standard_description: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
problem_activity: Activity
In this activity, students solve a system of equations by graphing then include a third line through the solution point that is either vertical or horizontal. In the associated Algebra lesson, students will graph equations in a system and additional equations that arise from the elimination method to show that they all intersect at the solution.
To focus on the work of the activity, it is recommended that students use the digital version of the activity or have access to Desmos or another graphing tool to more quickly and accurately find the solutions to the system of equations through graphing. If students need practice graphing lines representing equations by hand or if digital access is not available, the print version provides a graph given one of the lines and asks students to graph the second line by hand.
Launch
Display the instructions for all to see. Ask students,
"What do you know about equations that are represented by vertical lines?" (They are of the form
\(x = a\)
for a number
\(a\)
.)
"What do you know about equations that are represented by horizontal lines?" (They are of the form
\(y = a\)
for a number
\(a\)
.)
Student Facing
For each system of equations:
Solve the system of equations by graphing. Write the solution as an ordered pair.
Write an equation that would represented by a vertical or horizontal line that also passes through the solution of the system of equations.
Graph your new equation along with the system.
\(\begin {cases} \begin {align}y = 3x+5\\ y=\text{-}x+1\end{align} \end {cases}\)
The line representing
\(y = 3x+5\)
is shown
[IMG]
\(\begin {cases} \begin {align}y = \frac{1}{3}x-2\\ y=x-6\end{align} \end {cases}\)
The line representing
\(y = \frac{1}{3}x-2\)
is shown
[IMG]
\(\begin {cases} \begin {align} 2x+3y=10\\ x+y=3\end{align} \end {cases}\)
The line representing
\(2x+3y=10\)
is shown
[IMG]
Student Response
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Activity Synthesis
The purpose of the discussion is for students to recognize that, for a system of equations represented by graphs that intersect at
\((a,b)\)
, the lines
\(x = a\)
and
\(y = b\)
also go through the solution. Select students to share their solutions including students who found vertical as well as horizontal lines through the intersection point.
Some questions for discussion:
"How could you use your answers to these questions to write another system of equations that have the same solution as the original system of equations?" (The system
\(\begin {cases} \begin {align} x = \text{-}1\\ y=2\end{align} \end {cases}\)
has the same solution as the original equation
\(\begin {cases} \begin {align}y = 3x+5\\ y=\text{-}x+1\end{align} \end {cases}\)
since all 4 lines go through the point
\((\text{-}1,2)\)
.)
"Two lines intersect at the point
\((3,5)\)
. How could you know whether the equation
\(3x - 2y = \text{-}1\)
is represented by a line that goes through that same point?" (Substitute the value 3 for
\(x\)
and 5 for
\(y\)
. If the equation is still true, then the associated line will go through the same point. If the equation is false, the associated line will not go through the same point.)


aligns: no