Lesson 4: Solving and Graphing Linear Equations: Focused Learning Lessons For Mathematics Algebra
Lesson 4: Solving and Graphing Linear Equations: Focused Learning Lessons For Mathematics Algebra
Benchmarks Addressed:
A-2-M Modeling and developing methods for solving equations and
inequalities (e.g., using charts, graphs, manipulatives, and/or
standard algebraic procedures)
A-2-H Recognizing the relationship between operations involving real
numbers and operations involving algebraic expressions.
A-4-H Solving algebraic equations and inequalities using a variety of
techniques with the appropriate tools (e.g., hand-held manipulatives,
graphing calculator, symbolic manipulator, or pencil and paper)
GLEs Addressed:
Grade 8
12. Solve and graph solutions of multi-step linear equations and
inequalities (A-2-M)
Grade 9
14. Graph and interpret linear inequalities in one or two variables and
systems of linear inequalities (A-2-H) (A-4-H)
16. Interpret and solve systems of linear equations using graphing,
substitution, elimination, with and without technology, and matrices
using technology (A-4-H)
Lesson Focus
This lesson is intended to help students see the connections between algebraic
equations and linear graphs. It should include all of the following:
• Graphing algebraic equations with two variables using points on the line
• Writing linear equations from problem situations
• Determining scale for x and y axis
• Interpreting linear graphs and relating them to problem situations
GEE 21 Connection
The skills that will be addressed in this lesson include the following:
• Solve and graph linear equations
• Solve and graph real world problems (addition, subtraction,
multiplication, division) involving linear equations and systems of linear
equations
• Solve and graph multi-step equations
Discuss with the students the best way to graph the situation. Should they
use the values they have already come up with or should they use the
Focused Learning Lessons for Mathematics 37 Algebra
equation? How could they use the equation to come up with some ordered
pairs to graph?
Before the students begin to graph the equation, they will need to decide
upon the scale for the x-axis and the scale for the y-axis. Discuss whether or
not they need to be the same scale. Make sure the students understand that
the scale does not need to be 1 unit in length. The y quantities start at 125
and increase by 12. The x quantities start at 0 and increase by 1. After the
scales for the x-axis and the y-axis are decided upon, make sure that the
students label the x-axis with the proper title (number of rounds of golf) and
the y-axis with the proper title (total cost per round). Discuss with the
students what part of the coordinate system will they need. All four
quadrants? The negative sides of the axis? Why aren’t these needed in this
situation?
After the students have decided on the scales and have properly labeled the
x- and y- axes, they should decide how to graph the line. Two points are
needed, but three are best because the third point serves as a double check
of the line. After the points are graphed, they should be connected in a line.
The teacher should lead the students through a discussion about the
connections between the situation, the graph, and the equation. Some
questions that should be raised are
• Does the line go through the origin? Why not?
• Where does the line cross the y-axis? What is the meaning of that point
on the graph in the actual situation? How is that point related to the
equation?
• Does the line cross the x-axis? Why not?
• What is the slope of the line?
• How can you tell from the graph that a round of golf (without the
membership fee) is $12?
• Should the points on the graph really be connected? Does that accurately
represent the situation?
C. Next we want to make sure that the students can analyze a graph and
describe it using an equation or a real situation.
Have the students work with a partner and analyze the graph on Teacher
Blackline #2. Have the partners discuss the graph and write down as much
information as they can gather from the graph. The partners should assist
each other in raising questions about the graph. After giving the partners
After a complete analysis of the graph, the teacher should discuss with the
students how to write the equation that goes with the graph. The simplest
way for the students to do this might be to identify the y-intercept and the
slope of the line. With the slope and y-intercept identified, the students can
use y = mx + b to write an equation.
A. As students work through the examples, the teacher should monitor their
discussions as they work between the three different representations of a
problem situation, the word problem, the equation, and the graph of that
situation.
Sample items similar to what students might see on the GEE 21 test include:
1. This graph was made to compare the costs of renting copy machines
from Ames Business Products and from Beck’s Office Supply. What
information is given by the point of intersection of the two lines?
700
600
Total Copies per Month
500
400 Beck
300 Ames
200
100
0
0 2000 4000 6000 8000 10000 12000
Number of Copies Made
300
290
270
260
250
240
230
220
0 1 2 3 4 5 6 7
YEAR
a) y = 5x + 236
b) y = -5x + 236
1
c) y = x + 236
5
Massachusetts Grade 10 MCAS Re-Test Study Questions, 1999
C. Students should be able to use their own, as well as given, linear graphs
to answer questions about problem situations. Students should be able
to interpret the meaning of the x- and y-intercepts, as well as the slope as
it applies to the problem situation.
D. Students should be able to compare two linear graphs and determine the
meaning of the point of intersection.
A. x + y = 10
B. In order to play golf at the Scottsville City Golf Course, a person must first join
the club for a one-time membership fee of $125 and then pay a $12 green fee
each time he plays a round of golf.
3000
Dollars
2000
1000
0
0 5 10 15
Weeks Since Loan
1) Your parents want to throw you a party for your graduation. They have
decided to hire a band for $500 and figure about $15 per person for food
and drink. Write an equation to describe the situation. Then graph the
equation on the grid provided. Be sure to label all parts of the graph. Use
the graph and the equation to determine the cost of inviting 50 people.
40
30
Profit in Dollars
20
10
0
-10 0 5 10 15
-20
-30
Number of Pies Sold
a) How many pies must Sally sell in one day to break even?
b) If Sally has made a profit of $15, how many pies has she sold?
c) How much profit does Sally make on each pie?
d) What does the y-intercept of –30 mean?
e) If Sally sells 50 pies in one day, what will be the profit?
3) You are in charge of purchasing the signs for the school’s annual garage
sale. One local company Quick Signs charges a $25 set up fee plus $4 per
sign. Another company Signs of the Times charges a $30 set up fee plus $3
a sign. Write an equation for the cost of purchasing signs from Quick Signs
and write an equation for the cost of purchasing signs from Signs of the
Times.
Graph each equation on the grid below. Label the lines and answer the
following questions.
Teacher Blackline #1
A. x + y = 10
12
10
Y 4
0
-2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13
-2
-4
X
In order to play golf at the Scottsville City Golf Course, a person must first join
the club for a one-time membership fee of $125 and then pay a $12 green fee
each time he plays a round of golf. y = 125 + 12x
300
250
200
100
50
0
0 2 4 6 8 10 12
number of rounds of golf
Y = −200x + 3000
3000
Dollars
2000
1000
0
0 5 10 15
Weeks Since Loan
1) y = 500 + 15x, where y is the cost of the party and x is the number of people in
attendance.
1700
1600
1500
1400
1300
1200
1100
Cost in $
1000
900
800
700
600
500
400
300
200
100
0
0 5 10 15 20 25 30 35 40 45 50 55 60
Number of People
40
30
Profit in Dollars
20
10
0
-10 0 5 10 15
-20
-30
Number of Pies Sold
1. The point of intersection is (5,45). This is the point where the two
companies charge the same for the same number of signs.
2. Signs of the Times is cheaper than Quick Signs for more than 5 signs.
3. Quick Signs is cheaper than Signs of the Times for less than 5 signs.
4. Explanations may vary. If you need more than 5 signs, you would choose
Signs of the Times. If you need less than 5 signs, you would choose Quick
Signs.
90
80
70
60
total cost
50 Quick Signs
40 Signs of the Times
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
number of sign
GEE 21 Connection
1. d
2. a