![]() Step 2: Next you will cut out all the pieces of equation 1 and equation 2 in the boxes. ![]() Step 1: Cut out the problems on the dotted line so you have 3 individual problems. In Version A: Students are given 3 systems of equations all in slope-intercept form with a work mat. There are 2 versions of this activity and all students need are scissors and glue. In this hands-on activity, students will physically cut out and glue equations onto a work mat, so they can literally see the substitution process happening. This activity is the only activity you need to reiterate how to solve by substitution. So with all of that being said, I brain-stormed a way that students could physically see how they were solving systems of equations by substitution using a hands-on activity. So it doesn’t matter what ability level you teach, this is a great activity for differentiated instruction in your classroom. So I made it my mission to create an activity that would benefit all of them. Now many of you may not know that I teach in a very small rural school in Pennsylvania, and even though there were only 10 hands that were raised, we are talking about every math ability that there is, from learning support to gifted, they all reside in one class. When it came time for the students to “Try these problems” (the you do part of the process) I think every hand in my classroom was raised! Mostly due to the fact of pure confusion on what to do first! Step 4: Write the solution as an ordered pair (x, y) and check your answer. Step 3: Substitute to solve for the other variable. Step 2: Substitute the resulting expression into the other equation to replace the variable. Step 1: Solve one equation for one of the variables. The best time to use the substitution method is if one of the variables in either equation has a coefficient of 1 or -1. Via The Tonight Show Starring Jimmy Fallon on GIPHYīefore I created my hands-on activity, I did what I did in all of my other years of teaching (17 to be exact!) when introducing this concept, the good old: I do, we do, you do method! The famous process of teaching a new mathematics lesson along with steps and processes on how to solve systems of equations by substitution: Steps to Solving Systems of Equations by Substitution It is just too much for some students all at once! Mostly because they may lack the skills to solve equations in general, let alone literal equations, let alone 2 equations that then result in an ordered pair!Įven just writing all of that made me imagine just how our students feel! When you start teaching students how to solve by substitution, they truly get confused on why you can just set equations equal to each other if they are in slope-intercept form or why you have to solve for either variable x or y, to do the substitution. If they are in Standard Form: Ax + By = C, then students have to manipulate the equations to rearrange them so that they are in slope-intercept form, but then they just have to graph after that, find the point of intersection (if there is one) and ta-da they are finished. When students are asked to solve systems of equations by graphing, typically both equations are already in slope-intercept form: y = mx + b, then all they have to do is graph them using a t-chart (table) or the easy method (graph y-intercept first and then the slope). Why substitution? I think because it is the first time students truly have to manipulate more than one equation at the same time followed by several equations that involve substitution and solving.įor example, take Solving Systems of Equations by Graphing. ![]() Solving Systems of Equations is one of my absolute favorite topics of Algebra to teach! Teaching all the different methods on how to solve systems of equations has always proven one thing: Students always seem to struggle with solving systems of equations using substitution. The only hands-on activity that you need to teach solving systems of equations by substitution. ![]() ![]() Solving Systems of Equations by Substitution ![]()
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