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Lesson 1: Business Cents

Solidify Understanding

Learning Focus
Solve systems of linear equations that represent a context.
What strategies might I use to find the point of intersection of two linear equations?
What does each strategy reveal? What might each strategy conceal?
How do I use the solution to a system of equations to make decisions within a context?

Open Up the Math

Launch, Explore, Discuss
The Martinez twins, Carlos and Clarita, are trying to find a way to make money during summer
vacation. When they overhear their aunt complaining about how difficult it is to find someone to
care for her pets while she will be away on a trip, Carlos and Clarita know they have found the
perfect solution. Not only do they have a large, unused storage shed on their property where they
can house animals, they also have a spacious fenced backyard where the pets can play.

Carlos and Clarita need to clean the storage shed where they plan to board the pets. They have
decided to hire a company to clean the windows. After collecting the following information, they
have come to you for help deciding which window cleaning company they should hire.

• Sunshine Express Window Cleaners charges for each service call, plus per window.
• “Pane”less Window Cleaners charges for each service call, plus per window.

1. Which company would you recommend, and why? Prepare an argument to convince Carlos
and Clarita that your recommendation is reasonable. (It is always more convincing if you can
support your claim in multiple ways. How might you support your recommendation using a
table? A graph? Algebra?)

Once the windows are clean, Carlos and Clarita also want to have the window frames repainted to
make the storage shed look more appealing to potential customers. They have decided to hire a
company to paint the windows. Again, they need your help deciding which painter they should hire.

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Paint by Numbers charges for sanding the frames and masking the windows with tape, and
per hour for painting, since different employees do different parts of the work.

Paint it Right charges per hour for all labor, plus a waste disposal fee.

2. Which company would you recommend, and why? Prepare an argument to convince Carlos
and Clarita that your recommendation is reasonable. (Support your claim in multiple ways
including a table, a graph, and algebra.)

Both paint companies allow the customer to purchase their own paint supplies. Carlos has done
some research and found the following information:

Handyman Tools and Supplies sells a small painter’s kit that contains paint brushes and rolls of
masking tape for . They also sell a large painter’s kit that contains paint brushes and rolls
of masking tape for .

Carlos’s dad is planning to paint a couple of rooms in their house, and has offered to buy any
left-over supplies. Carlos is trying to figure out how much he would charge his dad for each paint
brush and each roll of tape. To keep track of the information, he has written the following
equations:

Clarita is looking at Carlos’s notes and asks, “What do and stand for?”

3. How would you answer Clarita’s question?

Clarita says, “I think I can find the values of and using a table or a graph.”

Carlos says, “I think I can find the values of and using algebra.”

4. Solve for and using both a graphical strategy and an algebraic strategy.

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p
10

r
0 2 4 6 8

Ready for More?

While solving the system of equations about the painting supplies, what assumptions did you make
about the context? Are these assumptions necessarily true?

Takeaways
While each equation in a system of equations has many solutions, the solution to a system of linear
equations is:

Systems of equations can be solved using tables, graphs or algebra. The solution to the system is
revealed in different ways, and each strategy has its own pros and cons.

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Using a graph: Using a table:

How the solution is revealed: How the solution is revealed:

Pros: Pros:

Cons: Cons:

Using algebra:

How the solution is revealed:

Pros:

Cons:

There are two methods for solving a system of linear equations algebraically by substitution:

Method 1:

Method 2:

These methods work equally well for systems in which the linear equations are linear functions, and
for systems in which the linear equations are linear combinations with a constant sum.

A linear combination is:

Vocabulary

• linear combination • satisfies an equation

• linear function • system of equations

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we reviewed strategies for solving systems of linear equations, including using tables,

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graphs, and algebra. We examined two different algebraic methods, both of which involve
substitution of expressions for variables. These methods work with systems of linear equations that
are linear functions, as well as systems of linear equations that are linear combinations.

Retrieval
Create a table and graph for the given equations. Then state the -intercept and -intercept and
circle them on the table and graph.

1.

10

–10 0 10

–10

2.

10

–10 0 10

–10

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3.

–10 –8 –6 –4 –2 0 2 4 6 8 10

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Lesson 2: Pet Sitters

Develop Understanding

Learning Focus
Represent linear constraints.
How can I represent all possible solutions to a situation that is limited in different ways by various
resources or constraints?

Open Up the Math

Launch, Explore, Discuss
Carlos and Clarita are making a list of some of the issues they need to consider as part of their
business plan to care for cats and dogs while their owners are on vacation.

• Space: Cat pens will require of space, while dog runs require . Carlos and Clarita
have up to available in the storage shed for pens and runs, while still leaving enough
room to move around the cages.
• Start-up costs: Carlos and Clarita plan to invest much of the they earned from their
last business venture to purchase cat pens and dog runs. It will cost for each cat pen and
for each dog run.

Of course, Carlos and Clarita want to make as much money as possible from their business, so they
are trying to determine how many of each type of pet they should plan to accommodate. They plan
to charge per day for boarding each cat and per day for each dog.

After surveying the community regarding the pet boarding needs, Carlos and Clarita are confident
that they can keep all of their boarding spaces filled for the summer.

