5. 7 get to the point - utah education network · mathematics vision project licensed under the...
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SECONDARY MATH I // MODULE 5
SYSTEMS OF EQUATIONS AND INEQUALITIES – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
5. 7 Get to the Point
A Solidify Understanding Task
CarlosandClaritaneedtocleanthestorageshedwheretheyplantoboardthepets.Theyhavedecidedtohireacompanytocleanthewindows.Aftercollectingthefollowinginformation,theyhavecometoyouforhelpdecidingwhichwindowcleaningcompanytheyshouldhire.
• SunshineExpressWindowCleanerscharges$50foreachservicecall,plus$10perwindow.
• “Pane”lessWindowCleanerscharges$25foreachservicecall,plus$15perwindow.
1. Whichcompanywouldyourecommend,andwhy?PrepareanargumenttoconvinceCarlosandClaritathatyourrecommendationisreasonable.(Itisalwaysmoreconvincingifyoucansupportyourclaiminmultipleways.Howmightyousupportyourrecommendationusingatable?Agraph?Algebra?)
YourpresentationtoCarlosremindshimofsomethinghehasbeenthinkingabout—howto
findthecoordinatesofthepointswheretheboundarylinesinthe“PetSitter”constraintsintersect.Hewouldliketodothisalgebraicallysincehethinksguessingthecoordinatesfromagraphmightbelessaccurate.
2. Writeequationsforthefollowingtwoconstraints.
• Space• Start-upCostsFindwherethetwolinesintersectalgebraically.Recordenoughstepssothatsomeoneelsecanfollowyourstrategy.
3. Nowfindthepointofintersectionforthetwotimeconstraints.• FeedingTime
• PamperingTime
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SECONDARY MATH I // MODULE 5
SYSTEMS OF EQUATIONS AND INEQUALITIES – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
5. 7 Get to the Point – Teacher Notes A Solidify Understanding Task
Purpose:Thistaskisdesignedtosolidifygraphical,numericalandalgebraicstrategiesforsolvingasystemoftwolinearequations.Whilethepointofintersectiononagraphrepresentsthesolutiontothesystem,itcanbedifficulttoidentifytheexactcoordinatesofthispointofintersection.Atablecanprovideanefficient“guessandcheck”strategyforclosinginonthecoordinatesofapointofintersectionwhenthecoordinatesarenotintegers.Atablemightalsosuggestanalgebraicstrategy:sincewearelookingforaninputvalueforwhichbothoutputvaluesarethesame,wecansetthetwoequationsequaltoeachothertofindthex-valueforwhichthetwoy-valuesareequal.Oncethis“settheequationsequaltoeachother”strategyisestablished,thenotionofsubstitutingoneoftheexpressionsforyintotheotherequationcanbesuggested,sincesettingbothequationsequaltoeachotherisequivalenttosubstitutingoneexpressionforyintotheotherequation.Solvingasystemoflinearequationsbysubstitutionorbygraphingarebothpartofthegrade8CCSSMstandards,andtherefore,thistaskshouldhelpremindstudentsoftheworktheyhavedonepreviously.Thistasksetsthestageforsolvingsystemsoflinearequationsbyelimination,whichwillbethetopicofthenextsequenceoftasks.CoreStandardsFocus:A.REI.6Solvesystemsoflinearequationsexactlyandapproximately(e.g.,withgraphs),focusingonpairsoflinearequationsintwovariables.RelatedStandards:N.Q.2,A.CED.2,A.CED.2,A.REI.10
StandardsforMathematicalPracticeoffocusinthetask:
SMP2–Reasonabstractlyandquantitatively
SMP4–Modelwithmathematics
SMP8–Lookforandexpressregularityinrepeatedreasoning
SECONDARY MATH I // MODULE 5
SYSTEMS OF EQUATIONS AND INEQUALITIES – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
TheTeachingCycle:
Launch(WholeClass):Q1
Readtheinitialwindow-cleaningcontextwiththeclass,andpointoutthestatementthatthe
studentsshouldprovidemultiplerepresentationstojustifytheirrecommendationastowhich
windowcleaningcompanyCarlosandClaritashoulduse.
Explore(SmallGroup):
Yourstudentsshouldalreadybefamiliarwithstrategiesforfindingthepointofintersectionofthe
twolinesrepresentingthewindowcleaningcompanycostsbasedontheworkwithsolvingsystems
oflinearequationsingrade8.Thecontextpointsoutanimportantissue—whichcompanythey
shouldselectdependsonthenumberofwindowsinthestorageshed.Sincewedon’tknowthis
number,therecommendationshouldbemadeintermsofthisunknownamount.Inthiscase,both
companiescharge$100towash5windows.“Pane”lessWindowCleanersischeaperifthetwins
havefewerthan5windowstobecleaned,andSunshineExpressischeaperiftheyhavemore.
Pressstudentstoexploregraphical,numericalandalgebraicsolutionsandtobeabletodescribe
theconnectionsbetweeneach(seepurposestatementabove).
Discuss(WholeClass):
Beginbyhavingagraphofthescenariopresentedinordertoidentifythatthepointofintersection
determinesthenumberofwindowsforwhichbothcompanieswouldcostthesame,andthatthe
graphcanbeusedtodeterminewhichcompanyischeaperoneithersideofthepointof
intersection.
