) Systems of Linear Equations Index Cards Slope-Intercept Linear System Real World Problems Worksheet and Answer Key Where s the Money? Worksheet and Answer Key Candy is Coming Activity!! (This has directions, student worksheet, and an answer key.) 6 M&M Bags and 6 Hershey Bars for each student or group Standard Form Real World Model Problems Worksheet and Answer Key Warm Up Activity Worksheet and Answer Key Mix-and-Match Real World Systems of Equations Activity (This has directions, resources, and an answer key.) Packet of Index cards 2

3 Development/Procedures: Lesson 1 Preassessment Students will complete the Concentric Circles with Systems of Linear Equations Activity. Directions and resources are located with this activity. This activity will determine whether the students know the different solutions that can be present for Systems of Linear Equations and activates their prior knowledge of solving the systems. Launch Teacher and students will briefly review how a single slope intercept equation could be used to model a real world problem. Particular emphasis will be given to the real world meanings of slope as a rate of change and y intercept as the initial condition or starting value of y. Questions are asked on the Slope-Intercept Linear System Real World Problems worksheet. Students will be asked to consider if a real world situation could be modeled using two slope intercept form equations. Teacher Facilitation Teacher will review basic verbal problem solving skills. Students will be asked to read aloud the problems on the Slope-Intercept Linear System Real World Problems worksheet. The teacher will elicit oral responses from the students on variable definitions, equation set ups, what the problem asks for, and techniques for solving systems of equations. Student Application Following completion of the first problem, students will complete a second similar problem on their own using the Slope-Intercept Linear System Real World Problems worksheet. The teacher will circulate through the class looking for students who need assistance and take questions. Embedded Assessment Teachers assess student learning through responses to verbal questions and visual observations of student work. Assessment emphasis will be placed on each student s second problem performance. Reteaching/Extension Students demonstrating sufficient skill command will be tasked to create a similar real world problem of their own. Adequate command should include the ability to set up a system and fundamental system solving skills. Small errors 3

4 in equation solving should not be considered an issue for mastery. Students who do not demonstrate sufficient skill command will complete a third written exercise with teacher guidance and assistance as needed. Difficulty in setting up a system or fundamental problems with solving a system would indicate insufficient skill command. Instruction is differentiated for the two groups. 4

5 Lesson 2 Preassessment Students will complete the Where s the Money worksheet to refresh the previous lesson s skills. Launch Student s will complete the Candy is Coming Activity!!! In this activity, the students will complete a chart to determine combinations of two different items that can be purchased given a specific number of M&M Bags; they are to determine the number of Hershey Bars that fits the scenario. The activity seeks to guide students into considering real world linear equations in standard form. Teacher Facilitation - Teacher will review basic verbal problem solving skills. Students will be asked to read aloud the problems on the Standard Form Real World Model Problems worksheet. The teacher will elicit oral responses from the students on variable definitions, equation set ups, what the problem asks for, and techniques for system and equation solving. All exercises come from the worksheet. Student Application - Following completion of the first problem, students will complete a second similar problem on their own. The teacher will circulate through the class looking for students who need assistance and take questions. Embedded Assessment - Teachers assess student learning through responses to verbal questions and visual observations of student work. Assessment emphasis will be placed on each student s second problem performance. Reteaching/Extension Students demonstrating sufficient skill command will be tasked to create a similar real world problem on their own. Adequate command should include the ability to set up a system and fundamental system solving skills. Small errors in equation solving should not be considered an issue for mastery. Students who do not demonstrate sufficient skill command will complete a third written exercise with teacher guidance and assistance as needed. Difficulty in setting up a system or fundamental problems with solving a system would indicate insufficient skill command. Instruction is differentiated for the two groups. 5

6 Lesson 3 Preassessment Students will complete the Warm Up Activity worksheet about the characteristics of real world slope intercept and standard form linear systems. Students will seek to develop a way to distinguish between the two types systems in a verbal problem. Launch Students will complete the Mix-and-Match Real World Systems of Equations Activity. Directions and resources are located with this activity. This activity will determine whether the students know how to match real world scenarios with an appropriate System of Linear Equations. Teacher Facilitation - Teacher will check to see that students matched the systems and real world scenario correctly and then direct students to solve the problem with their partner. Application Each pair of students will solve their systems problem and prepare a presentation to be delivered to the rest of the class. As the presentations take place, the other students should be taking notes, asking questions, and offering suggestion for improvement. If you have a larger class, select certain groups to give their presentations. Or you may want to do a Group Merry-Go-Round Activity in which each group prepares a poster, places the poster on the wall, and the students walk around the room placing their ideas and/or concerns on the poster. Estimated time: 10 minutes for finding the solution and preparing presentation. Additional time is needed for presentations, based on the number of groups. Embedded Assessment - Teacher assesses student learning through visual observation of student performance in matching the systems and real world scenario correctly and their ability to present their problem to the class. Students write their solutions to the system on the blackboard and present them to the class. Presentation should include definition of variables, steps to solutions and explanation of how the systems were identified. Students will observe and critique each other s work for clarity and correctness. 6