So, the question is, how many of each type of pet should they prepare for? Their dad has suggested
the same number of each, perhaps cats and dogs. Carlos thinks they should plan for more
dogs, since they can charge more. Clarita thinks they should plan for more cats since they take less
space and time, and therefore, they can board more.

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1. What do you think? What recommendations would you give to Carlos and Clarita, and what
argument would you use to convince them that your recommendation is reasonable?

Ready for More?

Try a different, and perhaps more challenging, representation than you are currently using by
considering the following questions:

How can both constraints be considered simultaneously?

How might you represent all the possible combinations of cats and dogs that Carlos and Clarita can
take care of on a graph? Symbolically?

Takeaways
In Pet Sitters, the statements about start-up costs and space are called constraints because
.

Viable options for the space constraint include , because

.

The Pet Sitters context can be modeled with a system of linear inequalities, because

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In the Pet Sitters context, Carlos and Clarita want to maximize their profit. The statement about
profit is not a constraint because,
.

Instead, profit is the result of

.

Vocabulary

• constraint • viable, non-viable options

• system of inequalities

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we encountered a situation in which decisions were limited by certain constraints. We
tested combinations of quantities to see if they fit one, both, or neither constraint. Although we
didn’t resolve the situation today, we recognized the goal of this type of work: to make decisions
within the parameters of the constraints that will maximize (or minimize) a quantity, such as profit.

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Retrieval
1. Graph the equation and determine if is a solution to the equation, .

2. Find another coordinate that is a solution to the equation .

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3. Graph the system of equations and find the point where they intersect. Verify that the
point of intersection is a solution for both equations.

Point of intersection:
10

–10 –5 0 5 10

–5

–10

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Lesson 3: Too Big or Not Too Big, That Is the Question

Solidify Understanding

Jump Start
1. Find at least 5 coordinate pairs that make the following inequality true:

Represent each of the following statements algebraically using inequality symbols and variables to
represent the quantities described in the problems: (Remember to define the meaning of the
variables you use in your inequalities.)

2. It will cost at least to purchase two different video games for the evening activity.

3. We expect that at most children and adults will attend the family reunion.

4. No more than minutes should be spent preparing breakfast and lunch.

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5. The total cost for a morning and afternoon snack should not exceed .

Learning Focus
Graph the solution set for linear inequalities in two variables.
How can I find the complete set of points that satisfy a given constraint?
How do I represent the complete solution set?

Open Up the Math

Launch, Explore, Discuss
As Carlos is considering the amount of money available for purchasing cat pens and dog runs he
realizes that his father’s suggestion of boarding “the same number of each, perhaps cats and
dogs” may not be reasonable. Why?

• Start-up costs: Carlos and Clarita plan to invest much of the they earned from their last
business venture to purchase cat pens and dog runs. It will cost for each cat pen and
for each dog run.

1. a. Find at least 5 more combinations of cats and dogs that would be “too big” based on this
start-up cost constraint. Plot each of these combinations as points on a coordinate grid
using the same color for each point.
b. Find at least 5 combinations of cats and dogs that would be “not too big” based on this
start-up cost constraint. Plot each of these combinations as points on a coordinate grid
using a different color for the points than you used in 1a.
c. Find at least 5 combinations of cats and dogs that would be “just right” based on this
start-up cost constraint. That is, find combinations of cat pens and dog runs that would
cost exactly . Plot each of these combinations as points on a coordinate grid using
a third color.

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2. What do you notice about these three different collections of points?

3. Write an equation for the line that passes through the points representing combinations of cat
pens and dog runs that cost exactly . What does the slope of this line represent?

Carlos and Clarita don’t have to spend all of their money on cat pens and dog runs, unless it will
help them maximize their profit.

4. Shade all of the points on your coordinate grid that satisfy the start-up costs constraint.

5. Write a mathematical rule to represent the points shaded in problem 4. That is, write an
inequality whose solution set is the collection of points that satisfy the start-up costs

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constraint.

In addition to start-up costs, Carlos needs to consider how much space he has available, based on
the following:

• Space: Cat pens will require of space, while dog runs require . Carlos and Clarita
have up to available in the storage shed for pens and runs, while still leaving enough
room to move around the cages.

6. Write an inequality to represent the solution set for the space constraint. Shade the solution
set for this inequality on a different coordinate grid.

What do you think? What recommendation would you give to Carlos and Clarita regarding how
many cats and dogs to plan on boarding, and what argument would you use to convince them that
your recommendation is reasonable?

Ready for More?

You can come up with the equation of a boundary line using many different strategies. Try to write
the equation of the boundary line for the space constraint in each of the following ways: (You may
have to find some additional information to try each strategy.)

a. Directly from the words used to describe the constraint.

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b. Using just the - and -intercepts.

c. Using any two points you might have found on the boundary line.

d. Using the “exchange rate” between cats and dogs.

Takeaways
Linear equations can be written in the following forms:

Standard form:

Slope-intercept form:

Point-slope form:

The solution set to a linear inequality is a half plane, that is,

.

The solution set to an inequality constraint for a context like Pet Sitters is

The boundary line for a linear constraint may be written in form to reveal
, or form to reveal
.

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Vocabulary

• half-plane • linear function

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned how to find and represent all of the points in the solution set for a linear
inequality in two variables.

Retrieval
1. Identify which of the given points are solutions to the following linear equation. Select all that
are solutions.