Nextexamineatableshowinganinputcolumnforthenumberofwindows,andtwocolumnsforthe
amountchargedbyeachcompanytocleanthatnumberofwindows.Connecttherowwherethe
outputsarethesametothepointofintersectiononthegraph.Addarowtothistabletorepresent
thegeneralcase,asfollows.Note,also,they-interceptofthelinesrepresentstheinitialchargefor
eachcompany,ifnowindowsarecleaned.
SECONDARY MATH I // MODULE 5
SYSTEMS OF EQUATIONS AND INEQUALITIES – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
NumberofWindows SunshineExpressCost “Pane”lessCost
0 50 25
1 60 40
2 70 55
3 80 70
4 90 85
5 100 100
6 110 115
7 120 130
N 50+10N 25+15N
Usethistabletodiscusshowsettingthetwoexpressions50+10Nand25+15Nequaltoeachother
wouldbeequivalenttofindingtherowwherebothcompanieschargethesameamount.Thisisalso
asubstitutionmethodiftheexpressionsaretreatedaspartsoftheequationsC=50+10Nand
C=25+15N.Thentheexpression50+10NcanbesubstitutedintotheequationC=25+15NforC.
Aspossible,usestudentworktodiscusseachalgebraicstrategy.
Launch(WholeClass):Q2&Q3
Havestudentsturntheirattentiontosolvingforpointswheretwoofthe“PetSitter”constraints
intersect.Whiletherearemanypointsofintersectionbetweenvariousconstraints,wewill
considertwosuchpointsinthistask.
Explore(SmallGroup):
Thecoordinatesofthepointofintersectionforthespaceandstart-upcostconstraintsarenotwhole
numbers.Thisshouldmotivateanalgebraicsolutionstrategy.Studentswhoareworkingwiththe
constraintswritteninstandardformmayfindasubstitutionstrategymoreefficientthansolving
bothequationsforavariableandsettingthemequaltoeachother.Watchforbothalgebraic
strategies.
SECONDARY MATH I // MODULE 5
SYSTEMS OF EQUATIONS AND INEQUALITIES – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
Discuss(WholeClass):
Makesurethatbothalgebraicstrategiesforsolvingsystemsoftwolinearequations(i.e.,
substitutionandsettingexpressionsequal)getpresentedanddiscussed.Discusstheissueofthe
solutiontothespaceandstart-upcostssystemofequationsnothavingwholenumbercoordinates.
Whilewecan’thave131/3dogsand62/3catsasareasonablesolutiontothe“PetSitters”
scenario,thisisthesolutiontothesystemofequations.Aswehavenoticed,thesolutiontothe
contextualizedsituationmaybeapointintheinterioroftheregion.However,itisimportantto
notethatthisisanexampleofthemodelingstandard—wehavedecontextualizedthesituationto
findamathematicalmodelthatwillhelpusreasonaboutthe“PetSitters”context.Eventually,any
conclusionswemakeusingthemathematicalmodelwillhavetobeinterpretedintermsofthe
originalcontext.
AlignedReady,Set,Go:SystemsofEquationsandInequalities5.7
SECONDARY MATH I // MODULE 5
SYSTEMS – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
5.7
READY Topic:PythagoreantheoremAneasywaytocheckifatrianglecontainsa90°angle(alsocalledarighttriangle)istousethePythagoreantheorem.Youmayrememberthetheoremas!! + !! = !!,where! isthelengthofthelongestside(thehypotenuse)and! and !arethelengthsofthetwoshortersides.Identifywhichlengthsmakearighttriangle.Example:Given5,12,13Replace!, !, and !withthenumbers 5! + 12! = 13! → 25 + 144 = 169 → 169 = 169 Since169=169,atrianglewithsidelengthsof5,12,and13mustbearighttriangle.Dothesenumbersrepresentthesidesofarighttriangle?WriteYESintheboxesthatapply.1.9,40,41
2.3,4,5 3.6,7,8 4.20,21,29
5.9,12,15
6.10,11,15 7.6,8,10 8.8,15,17
SET Topic:Solvingsystemsofequationsusingsubstitution.Solveeachsystemofequationsusingsubstitution.Checkyoursolutioninbothequations.Inthisproblem,substitute ! + 1 inplaceof! inthesecondequation.9. ! = ! + 1
! + 2! = 8
Inthisproblem,substitute 3 + ! inplaceof! inthefirstequation.10. ! + 2! = 7
! = 3 + !
11.! = 9 + 2!3! + 5! = 20
12.! = 2! − 4
3! + 21! = 15
READY, SET, GO! Name PeriodDate
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SECONDARY MATH I // MODULE 5
SYSTEMS – 5.7
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
5.7
13.! = −1 − 2!3! + 5! = −1
14.! = 2! − 3! + ! = −5
15.Ticketstoaconcertcost$10inadvanceand$15atthedoor.If120ticketsweresoldforatotalof$1390,howmanyoftheticketswerepurchasedinadvance?
GO Topic:Solvingonevariableinequalities
Solvethefollowinginequalities.Writethesolutionsetinintervalnotationandgraphthe
solutionsetonanumberline.
16.4x+10<2x+14
17.2x+6>55–5x
18.2( !! + 3) > 6(! − 1)
19.9! + 4 ≤ −2(! + !! )
Solveeachinequality.Givethesolutioninsetbuildernotation(e.g. ! ∈ ℝ ! < ! ).
20.− !! > − !"
! 21.5! > 8! + 27
22.!! >!!
23.3! − 7 ≥ 3(! − 7)
24.2! < 7! − 36
25.5 − ! < 9 + !
–10 –5 5 100
–10 –5 5 100
–10 –5 5 100
–10 –5 5 100
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