7 Summative Assessment: The summative assessment will have the students complete the two types of real world problems that we concentrated on in this unit. The hope is that the students will be able to prove that they understand how to translate Real World situations into Systems of Linear Equations, and then know how to solve those Systems to determine the answer to the situation. Authors: Edward B. Mosle Baltimore City College High School Baltimore City Christine Gellert Mergenthaler Vo-Tech High School Baltimore City Amanda Metzel Parkdale High School Prince George s County 7

8 Concentric Circles with Systems of Linear Equations Activity Teacher Notes Materials: Copy of the Systems of Equations Index Cards Prepared Set of Index Cards, one card for each student in the class Full Copy of this Activity, one for just the teacher. Preparation: Prepare the index cards. For each index card, place the question on the front and the correct answer on the back. You can find questions attached to this activity. Determine the directions that you will want to deliver to your students. The Student directions listed below will not work for all students, because lower level students may need more direction than upper level students. Student Directions: Students will get in two concentric circles. The inside circle will be facing out and the outside circle will be facing in. The hope is that the students will be facing each other in pairs. With their partner, one student will raise the index card with the answer facing themselves. The other student is to answer the question How many Solutions does this system have? (To make the activity harder you can have the students determine the solutions to each of these systems, either in the circle or when they sit down at their desks.) Once the first question is answered, the roles reverse. Once both students have answered the question, you will direct one of the circles to move, so that each student is paired up with a different student. Repeat the above process until you decide to stop or you run out of pairing options. This Activity was modified from Cooperative Learning & Mathematics High School Activities, Kagan Publishing, The original Activity is called Inside-Outside Circle. 8

9 Systems of Linear Equations Index Cards Question Side Answer Side y = 2x 3 y = x 5 One solution (0,0) y = x+ 2 y = 3x One solution (1, 3) y = 2x + 1 y = x 3 One solution (4, 7) y = 5x+ 1 y = 3x+ 1 One solution (0,1) 9

10 Systems of Linear Equations Index Cards x y = y = 2x 3 One solution (4,5) 2 lines with different slopes One Solution y = 3x 2 y = 3x 2 Infinite solution points Two lines that have the same equation Infinite solution points 10

11 Systems of Linear Equations Index Cards 2 y = x+ 6 5 y = 0.4x+ 6 Infinite solution points Two lines that have the same slope and the same y-intercept Infinite solution points y = 2x+ 7 3y = 6x+ 21 Infinite solution points y = 4x+ 3 y = 4x+ 8 No Solution 11

12 Systems of Linear Equations Index Cards 1 y = x 3 2 y = 0.5x+ 2 No Solution 3y = 9x+ 6 y = 3x+ 4 No Solution No Solution One Solution 12

13 Slope-Intercept Linear System Real World Problems Name: Date: Complete the following sentences: The slope intercept form is In the real world slope, m, means and the y intercept, b, means. 1. Wendy is starting a catering business and is attempting to figure out who she should be using to transport the food to different locations. She has found two trucking companies that are willing to make sure her food arrives intact. Peter s Pick Up charges \$0.40 per mile and charges a flat fee of \$68. Helen s Haulers charges \$0.65 per mile and charges a flat fee of \$23. Define your variables. Write a system of equations to model the above situation. For what distance would the cost of transporting to the produce be the same for both companies? What is that equal cost? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. Which company charges a lower fee for a 160 mile trip? Use mathematics to justify your answer. Which company will move a greater distance for \$200? Use mathematics to justify your answer. 13

14 2. Jonas needs a cell phone. He has a choice between two companies with the following monthly billing policies. Each company s monthly billing policy has an initial operating fee and charge per minute. Operating Fee Charge per Minute Terri s Telephone Carrie s Connection Define your variables. Write a system of equations to model the above situation. At how many minutes is the monthly cost the same? What is the equal monthly cost of the two plans? Use mathematics to explain how you determined your answer. Use words, symbols, or both in your explanation. Which plan costs more 150 minutes of calls each month? Use mathematics to justify your answer. Which plan provides more minutes for \$ 60.00? Use mathematics to justify your answer. 14