A. D.

B. E.

C.

2. Find a missing value that will make each ordered pair be a solution to the given equation.

a.
b.
c.
d.
e.

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3. Graph the solution set for this inequality on the number line:

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Lesson 4: Some of One, None of the Other

Solidify Understanding

Learning Focus
Graph linear equations in standard form.
Why is it useful to use equivalent forms of linear equations, and how do I convert a linear equation
from one form to the other?

Open Up the Math

Launch, Explore, Discuss
Carlos and Clarita are comparing strategies for writing equations of the boundary lines for the Pet
Sitters constraints. They are discussing their work on the space constraint.

• Space: Cat pens will require of space, while dog runs require . Carlos and Clarita
have up to available in the storage shed for pens and runs, while still leaving enough
room to move around the cages.

Carlos’s Method: “I made a table. If I don’t have any cats, then I have room for dogs. If I use some
of the space for cats, then I can have dogs. With cats, I have room for dogs. For each
additional dog run that I don’t buy, I can buy more cat pens. From my table I know the -intercept
of my line is and the slope is , so my equation is .”

Clarita’s Method: “I let represent the number of cats, and the number of dogs. Since cat pens
require , represents the space used by cats. Since dog runs require , represents
the amount of space used by dogs. So, my equation is .”

1. Since both equations represent the same information, they must be equivalent to each other.

a. Show the steps you could use to turn Clarita’s equation into Carlos’s equation. Explain
why you can do each step.

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b. Show the steps you could use to turn Carlos’s equation into Clarita’s. Explain why you can
do each step.

2. Use both Carlos’s and Clarita’s methods to write the equation of the boundary line for the
start-up costs constraint.

a. Carlos’s method:

b. Clarita’s method:

Start-up costs: Carlos and Clarita plan to invest much of the they earned from their last
business venture to purchase cat pens and dog runs. It will cost for each cat pen and for
each dog run.

3. Show the steps you could use to turn Clarita’s start-up costs equation into Carlos’s equation.
Explain why you can do each step.

4. Show the steps you could use to turn Carlos’s start-up costs equation into Clarita’s. Explain why
you can do each step.

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Pause and Reflect

In addition to writing an equation of the boundary lines, Carlos and Clarita need to graph their lines
on a coordinate grid.

Carlos’s equation is written in slope-intercept form. Clarita’s equation is written in standard form.
Both forms are ways of writing linear equations.

Both Carlos and Clarita know they only need to plot two points in order to graph a line.

5. Carlos’s strategy: How might Carlos use his slope-intercept form, , to plot two
points on his line?

6. Clarita’s strategy: How might Clarita use her standard form, , to plot two
points on her line? (Clarita is really clever, so she looks for the two easiest points she can find.)

7. Write equations for the following two constraints:

Space:

Start-up costs:

Find where the two lines intersect algebraically. Record enough steps so that someone else can
follow your strategy.

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8. What does this point mean in the context of cats and dogs?

Ready for More?

If you only know the - and -intercepts of a linear function, how can you find both the standard
form and the slope-intercept form of the equation of the line?

Takeaways
Since two points determine a line, one strategy for graphing a linear equation is:

This strategy works particularly well for linear equations written in .

Another strategy for graphing a linear equation is:

This strategy works particularly well for linear equations written in

.

Contexts that are best represented by linear equations in standard form contain information about:
.

Contexts that are best represented by linear equations in slope-intercept form contain information

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about: .

Adding Notation, Vocabulary, and Conventions

The standard form for a linear equation is, by convention

To change slope-intercept form to standard form:

To change standard form to slope-intercept form:

Vocabulary

• linear function • standard form of line

• slope-intercept form of a line

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned the conventions for writing the standard form of a linear equation and
strategies for turning slope-intercept form into standard form and standard form into
slope-intercept form. We also learned a new method for graphing linear equations in standard form
by finding the intercepts.

Retrieval
Graph each of the linear inequalities on the coordinate grid. Check a point to make sure you
correctly shaded the half plane containing the solutions.

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1. 2.

10
10

5
5

–10 –5 0 5 10
–10 –5 0 5 10
–5
–5

–10
–10

3. What methods do you have for finding the solution to a system of equations?

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Lesson 5: Pampering and Feeding Time

Practice Understanding

Learning Focus
Represent constraints symbolically and graphically.
What are efficient ways to write the inequalities and sketch the solution sets representing these
additional constraints on feeding time and pampering time?

Open Up the Math

Launch, Explore, Discuss
Carlos and Clarita have been worried about space and start-up costs for their pet sitting business,
but they realize they also have a limit on the amount of time they have for taking care of the
animals they board. To keep things fair, they have agreed on the following time constraints.

• Feeding time: Carlos and Clarita estimate that cats will require minutes twice a
day—morning and evening—to feed and clean their litter boxes, for a total of minutes per
day for each cat. Dogs will require minutes twice a day to feed and walk, for a total of
minutes per day for each dog. Carlos can spend up to hours each day for the morning and
evening feedings, but needs the middle of the day off for baseball practice and games.
• Pampering time: The twins plan to spend minutes each day brushing and petting each cat,
and minutes each day bathing or playing with each dog. Clarita needs time off in the
morning for swim team and evening for her art class, but she can spend up to hours during
the middle of the day to pamper and play with the pets.

