Unit 2, Lesson 15

Solving Systems by Elimination (Part 2)

Algebra 1

Practice

Problem 1

Student Task Statement

Solve this system of linear equations without graphing:

Practice

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Problem 2

Student Task Statement

Select all the equations that share a solution with this system of equations.

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Problem 3

Student Task Statement

Students performed in a play on a Friday and a Saturday. For both performances, adult tickets cost dollars each and student tickets cost dollars each.

On Friday, they sold 125 adult tickets and 65 student tickets, and collected $1,200. On Saturday, they sold 140 adult tickets and 50 student tickets, and collected $1,230.

This situation is represented by this system of equations:

What could the equation mean in this situation?
The solution to the original system is the pair and . Explain why it makes sense that this pair of values is also a solution to the equation .

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Problem 4

Student Task Statement

Which statement explains why shares a solution with this system of equations:

Because is the product of the two equations in the system of equations, it must share a solution with the system of equations.

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Problem 5

ForLesson 14: Solving Systems by Elimination (Part 1)

Student Task Statement

Select all equations that can result from adding these two equations or subtracting one from the other.

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Problem 6

ForLesson 13: Solving Systems by Substitution

Student Task Statement

Solve each system of equations.

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Problem 7

ForLesson 14: Solving Systems by Elimination (Part 1)

Student Task Statement

Here is a system of equations:

Would you rather use subtraction or addition to solve the system? Explain your reasoning.

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Problem 8

ForLesson 10: The Effect of Extremes

Student Task Statement

The box plot represents the distribution of the number of free throws that 20 students made out of 10 attempts.

<p>Box plot from 0 to 10 by 1’s. Free throws made. Whisker from 1 to 5. Box from 5 to 8 with vertical line at 6. Whisker from 8 to 10.</p>

After reviewing the data, the value recorded as 1 is determined to have been an error. The box plot represents the distribution of the same data set, but with the minimum, 1, removed.

<p>Box plot from 0 to 10 by 1’s. Free throws made. Whisker from 4 to 5. Box from 5 to 8 with vertical line at 6. Whisker from 8 to 10.</p>

The median is 6 free throws for both plots.

Explain why the median remains the same when 1 was removed from the data set.
When 1 is removed from the data set, does the mean remain the same? Explain your reasoning.

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Problem 9

ForLesson 10: Connecting Equations to Graphs (Part 1)

Student Task Statement

In places where there are crickets, the outdoor temperature can be predicted by the rate at which crickets chirp. One equation that models the relationship between chirps and outdoor temperature is , where is the number of chirps per minute and is the temperature in degrees Fahrenheit.

Suppose 110 chirps are heard in a minute. According to this model, what is the outdoor temperature?
If it is outside, about how many chirps can we expect to hear in one minute?
The equation is only a good model of the relationship when the outdoor temperature is at least . (Below that temperature, crickets aren't around or inclined to chirp.) How many chirps can we expect to hear in a minute at that temperature?
On the coordinate plane, draw a graph that represents the relationship between the number of chirps and the temperature.
Explain what the coefficient in the equation tells us about the relationship.
Explain what the 40 in the equation tells us about the relationship.

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The three equations all have the same slope but different -intercepts. Equations with the same slope but different -intercepts always share a solution.

Because is equal to 29, I can add to the left side of and add 29 to the right side of the same equation. Adding equivalent expressions to each side of an equation does not change the solution to the equation.

Because is equal to 55, I can subtract from the left side of and subtract 55 from its right side. Subtracting equivalent expressions from each side of an equation does not change the solution to the equation.

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Solving Systems by Elimination (Part 2)

Practice

Problem 1

Student Task Statement

Problem 2

Student Task Statement

Problem 3

Student Task Statement

Problem 4

Student Task Statement

Problem 5

Student Task Statement

Problem 6

Student Task Statement

Problem 7

Student Task Statement

Problem 8

Student Task Statement

Problem 9

Student Task Statement

Lesson 15 Resources