16 Slope-Intercept Linear System Real World Problems Name: Answer Key Date: Complete the following sentences: The slope intercept form is y mx b = +. In the real world slope, m, means the rate of change and the y intercept, b, means the initial starting value. 1. Wendy is starting a catering business and is attempting to figure out who she should be using to transport the food to different locations. She has found two trucking companies that are willing to make sure her food arrives intact. Peter s Pick Up charges \$ 0.40 per mile and charges a flat fee of \$68. Helen s Haulers charges \$ 0.65 per mile and charges a flat fee of \$23. Define your variables. x = y = number of miles the truck drove total cost of transporting the food Write a system of equations to model the above situation. Peter's Pick Up: y = 0.40x+ 68 Helen's Haulers: y = 0.65x+ 23 For what distance would the cost of transporting to the produce be the same for both companies? What is that equal cost? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. 0.65x+ 23 = 0.40x x 0.40x 0.25x + 23 = x 45 = x = 180 y = 0.40x+ 68 y = 0.40(180) + 68 y = y = 140 or y = 0.65x+ 23 y = 0.65(180) + 23 y = y = 140 At 180 miles, the cost for the two companies will both be \$

17 Which company charges a lower fee for a 160 mile trip? Use mathematics to justify your answer. 160 miles x = 160 Peter's Pick Up y = 0.40x+ 68 y = 0.40(160) + 68 y = y = 132 \$132 for 160 miles Helen's Haulers y = 0.65x+ 23 y = 0.65(160) + 23 y = y = 127 \$127 for 160 miles Helen s Haulers is \$5 cheaper for 160 miles. Which company will move a greater distance for \$200? Use mathematics to justify your answer. \$200 y = 200 Peter's Pick Up 200 = 0.40x x = x = miles for \$200. Helen's Haulers 200 = 0.65x x = x = miles for \$200. Peter s Pick up will give you 57.7 more miles for the \$ Jonas needs a cell phone. He has a choice between two companies with the following monthly billing policies. Each company s monthly billing policy has an initial operating fee and charge per minute. Operating Fee Charge per Minute Terri s Telephone Carrie s Connection Define your variables. x = number of minutes used for one month y = total cost for one month of service 17

18 Write a system of equations to model the above situation. Terri's Telephone: y = 0.14x Carrie's Connection: y = 0.39x At how many minutes is the monthly cost the same? What is the equal monthly cost of the two plans? Use mathematics to explain how you determined your answer. Use words, symbols, or both in your explanation. 0.14x = 0.39x x 0.14x = 0.25x x = x = 100 y = 0.14x y = 0.14(100) y = y = or y = 0.39x y = 0.39(100) y = y = At 100 minutes, both companies will cost \$ Which plan costs more 150 minutes of calls each month? Use mathematics to justify your answer. 150 minutes x = 150 Terri's Telephone y = 0.14x y = 0.14(150) y = y = \$50.95 for 150 minutes. Carrie's Connection y = 0.39x y = 0.39(150) y = y = \$63.45 for 150 minutes. Terri s Telephone is \$12.50 cheaper for 150 minutes. 18

19 Which plan provides more minutes for \$ 60.00? Use mathematics to justify your answer. \$60.00 y = or y = 60 Terri's Telephone 60 = 0.14x x = x = minutes for \$60. Carrie's Connection 60 = 0.39x x = x = minutes for \$60. Terri s Telephone provides 73 more minutes for \$60. If you felt as though you got #1 and 2 correct, go to Problem #4. If you feel as though you need extra help go to Question 3 and do not complete Question #4. 3. Movies Are Us has two video rental plans. The Regular video rental plan charges \$ 3.25 for each video rental. The Preferred video rental plan has an \$ 8.75 membership fee and charges \$ 2 for each video rental. Define your variables. x = y = number of videos rented total cost Write a system of equations to model the above situation. Regular Video Rental Plan: y = 3.25x Preferred Video Rental Plan: y = 2x