1. Write each of these additional time constraints symbolically.

Feeding time constraint: Pampering time constraint:

2. Shade the solution set for each constraint on separate coordinate grids.

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Feeding time: Pampering time:

3. Now find the point of intersection for the two time constraints, pampering time and feeding
time.

4. What does this point mean in the context of cats and dogs?

Ready for More?

One week Carlos twisted his ankle during baseball practice, and so it required more time for him to
feed and walk the dogs. Here is the feeding time constraint for that week:

• Feeding time: Each cat will require minutes per day to feed and clean their litter boxes.
Each dog will require minutes per day to feed and walk them. Carlos can spend up to
hours each day doing these activities.

• Pampering time: Clarita will spend minutes each day brushing and petting each cat, and
minutes each day bathing or playing with each dog. Clarita can spend up to hours during
the middle of the day to pamper and play with the pets.

1. Find the point of intersection for these revised time constraints.

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Feeding time constraint: Pampering time constraint:

Point of intersection:

2. What does this point mean in the context of cats and dogs?

Takeaways
Ways to determine which half plane should be shaded after graphing the boundary line for a linear
inequality include:

Using different units for measuring the quantities in a constraint leads to:

A statement about a limitation or restriction in a modeling context may be eliminated as a

constraint if:

Lesson Summary
In this lesson, we drew upon everything we have learned so far about modeling contexts with linear
inequalities as constraints. We learned that in a system of constraints, quantities need to be
measured in the same units, and that individual constraints are equivalent and produce the same
solution set even if the quantities are measured in different units.

Retrieval
Rewrite the equations so that they are in slope-intercept form.

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1. 2.

Rewrite the given equations so that they are in standard form.

3. 4.

5. Solve the system of equations by substitution.

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Lesson 6: All for One, One for All

Solidify Understanding

Jump Start
Here are all of the constraints Carlos and Clarita have identified for their pet sitting business.

• Space: Cat pens will require of space, while dog runs require . Carlos and Clarita
have up to available in the storage shed for pens and runs, while still leaving enough
room to move around the cages.
• Start-up costs: Carlos and Clarita plan to invest much of the they earned from their
last business venture to purchase cat pens and dog runs. It will cost for each cat pen and
for each dog run.
• Feeding time: Carlos and Clarita estimate that cats will require minutes twice a
day—morning and evening—to feed and clean their litter boxes, for a total of minutes per
day for each cat. Dogs will require minutes twice a day to feed and walk, for a total of
minutes per day for each dog. Carlos can spend up to hours each day for the morning and
evening feedings, but needs the middle of the day off for baseball practice and games.
• Pampering time: The twins plan to spend minutes each day brushing and petting each cat,
and minutes each day bathing or playing with each dog. Clarita needs time off in the
morning for swim team and evening for her art class, but she can spend up to hours during
the middle of the day to pamper and play with the pets.

Write the system of inequalities that model these constraints.

Learning Focus
Find the solution set for a system of linear inequalities.
How do I represent the solutions that satisfy all of the constraints being placed on a context?

Open Up the Math

Launch, Explore, Discuss
Carlos and Clarita have found a way to represent combinations of cats and dogs that satisfy each of

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their individual Pet Sitters constraints, but they realize that they need to find combinations that
satisfy all of the constraints simultaneously. Why?

1. Begin by listing the system of inequalities you have written to represent the start-up costs
and space Pet Sitters constraints.

2. Find at least 5 combinations of cats and dogs that would satisfy both of the constraints
represented by this system of inequalities. How do you know these combinations work?

3. Find at least 5 combinations of cats and dogs that would satisfy one of the constraints, but not
the other. For each combination, explain how you know it works for one of the inequalities, but
not for the other?

4. Shade a region on the coordinate grid that would represent the solution set for the system of
inequalities. Explain how you found the region to shade.

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Pause and Reflect

5. Rewrite your systems of inequalities to include the additional constraints for feeding time and
pampering time.

6. Find at least five combinations of cats and dogs that would satisfy all of the constraints
represented by this new system of inequalities. How do you know these combinations work?

7. Find at least five combinations of cats and dogs that would satisfy some of the constraints, but
not all of them. For each combination, explain how you know it works for some inequalities,
but not for others?

8. Shade a region of the coordinate grid that would represent the solution set to the system of
inequalities consisting of all four Pet Sitters constraints. Explain how you found the region to
shade.

9. Shade a region in Quadrant I of the coordinate grid that would represent all possible
combinations of cats and dogs that satisfy the four Pet Sitters constraints. This set of points is
referred to as the feasible region since Carlos and Clarita can feasibly board any of the
combinations of cats and dogs represented by the points in this region without exceeding any
of their constraints on time, money, or space.

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10. How is the feasible region shaded in problem 9 different from the solution set to the system of
inequalities shaded in problem 8?

Ready for More?

Graph the solution set for the following system of inequalities. To clearly define the solution set,
you will also want to find the vertices of the polygon that represents the feasible region for the
solutions of the system.

