Systems of Linear Equations. Suggested Time: 11 Hours

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1 Systems of Linear Equations Suggested Time: 11 Hours

2 Unit Overview Focus and Context In this unit, students will model a situation with a linear system and use the equations to solve a related problem. They will graph a linear system with and without the use of technology. Students will discover that the point of intersection of the graph is the solution of the linear system. They will verify the solution by checking that the coordinates satisfy both equations in the linear system. Students will also investigate both the algebraic strategies of substitution and elimination when solving linear systems. When the different methods in solving a system of equations has been introduced, students will be able to identify the most efficient method appropriate for the system of equations being solved. Students will explore linear systems with no solutions, one solution and an infinite number of solutiions. They can use graphing or examine the slope-interecept form of the linear equation to determine the number of solutions for a linear system. Math Connects Students will solve real world problems involving systems of linear equations. Examples include chemistry problems involving mixtures and percents, interest problems involving the time value of money, and problems involving wind and water currents. 184 MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

3 Process Standards [C] Communication [PS] Problem Solving [CN] Connections [ME] Mental Mathematics and Estimation [R] Reasoning [T] Technology [V] Visualization SCO Continuum not addressed Grade 9 Grade 10 Grade 11 Relations and Functions RF9 Solve problems that involve systems of linear equations in two variables, graphically and algebraically. [CN, PS, R, T, V] 2200 (Relations and Functions) RF6 Solve, algebraically and graphically, problems that involve systems of linear-quadratic and quadratic-quadratic equations in two variables. [CN, PS, R, T, V] MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM

4 Relations and Functions Outcomes Students will be expected to RF9 Solve problems that involve systems of linear equations in two variables, graphically and algebraically. [CN, PS, R, T, V] Elaborations Strategies for Learning and Teaching In Grade 9, students modeled and solved problems using linear equations in one variable (9PR3). In this unit, they are introduced to systems of equations in two variables. Students will initially create a linear system to model a situation, as well as write a description of a situation that might be modeled by a given linear system. They will solve linear systems graphically, with and without technology, and progress to solving linear systems symbolically using substitution and elimination. Achievement Indicators: RF9.1 Model a situation, using a system of linear equations. RF9.2 Relate a system of linear equations to the context of a problem. Students will model situations using a system of linear equations. Ensure they understand and define the variables that are being used to represent the unknown quantity. This would be a good opportunity to discuss that in order to solve a system the number of unknowns must match the number of equations. Students will also describe a possible situation which is modeled by a given linear system. Encourage students to share their responses so they can be exposed to a variety of real-life contexts. Although students will solve linear systems, the focus here is limited to verifying solutions. They will substitute an ordered pair (x, y) into both equations at the same time to make sure the solution satisfies both equations. 186 MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

5 General Outcome: Develop algebraic and graphical reasoning through the study of relations Suggested Assessment Strategies Resources/Notes Performance Ask students to describe or model a situation that cannot be modeled by a linear system and explain why a linear system is unsuitable. Authorized Resource Foundations and Pre-Calculus Mathematics 10 (RF9.1) Paper and Pencil Ask students to respond to the following: (i) John bought 8 books. Some books cost \$13 each and the rest of the books cost \$24 each. He spent a total of \$209. Write a system of linear equations that could represent the given situation. (RF9.1, RF9.2) (ii) Create a situation relating to coins that can be modelled by the linear system and explain the meaning of each variable. x + y = x y = : Developing Systems of Linear Equations Teacher Resource (TR): pp.8-11 DVD: Smart Lesson 7.1 Student Book (SB): pp Preparation and Practice Book (PB): pp (RF9.1, RF9.2) MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM

6 Relations and Functions Outcomes Students will be expected to RF9 Continued... Elaborations Strategies for Learning and Teaching Achievement Indicators: RF9.3 Explain the meaning of the point of intersection of a system of linear equations. RF9.4 Determine and verify the solution of a system of linear equations graphically, with and without technology. In the previous unit, students determined that a line is a graphical representation of an infinite set of ordered pairs which satisfy the corresponding equation (RF7). This idea will now be extended to graphs of linear systems. When two lines intersect, the coordinates of the point of intersection is the solution of the linear system. Once students have determined the solution to the linear system, they should always verify that the coordinates satisfy both equations. Sometimes a point of intersection may not be read accurately from the graph. Although parallel lines and coincident lines will be developed later in this unit, this would be a good opportunity to discuss that some linear systems do not have have a unique solution. Students will be working with the graphs of linear systems and how to find their solutions graphically. There are many different ways to graph linear equations without using technology. In the previous unit, students were exposed to graphing linear equations using slope-intercept method, slope-point form, and using the x and y intercept method. Identifying the form of the equation will help students decide which method they should choose when graphing the lines. Graphing technology can also be used to solve a system of linear equations. Some graphing utilities require equations to be rearranged and written in functional form. Students can be exposed to, but not limited to, a graphing calculator or a computer with graphing software such as FX Draw. Students may have difficulty determining appropriate settings for the viewing window. Therefore, it may be necessary to review domain and range. There are limitations to solving a linear system by graphing. When graphing a linear system, with and without technology, non-integral intersection points may be difficult to determine exactly. In such cases, students will have to estimate the coordinates of the point of intersection. This will lead students into solving a linear system using an algebraic method. RF9.5 Solve a problem that involves a system of linear equations. Students will translate a word problem into a system of linear equations and will solve the problem by graphing. Emphasis should be placed on real life applications such as cell phone providers or cab companies. Remind students to explain the meaning of the solution in a particular context and verify the solution. 188 MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

7 General Outcome: Develop algebraic and graphical reasoning through the study of relations Suggested Assessment Strategies Resources/Notes Paper and Pencil Ask students to answer the following: (i) Mitchell solved the linear system 2x+3y=6 and x-2y=-6. His solution was (2,4). Verify whether Mitchell s solution is correct. Explain how Mitchell s results can be illustrated on a graph. (RF9.4) (ii) Jill earns \$40 plus \$10 per hour. Tony earns \$50 plus \$5 per hour. Graphically represent the linear system relating Jill and Tony s earnings. Identify the solution to the linear system and explain what it represents. (RF9.3, RF9.4, RF9.5) Authorized Resource Foundations and Pre-Calculus Mathematics : Solving a System of Linear Equations Graphically 7.3: Math Lab: Using Graphing Technology to Solve a System of Linear Equations TR: pp Master 7.1a, 7.2 DVD: Animation 7.2 Dynamic Activity 7.2 Smart Lesson 7.2, 7.3 SB: pp PB: pp MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM

8 Relations and Functions Outcomes Students will be expected to RF9 Continued... Elaborations Strategies for Learning and Teaching Achievement Indicators: RF9.6 Determine and verify the solution of a system of linear equations algebraically. RF9.5 Continued Solving a linear system graphically is now extended to solving systems algebraically using substitution and elimination. In Grade 9, students were exposed to solving linear equations with fractional coefficients (9PR3). In the previous unit, they eliminated fractional coefficients in a linear equation by multiplying by the LCM of the denominators (RF6). Encourage students to continue to eliminate fractional coefficients before proceeding to solve systems algebraically. After determining the solution to the linear system, ensure that students verify the solution of the system either by direct substitution or by graphing. It is important to reiterate that manual graphing may only give an approximate solution, especially when solutions involve fractions. While the development of the symbolic representation to obtain the solution to a linear system is important, emphasis should continue to be on the development of the linear system from a problem solving context. RF9.7 Explain a strategy to solve a system of linear equations. Although linear systems can be solved graphically or algebraically, it is important that students identify which is most efficient. Although students can make the connection between the solution of a linear system and the point of intersection of the graphs, manual graphing may only provide an approximation of the solution. Provide students an opportunity to decide which algebraic method is more efficient when solving a linear system by focusing on the coefficients of like variables. If necessary, rearrange the equations so that like variables appear in the same position in both equations. The most common form is ax+by=c. Substitution may be more efficient if the coefficient of a term is 1. Elimination, on the other hand, may be more efficient if the variable in both equations have the same or opposite coefficient. Students have the option to either subtract or add the equations to eliminate a variable. If the coefficients of the like terms are different, students will create an equivalent linear system by multiplying one or both equations by a constant in order to make the two like terms equal or opposite. When creating an equivalent equation, students often forget to multiply both sides of the equation by the constant. For example, when students multiply the equation 2x 3y = 5 by 2, they write 4x 6y = MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