20 How many video rentals give the two plans the same cost? What is the equal cost? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. 3.25x= 2x x 2x 1.25x 8.75 = x = 7 y = 3.25x y = 3.25(7) y = or y = 2x y = 2(7) y = y = At 6 video rentals, both Rental Plans will cost \$ Which video plan costs more for 18 video rentals? Use mathematics to justify your answer. 18 videos x = 18 Regular Plan y = 3.25x y = 3.25(18) y = Rentals will cost \$26. Prefered Plan y = 2x y = 2(18) y = y = rentals will cost \$ For 18 Rentals, the Regular Video Rental Plan is \$18.75 cheaper. Which plan provides more videos for \$100.75? Use mathematics to justify your answer. \$ y = Regular Plan x = x = video rental for \$ Preferred Plan = 2x x = 2 2 x = video rentals for \$ The Preferred Video Rental Plan will get 15 more rentals for \$

21 4. Instead of completing another problem, be creative and write your own scenario. Be sure to give your solution as well. (Hint: The easiest way to come up with this is to determine your answer first.) Answers will vary based on what the students choose to do. 21

22 Where s the Money? Name: Date: Sergeant Major Carter decided to open a JROTC uniform cleaning service at West Point High School. When he started the business he had to purchase an Ironing Board for \$15 and an Iron for \$35. Also, he figured it would cost \$1.25 in cleaning products for each uniform, so he decided he was going to charge \$3.25 for cleaning and pressing one entire uniform. 1. Write a system of equations that would represent the above scenario. 2. How many uniforms does the Sergeant Major have to clean in order to break even? Show your Work. If you choose to use the graphing method, please use the grid provided. 3. If the Sergeant Major cleans fewer uniforms than what you determined in #3, what does it mean? 4. If the Sergeant Major cleans more uniforms than what you determined in #3, what does it mean? 22

23 Where s the Money? Name: Answer Key Date: Sergeant Major Carter decided to open a JROTC uniform cleaning service at West Point High School. When he started the business he had to purchase an Ironing Board for \$15 and an Iron for \$35. Also, he figured it would cost \$1.25 in cleaning products for each uniform, so he decided he was going to charge \$3.25 for cleaning and pressing one entire uniform. 1. Write a system of equations that would represent the above scenario. Let x = the number of uniforms cleaned Let y = the total cost y = x or y = 1.25x + 50 y = 3.25x y = 3.25x 2. How many uniforms does the Sergeant Major have to clean in order to break even? Show your Work. If you choose to use the graphing method, please use the grid provided. Method 1: 1.25x + 50 = 3.25x -1.25x -1.25x 50 = 2.00x = x Sergeant Major Carter must clean 25 uniforms to break even. Justification: x = *25 = \$ x = 3.25*25 = \$81.25 Method 2: Student puss the two equations in on the grid provided and determine eht point of intersection to be (25, 81.25). Method 3: Student puts the two equations in y 1 and y 2 of the TI-83/84, then goes to the Table and scrolls until the values in y 1 and y 2 are equal. This occurs when x = 25. When x = 25, both y values are \$

24 3. If the Sergeant Major cleans fewer uniforms than what you determined in #3, what does it mean? If the Sergeant Major cleans fewer than 25 uniforms, than that means he has not met the Break Even point and is still losing money on his endeavor. 4. If the Sergeant Major cleans more uniforms than what you determined in #3, what does it mean? If the Sergeant Major cleans more than 25 uniforms, than that means he has met the Break Even point and is now making money on his endeavor. 24

25 Candy is Coming Activity!!! Teacher Notes Materials: Candy is Coming!!! Worksheet, one for each student Six M&M Bags and six Hershey Bars, one for each student or group Full Copy of this Activity, one for just the teacher. Teacher Preparation: Decide whether you want the students to complete this activity individually or in groups. Prepare enough Bags of M&Ms and Hershey Bars. Each item must have the correct purchase price on it, to make sure that the students can visualize what the cost will be. Determine the directions that you will want to deliver to your students. The Student directions listed below will not work for all students, because lower level students may need more direction than upper level students. Student Directions: Read the scenario, and complete the table by combining the appropriate number of Hershey Bars and M&Ms. Remember that the total number of items should always be six. Write down each combination in the correct row of the given table. Complete the rest of the worksheet, and wait for the teacher to start the lesson. 25

26 Name: Date: Candy is Coming!!! Ms. Smith decided to purchase M&M Bags and Hershey Bars for all of her students. Each M&M Bag costs \$3.00, while each Hershey Bar costs \$2.00. She ended up spending \$16.00 on her purchase of 6 items. 1. Using the candy, complete the following table: Number of M&M Bags Number of Hershey Bars Total Cost for the 6 Items (\$) 2. Circle the Row that has the Total Cost of \$ How many Bags of M&Ms did Ms. Smith purchase? 4. How many Hershey Bars did Ms. Smith Purchase? 26