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Takeaways
To find the solution for a system of inequalities:

To define the feasible region for a system of constraints that models a context:

Adding Notation, Vocabulary, and Conventions

Given a system of inequalities

The solution set for the system of inequalities is:

If the system represents the constraints in a modeling context, then the feasible region is:

Vocabulary

• compound inequality in two variables • solution to an equation (satisfies an

equation)
• feasible region
• solution set for the system of
inequalities

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned how to find the solution to a system of inequalities by finding the points
in the coordinate plane that satisfy all of the inequalities simultaneously. We also used the solution

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to the system of inequalities for the Pet Sitters constraints to find the feasible region of viable
options for Carlos and Clarita to consider when starting their business.

Retrieval
Determine the value of the square root.

1. 2.

Solve the equation by inspection or guess and check.

3. 4.

5. The boundary line for the inequality is provided on the coordinate grid. Shade the half
plane that contains all solutions for the inequality.

10 y

x
–10 –5 0 5 10

–5

–10

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Lesson 7: More or Less

Practice Understanding

Jump Start
Graph the solution set for each of the following single-variable inequalities by labeling the lines and
shading the solutions:

1.

2.

3.

4. Since all of the coefficients are the same, what accounts for the difference in the solution sets?

Learning Focus
Solve systems of linear inequalities.
How do I interpret inequality signs, such as , , , and when determining what to shade as a
solution set to an inequality?

Open Up the Math

Launch, Explore, Discuss
Solve the following systems of inequalities:

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1.

2.

3. Is the point a solution to the system in problem 1? Why or why not?

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4. Write the system of inequalities whose y

solution set is shown: 10

x
–5 0 5

5. Amanda is examining Frank’s work on y

problem 4, when she exclaims, “You have 10
written all of your inequalities backwards.
The solution set to your system would look
like this.”
5
What do you think about Amanda’s
statement?

x
–5 0 5

Pause and Reflect

Carlos and Clarita have found a cat food that seems to appeal to even the most finicky of cats,
Figaro Flakes. They want to mix it with a less expensive cat food, Tabitha Tidbits, to make an

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affordable, but tasty cat food.

Tabitha Tidbits contains grams of protein and grams of fat per scoop. Figaro Flakes contains
grams of protein and grams of fat per scoop. Carlos wants to make a meal for cats that contains at
least grams of protein and no more than grams of fat per scoop.

6. Write and solve a system of inequalities that Carlos can use to determine possible
combinations of Tabitha Tidbits and Figaro Flakes that will satisfy both of these constraints.

7. Based on your work, suggest at least 3 different “recipes” using each type of cat food that
meets Carlos’s nutritional goals. For example, would scoop of Tabitha Tidbits and scoop of
Figaro Flakes be an acceptable meal?

Ready for More?

Write a system of inequalities whose solution set would be a region of the plane that forms some
geometric shape, such as a square, a rhombus, a parallelogram, or a trapezoid.

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Takeaways
Describe a procedure for modeling a context using a system of inequalities as constraints:

Lesson Summary
In this lesson, we learned how to differentiate between linear inequalities in two variables written
as strict inequalities, inequalities with or signs, and other inequalities written with or . We
also practiced finding the solution set for systems of linear inequalities.

Retrieval
Substitute the given value into the equation to find the value of the variable that is not provided.

1. 2.

Graph each inequality.

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3. 4.

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Lesson 8: Shopping for Cats and Dogs

Develop Understanding

Learning Focus
Develop intuitive strategies for solving systems of linear equations in standard form.
How can I use logical reasoning to solve for two unknown values when I am given two pieces of
information about those values?

Open Up the Math

Launch, Explore, Discuss
Clarita is upset with Carlos because he has been buying cat and dog food without recording the
price of each type of food in their accounting records. Instead, Carlos has just recorded the total
price of each purchase, even though the total cost includes more than one type of food. Carlos is
now trying to figure out the price of each type of food by reviewing some recent purchases.

As Carlos is examining the first set of purchases, he realizes that he can figure out the cost of the
individual items just by reasoning about the numbers and the assumption that the price of each
item remained the same for each shopping trip. Clarita is surprised that Carlos can find the
individual prices without using tables, graphs, or equations.

See if you can reason about these shopping scenarios as well as Carlos by figuring out the cost of
each item purchased without using tables, graphs, or equations.

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1. One week Carlos bought bags of Tabitha Tidbits and bags of Figaro Flakes for . The
next week he bought bags of Tabitha Tidbits and bags of Figaro Flakes for . Based on
this information, figure out the price of one bag of each type of cat food. Explain your
reasoning.

2. One week Carlos bought bags of Brutus Bites and bags of Milo Munchies for . The
next week he bought bags of Brutus Bites and bags of Milo Munchies for . Based on
this information, figure out the price of one bag of each type of dog food. Explain your
reasoning.

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3. Carlos purchased dog leashes and cat brushes for for Clarita to use while
pampering the pets. Later in the summer he purchased additional dog leashes and cat
brushes for . Based on this information, figure out the price of each item. Explain your
reasoning.

Pause and Reflect

4. One week Carlos purchased boxes of cat treats and boxes of dog treats for . The
next week, he bought boxes of cat treats and boxes of dog treats for . The third
week he bought boxes of both cat and dog treats for . Based on this information,
figure out the price of each item. Explain your reasoning.

