Multiple Intelligence Lesson Plan 

Lesson Plan Title: 
Chapter 7 Section 5 – Special Types of Linear Systems 
Developed by: 
Renee Zomers 
Subject Area: 
Math 
Topic: 
Solving Special Types of Linear Systems 
Grade Level: 
High School – Algebra II 
Time Frame: 
50 minutes 
Lesson Summary: 
The students will work in small groups on an activity. We will take notes together as a class to show examples of linear systems with one solution, no solution, or infinitely many solutions. 
Prerequisites: 
Before this lesson students should know what slope and intercepts are. Students should know how to put equations in slopeintercept form, how to graph linear equations, and methods for solving systems of equations. 
Standards: 
912.A.2.1. Students are able to use algebraic properties to transform multistep, singlevariable, firstdegree equations.
912.A.2.2A. Students are able to determine the solution of systems of equations and systems of inequalities.
912.A.3.1. Students are able to create linear models to represent problem situations.
912.A.4.1. Students are able to use graphs, tables, and equations to represent linear functions.
912.N.2.1. Students are able to add, subtract, multiply, and divide real numbers including integral exponents. 
Lesson Objectives: 
Identify linear systems as having one solution, no solution, or infinitely many solutions 
Assessment: 
Assignment: pages 429431 problems 1228, 3637. Quiz (to be taken on day following lesson) 
Technology to be Used: 
Overhead Projector 
Other Materials: 
Graph paper; whiteboard 
Procedural Activities: 
Lesson Opener: Interpersonal intelligence is used during this activity when the students work in small groups and partake in group discussion. Because students will be solving and graphing the equations themselves, they will be learning by doing therefore demonstrating bodilykinesthetic intelligence during the activity. Give each student a piece of graph paper. Divide students into groups of three at their desks. Give the students the directions for the activity as follows:
We will now have a large group discussion to see what the groups discovered from the activity. From this activity students should discover the three following ideas:
yintercepts).
Lecture/Notes: Verballinguistic intelligence is being used during lecture because students will be hearing all the important points and may follow along in the book with vocabulary. They may also refer to examples in the book for further reading. Along with this, students should be taking notes as we work problems out on the board.
In each of the following examples, when doing the “solve by graphing” all students will be doing the graphing on their graphing calculators. Because they will be learning by doing they are using bodilykinesthetic intelligence. They are also using visualspatial intelligence because they are interpreting graphs and determining relationships between lines on the graph. Each example will be worked out stepbystep on the board during lecture. Each steps shows logical progression toward the answer, thus logicalmathematical intelligence will be used. Following are the examples I will use in class, each step is not written here, but will be written for students notes during class.
3x + y = 2 2x + 2y = 4 Solve by substitution: (2, 8) is our solution Solve by graphing: see one intersection
2x + y = 5 2x + y = 1 Solve by substitution: 1=5 is false therefore no solution Solve by graphing: see the lines are parallel
2x + y = 3 4x + 2y = 6 Solve by linear combination: 0 = 0 always true therefore many solutions Solve by graphing: appears like one line because they are the same line
6x – 2y = 10 3x + y = 12 Solve by substitution: 24 = 10 false so no solution. What would the graph look like? Parallel lines. Check by graphing on calculators. Closing the lesson: I will reemphasize how we can predict what a graph will look like by comparing the equations. Students will then be given their homework assignment and have five minutes to get started on it or ask questions. 
Attachments: 