27 COMPLETE THIS SIDE WITH THE TEACHER!! Ms. Smith decided to purchase M&M Bags and Hershey Bars for all of her students. Each M&M bag costs \$3.00, while each Hershey bar costs \$2.00. She ended up spending \$16.00 on her purchase of 6 items. Define your variables. Write a system of equations to model the above situation. How many M&M Bags did Ms. Smith Purchase? How many Hershey Bars did Ms. Smith Purchase? 27

28 Name: Answer Key Date: Candy is Coming!!! Ms. Smith decided to purchase M&M Bags and Hershey Bars for all of her students. Each M&M Bag costs \$3.00, while each Hershey Bar costs \$2.00. She ended up spending \$16.00 on her purchase of 6 items. 1. Using the candy, complete the following table: Number of M&M Bags Number of Hershey Bars Total Cost for the 6 Items (\$) Circle the Row that has the Total Cost of \$ Circle is above on the Table. 3. How many Bags of M&Ms did Ms. Smith purchase? Ms. Smith Purchased 4 Bags of M&Ms. 4. How many Hershey Bars did Ms. Smith Purchase? Ms. Smith Purchased 2 Hershey Bars. 28

29 COMPLETE THIS SIDE WITH THE TEACHER!! Ms. Smith decided to purchase M&M Bags and Hershey Bars for all of her students. Each M&M bag costs \$3.00, while each Hershey bar costs \$2.00. She ended up spending \$16.00 on her purchase of 6 items. Define your variables. x = y = Number of M&M Bags Purchased Number of Hershey Bars Purchased Write a system of equations. Cost: 3.00x+ 2.00y = Items: x+ y = 6 How many M&M Bags did Ms. Smith Purchase? Finding M&M Bags means you should eliminate y. 3x+ 2y = x+ y = x+ 2y = x 2y = 12 x = 4 Ms. Smith Purchased 4 Bags of M&Ms. How many Hershey Bars did Ms. Smith Purchase? Since we have already solved for x, we can just substitute x = 4 back into both equations. 3.00x+ 2.00y = (4) + 2y = y = y 4 = 2 2 y = 2 Ms. Smith purchase 2 Hershey Bars. 29

30 Standard Form Real World Model Problems Name: Date: 1. Old McDonald had a farm that had Chickens and Ducks. Everyday Mr. McDonald collects 19 eggs, and he knows that each Duck lays 2 eggs, while each Chicken lays 3 eggs. But each week, every Duck eats 3 pounds of feed, while every chicken eats 4 pounds of feed, for a total of 26 pounds of feed. What do the two variables in this system represent? Write a system of equations to represent the model. How many ducks are there? How many chickens are there? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. 2. At the local Convenience store William and Sarah are getting snacks for the friends. William buys 3 soft drinks and 2 hot dogs at a cost of \$ 7.70, while Sarah buys 2 soft drinks and 1 hot dog at cost of \$ What do the two variables in this system represent? Write a system of equations to represent the model. What is the cost of 1 soft drink? What is the cost of 1 hot dog? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. 30

32 Standard Form Real World Model Problems Name: Answer Key Date: 1. Old McDonald had a farm that had Chickens and Ducks. Everyday Mr. McDonald collects 19 eggs, and he knows that each Duck lays 2 eggs, while each Chicken lays 3 eggs. But each week, every Duck eats 3 pounds of feed, while every chicken eats 4 pounds of feed, for a total of 26 pounds of feed. What do the two variables in this system represent? c = number of chickens d = number of ducks Write a system of equations to represent the model. ( eggs ) 2d + 3c = 19 ( feed) 3d + 4c = 26 How many ducks are there? How many chickens are there? Use mathematics to explain how you determined your answer. Use words, symbols or both in your explanation. StepA ( -3 ) ( 2d + 3c ) = ( 19) (-3 ) Step B 2 ( 5 ) + 3c = 19 ( 2 ) ( 3d + 4c ) = ( 26 ) ( 2 ) c = c = 19-6d - 9c = d + 8c = 52 3c = 9 -d = -5 3c = ( -1 ) ( -d ) = ( -1 ) ( -5 ) d = 5 ducks c = 3 chickens There are 5 ducks and 3 chickens on the farm. 32

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