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5. Carlos has noticed that because each of his purchases have been somewhat similar, it has been
easy to figure out the cost of each item. However, his last set of receipts has him puzzled. One
week he tried out cheaper brands of cat and dog food. On Monday he purchased small bags
of cat food and small bags of dog food for . Because he went through the small bags
quite quickly, he had to return to the store on Thursday to buy more small bags of cat food
and more small bags of dog food, which cost him . Based on this information, figure
out the price of each bag of the cheaper cat and dog food. Explain your reasoning.

Ready for More?

One week Carlos bought packages of dog bones and packages of cat treats for . Because
the finicky cats didn’t like the cat treats, the next week Carlos returned unopened packages of cat
treats and bought more packages of dog bones. After being refunded for the cat treats, Carlos only
had to pay for his purchase. Based on this information, figure out the price of each item.
Explain your reasoning.

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Takeaways
Summarize the strategies you used to reason about the price of individual items in the context of
purchasing different combinations of those items. What are some key ideas that seem helpful?

Lesson Summary
In this lesson, we developed a strategy for finding the price of individual items from knowing the
total cost of purchasing different combinations of those items. We realized we could invent
purchases that weren’t actually made by doubling or tripling a known purchase or adding two
purchases together. Finding two purchases in which the number of one of the items purchased was
the same gave us insights into how to find the price of each individual item.

Retrieval
1.
Solve the system of equations graphically, and then state the solution.

Solution:

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2. Write an inequality to represent this context. Then list at least five solutions that fit the context.

Context: Fernando plans to donate at least of the money he earned doing work for
neighbors over the summer to two different fund raisers at his school.

a. Inequality b. Possible solutions

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Lesson 9: Can You Get to the Point, Too?

Solidify Understanding

Learning Focus
Solve systems of linear equations by eliminating one of the variables.
How do I use the logical reasoning for solving the scenarios in the previous task when the scenarios
are represented with linear equations in standard form?

Open Up the Math

Launch, Explore, Discuss
In Shopping for Cats and Dogs, Carlos found a way to find the cost of individual items when given
the purchase price of two different combinations of those items. He would like to make his strategy
more efficient by writing it out using symbols and algebra. Help him formalize his strategy by doing
the following:

• For each scenario in Shopping for Cats and Dogs write a system of equations to represent the
two purchases.
• Show how your strategies for finding the cost of individual items could be represented by
manipulating the equations in the system. Write out intermediate steps symbolically, so that
someone else could follow your work.
• Once you find the price of one of the items in the combination, show how you would find the
price of the other item.

1. One week Carlos bought bags of Tabitha Tidbits and bags of Figaro Flakes for . The
next week he bought bags of Tabitha Tidbits and bags of Figaro Flakes for . Based on
this information, figure out the price of one bag of each type of cat food. Explain your
reasoning.

Unit 5, Lesson 9 1 of 7
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2. One week Carlos bought bags of Brutus Bites and bags of Milo Munchies for . The
next week he bought bags of Brutus Bites and bags of Milo Munchies for . Based on
this information, figure out the price of one bag of each type of dog food. Explain your
reasoning.

3. Carlos purchased dog leashes and cat brushes for for Clarita to use while
pampering the pets. Later in the summer he purchased additional dog leashes and cat
brushes for . Based on this information, figure out the price of each item. Explain your
reasoning.

4. One week Carlos purchased boxes of cat treats and boxes of dog treats for . The
next week, he bought box of cat treats and boxes of dog treats for . The third week
he bought boxes of both cat and dog treats for . Based on this information, figure out
the price of each item. Explain your reasoning.

5. Carlos has noticed that because each of his purchases has been somewhat similar, it has been
easy to figure out the cost of each item. However, his last set of receipts has him puzzled. One
week he tried out cheaper brands of cat and dog food. On Monday he purchased small bags
of cat food and small bags of dog food for . Because he went through the small bags
quite quickly, he had to return to the store on Thursday to buy more small bags of cat food
and more small bags of dog food, which cost him . Based on this information, figure
out the price of each bag of the cheaper cat and dog food. Explain your reasoning.

Unit 5, Lesson 9 2 of 7
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Pause and Reflect

While working on each of these problems, at some point you not only eliminated a variable, but you
probably also eliminated an equation. To remind ourselves that we are working with a system of
equations, it might be helpful to write out the solution process as a sequence of equivalent systems.
To do so, we can obtain an equivalent system of equations by replacing one or both equations in
the system using one of the following actions:

• Replace an equation in the system with a constant multiple of that equation.

• Replace an equation in the system with the sum or difference of the two equations.
• Replace an equation with the sum of that equation and a multiple of the other.

6. Solve the following problem by keeping track of both equations in the system each step along
the way. That is, each step in your solution process will be a system of two linear equations.
Write an explanation that explains how you changed the previous system to get the next
system. The final system in the sequence will be

Carlos purchased dog ID tags and cat ID tags for to keep track of the pet owner’s
contact information. Later in the summer he purchased additional dog tags and cat tags
for . Based on this information, figure out the price of each item.

System Explanation

Original system for the constraints.

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Ready for More?

Writing out each system of equations reminded Carlos of his work with solving systems of
equations graphically. Show how the cost of each item shows up graphically in each system in the
solution process for problem 6. Record each system, and then sketch its graph on a separate grid.
You may need fewer or more grids than are given, depending upon the number of systems in your
solution process.

a. b.
System: System:

10 10

5 5

Dog Treats Dog Treats

0 5 10 15 0 5 10 15

c. d.
System: System:

10 10

5 5

Dog Treats Dog Treats

0 5 10 15 0 5 10 15

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e. f.
System: System:

10 10

5 5

Dog Treats Dog Treats

0 5 10 15 0 5 10 15

Takeaways
When solving equations, we write a sequence of equivalent equations until the solution to the
equation is apparent.