9 General Outcome: Develop algebraic and graphical reasoning through the study of relations Suggested Assessment Strategies Resources/Notes Journal Without using technology, ask students to explain which system might be more preferable to solve. Explain to a student how you would solve 4 x 7 y = 39 3x + 5 y = 19 Justify the method chosen. Paper and Pencil Ask students to answer the following questions: (i) 9 23 y = x y = x y = x y = x 7 70 (RF9.7) (RF9.7) A test has twenty questions worth 100 points. The test consists of selected response questions worth 3 points each and constructed response worth 11 points each. How many selected response questions are on the test? (RF9.5,RF9.6) (ii) The cost of a buffet dinner for a family of six was \$48.50 (\$11.75 per adult, \$6.25 per child). How many members paid each price? (RF9.5,RF9.6) Ask students to create a linear system that could be solved more efficiently through: (i) substitution rather than using elimination or graphing. Solve the system. (ii) elimination rather than using substitution or graphing. Solve the system. (RF9.7) Authorized Resource Foundations and Pre-Calculus Mathematics : Using a Substitution Strategy to Solve a System of Linear Equations. 7.5: Using an Elimination Strategy to Solve a System of Linear Equations TR: pp DVD: Animations 7.4, 7.5 Smart Lessons 7.4, 7.5 SB: pp PB: pp Presentation Students could research the cost of renting a car in St. John s for a single day. (i) Ask students how the study of linear relations and linear systems would help you decide which company to rent from. (ii) What is the effect of distance travelled? (iii) What other variable(s) effect the cost of renting a car? (RF9.5,RF9.6) MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM

10 Relations and Functions Outcomes Students will be expected to RF9 Continued... Elaborations Strategies for Learning and Teaching Achievement Indicator: RF9.8 Explain, using examples, why a system of equations may have no solution, one solution or an infinite number of solutions. Discuss why systems of linear equations can have different numbers of solutions. Knowing that parallel lines do not intersect, for example, students can predict the system would have no solution. Students can then identify the number of solutions of a linear system using different methods. By graphing the linear system, students can determine if the system of linear equations has one solution (intersecting lines), no solution (parallel lines) or an infinite number of solutions (coincident lines). As an alternative to graphing, students can use the slope and y-intercept of each equation to determine the number of solutions of the linear system. When the slopes of the lines are the different, the lines intersect at one point and the system has one solution. When the slopes of the lines are the same but the y-interecept is different, the two lines will never intersect and the system has no solution. When the slopes of the lines and the y-interecept is the same, the two lines are identical and the system has an infinite number of solutions. Students can also apply the elimination method to determine the number of solutions of a linear system. When a system of equations has one solution, a unique value for x and y can be determined. However, this is not always the case. Consider the following example: 2x 3 y = 12 Solve: 2x + 3 y = 15 Adding the equations eliminates the x variable resulting in 0x + 0y = 27. For any value of x or y, this is a false statement. This indicates there are no solutions and the lines must be parallel. Students can also encounter a situation where 0x + 0y = 0. For any value of x or y, the statement is true. There are an infinite number of solutions of the linear system and the lines are coincident. This particular possibility is easier to determine by inspection. If students reduce the equations to lowest terms (dividing each term by the GCF), they can identify whether the equations are equivalent. If the equations are equivalent, the graphs overlap, resulting in an infinite number of intersection points. 192 MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

11 General Outcome: Develop algebraic and graphical reasoning through the study of relations Suggested Assessment Strategies Resources/Notes Journal Ask students to respond to the following: (i) (ii) Describe a real-life situation in which the graphs of the lines in the linear system are not parallel but the linear system has no solution. This could involve situations where the domain is restricted. For example, the cellular phone plans modeled in the table below would never have the same cost. Plan Paper and Pencil Base Monthly Fee (\$) Cost per Minute ( ) A 30 5 B 10 2 (RF9.8) Write a linear system that has an infinite number of solutions. Explain what happens when you try to solve the system using elimination. (RF9.8) Authorized Resource Foundations and Pre-Calculus Mathematics : Properties of Systems of Linear Equations TR: pp Master 7.1b DVD: Smart Lesson 7.6 TI-Nspire Activity 7.6 SB: pp PB: pp Ask students to answer the following questions: (i) Solve the linear system using elimination. 2x 5 y = 10 4x 10 y = 20 (ii) What does the solution tell you about the nature of the lines of the equations? (iii) Convert the equations to slope-intercept form to confirm this conclusion. (RF9.8) Performance Chutes and Ladders: Each group of four students will be given a game board, 1 die, 1 pack of system of equations cards and 4 disks to move along the board. Ask students to draw a card and roll the die. If the roll is a 1, the student will solve the system by graphing. If they roll a 2 or 5, they solve the system by substitution. If they roll a 3 or 4, they solve the system by elimination. If the roll is a 6, they solve by a method of their choice. If the system is solved correctly, the student moves the number of spaces on the board that corresponds to the roll on the die. If the answer is incorrect, the person on the left has the opportunity to answer the question and move on the board. (RF9.4, RF9.5, RF9.8) MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM

12 194 MATHEMATICS 1201 CURRICULUM GUIDE - INTERIM 2011

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