Likewise, when solving systems of equations, we:

To create equivalent systems of equations we can:

Vocabulary

• solve a system by elimination or

substitution

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned how to solve systems of equations by eliminating one of the variables. To
do so, we had to think of equations as objects that can be added, subtracted, or multiplied by a

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scale factor. Each operation creates an equivalent system of equations, and if we are strategic, we
can get a system of equations for which the solutions to the system are apparent.

Retrieval
Determine the solution to each system of linear equations.

1. 2.

3. 4. What is the definition of a function?

5 y

x
–5 0 5

–5

For each graph determine if the relationship represents a function. If it is a function, write yes. If it is
not a function, explain why it is not.

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5. y 6. 5 y
5

x
x –10 –5 0 5 10
–10 –5 0 5 10
–5
–5

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Lesson 10: Taken Out of Context

Practice Understanding

Jump Start
Your teacher will distribute a set of cards to you and your partner.

The “begin here” card gives you a system of equations.

Put the remaining cards in the order you would use to find the solution to the system.

On each card you will need to write an additional piece of information: (1) the missing equation on
the top of the card, or (2) the missing justification for what you did to transition from the previous
card to the current one.

Learning Focus
Solve systems of equations.
Identify systems that have no solutions or an infinite number of solutions.
Do all systems of linear equations have a solution?
Can a system of linear equations have more than one solution?
What features of a context help me think about the nature of the solution?

Open Up the Math

Launch, Explore, Discuss
Write a shopping scenario similar to those in Shopping for Cats and Dogs to fit each of the following
systems of equations. Then use the elimination of variables method you invented in the previous
lesson to solve the system. Some of the systems may have interesting or unusual solutions. See if
you can explain them in terms of the shopping scenarios you wrote.

If you can’t find the solution to the system by elimination, try solving the system graphically or by
substitution.

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1.

2.

3.

4.

Pause and Reflect

5. Three of Carlos and Clarita’s friends are purchasing school supplies at the bookstore. Stan buys

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a notebook, packages of pencils, and markers for . Jan buys notebooks, packages
of pencils, and markers for . Fran buys notebook, packages of pencils, and
markers for . How much do each of these items cost?

The story context can be represented by this system of equations:

Explain in words or with symbols how you can use your intuitive reasoning about these
purchases to find the price of each item.

Ready for More?

Create a linear system with three variables, , , and , by first deciding what you want the values of
each variable to be and then writing three equations with random choices for the coefficients.
Calculate the correct sums of the three equations using the known values of the variables.

Trade your system with a partner and see if you can solve the system that was created for you, and if
your partner can solve the system that was created for them.

What features of a system make this easy? What makes it hard?

Takeaways
Describe the following systems of equations:

A dependent system:

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An inconsistent system:

Finding a unique solution for the variables in an independent system of equations requires:

Vocabulary

• systems: inconsistent / independent

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned that systems of linear equations can have infinitely many solutions, no
solutions, or one solution, and we learned how to identify which type of solution to expect by
examining the coefficients of the linear equations in the system when they are written in standard
form. We also extended the process of solving systems to a system of linear equations with three
unknowns.

Retrieval
Each of the pairs of equations below are equivalent. Determine what operation was performed on
each term of the first equation to create the second equation.

1. 2.

3.

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Graph the following inequalities. Justify the region you shade by showing at least one point in the
region as being a solution to each inequality.

4. 5.

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Lesson 11: To Market with Matrices

Solidify Understanding

Learning Focus
Solve systems using row reduction of matrices.
How do I use matrices to help me keep track of the elimination process?

Open Up the Math

Launch, Explore, Discuss
Carlos learned about matrices when Elvira, the manager of the school cafeteria, was asked to
substitute teach during one of the last days of school before summer vacation. Now that he has
worked out a strategy for solving systems of equations by elimination of variables, he is wondering
if matrices can help him keep track of his work.

Carlos is reconsidering the following scenario from Shopping for Cats and Dogs, while trying to
record his thinking using matrices.

One week Carlos purchased dog leashes and cat brushes for for Clarita to use while
pampering the pets. Later in the summer he purchased additional dog leashes and cat brushes
for . What is the price of each item?

Carlos realizes that he can represent this scenario using the following matrix:

He also realizes that he can represent the cost of each item with a matrix that looks like this:

So, now he is trying to find a sequence of matrices that can fill in the gaps between the first matrix
and the last. He knows from his previous work with solving systems of equations that he can do any
of the following manipulations with equations—and he realizes that each of the following
manipulations would give him a new row of numbers in a corresponding matrix.

• Replace an equation in the system with a constant multiple of that equation.

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• Replace an equation in the system with the sum or difference of the two equations.
• Replace an equation with the sum of that equation and a multiple of the other.

1. Help Carlos find a sequence of matrices that starts with the matrix that represents the original
purchases, and ends with the matrix that represents purchasing one leash or purchasing one
brush. For each matrix in your sequence, write out the justification that allows you to write that
matrix based on the three manipulations we can perform on the equations in a system. For
example, the following matrix transformation can be justified by writing “I replaced the first
row of the matrix by multiplying the first row by .”

Pause and Reflect

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2. Find and justify a sequence of matrices that could be used to solve the following scenario.

One week Carlos tried out cheaper brands of cat and dog food. On Monday he purchased
small bags of cat food and small bags of dog food for . Because he went through the
small bags quite quickly, he had to return to the store on Thursday to buy more small bags of
cat food and more small bags of dog food, which cost him .

Based on this information, can you figure out the price of each bag of the cheaper cat and dog
food?

Ready for More?

Represent the following context with a matrix:

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Three of Carlos and Clarita’s friends are purchasing school supplies at the bookstore. Stan buys
notebook, packages of pencils, and markers for . Jan buys notebooks, packages of
pencils, and markers for . Fran buys notebook, packages of pencils, and markers for
.

Represent this context with an augmented matrix.

Record and describe your first step in solving this system of equations using row reduction.

Takeaways
To solve a system using row reduction of matrices:

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Adding Notation, Vocabulary, and Conventions

An augmented matrix includes

Vocabulary

• augmented matrix • row reductions of matrices

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned another method to solve systems of linear equations besides graphing,
substitution, and elimination. To do so, we represented the system of equations with augmented
matrices, and solved the system by using the process of row reduction of matrices.

Retrieval
Solve the system of equations using elimination.

1. 2.

Solve the system of equations by graphing.

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3.

4.

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Lesson 12: Solving Systems with Matrices

Practice Understanding

Learning Focus
Apply a standard procedure for row-reduction of matrices.
How can I organize my work to make the row-reduction of a matrix more efficient?
Why is getting 1’s on the diagonal helpful?
Why do I want to get 0’s in the non-diagonal positions of one column before I move on to working with
getting a 1 in the next column?
While not one of the “official” row-reduction steps, why might switching rows of the matrix be helpful?

Open Up the Math

Launch, Explore, Discuss
In the task To Market with Matrices, you developed a strategy for solving systems of linear equations
using matrices. An efficient and consistent way to carry out this strategy can be summarized as
follows:

To row reduce a matrix:

• Perform elementary row operations to yield a in the first row, first column.
• Create ’s in all of the other rows of the first column by adding the first row times a constant to
each other row.
• Perform elementary row operations to yield a in the second row, second column.
• Create ’s in all of the other rows of the second column by adding the second row times a
constant to each other row.
• Perform elementary row operations to yield a in the third row, third column.
• Create ’s in all of the other rows of the third column by adding the third row times a constant
to each other row.
• Continue this process until the first entries form a square matrix with ’s in the
diagonal and ’s everywhere else.

Practice this strategy by creating a sequence of matrices for each of the following problems that
begins with the given matrix and ends with the left portion of the matrix (the first entries)
in row-reduced form. Write a description of what you did to get from one matrix to another in each
step of your sequence of matrices.

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1.

2.

3.

4. Each of the previous matrices represents a system of equations. For each problem, write the
system of equations represented by the original matrix. Determine the solution for each
system using the reduced row echelon matrix you obtained, and then check the solutions in
the original system.

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5. Solve the following problem by using a matrix to represent the system of equations described
in the scenario, and then changing the matrix to reduced row echelon form to obtain the
solution.

Three of Carlos’s and Clarita’s friends are purchasing school supplies at the bookstore. Stan
buys notebook, packages of pencils, and markers for . Jan buys notebooks,
packages of pencils, and markers for . Fran buys notebook, packages of pencils,
and markers for . How much do each of these items cost?

6. Create a linear system that is either dependent (both equations in the system represent the
same line) or inconsistent (the equations in the system represent non-intersecting lines). What
happens when you try to row reduce the matrix that represents this linear system of
equations?

Ready for More?

A system of three equations with three unknowns was solved using row-reduction on a matrix. The

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row-reduction steps were performed in the following order, until the matrix shown on the right was
obtained.

The matrix on the right shows the solutions to a system of equations. Find the original system of
equations and associated matrix whose solutions are shown in this final matrix.

Takeaways
The standard procedure for row-reducing a matrix can be explained by my answers to these
questions:

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Why is getting ’s on the diagonal helpful?

Why do I want to get ’s in the non-diagonal positions of one column before I move on to working
with getting a in the next column?

While not one of the “official” row-reduction steps, why might switching rows of the matrix be
helpful?

Adding Notation, Vocabulary, and Conventions

The elementary row operations we can perform when row-reducing a matrix can be written in
symbols instead of described in words. Translate each of the following symbolic instructions into
words that describe the elementary row operation represented.

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Vocabulary

• elementary row operations • reduced row echelon form

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we examined a standard procedure for the row reduction of matrices. The procedure
eliminated all of the guesswork of solving a system of equations with matrices, but still allowed
room for sense-making and strategic thinking. We also learned notation for recording our steps in
the solution process, rather than having to describe how we got one matrix from a previous one in
words.

Retrieval
Create an augmented matrix that fits with the given system of equations.

1. 2.

Based on the given system of equations, determine which method for solving you would choose to
use and why you think it would be the most efficient method.

3. 4.

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5. 6.

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