Vocabulary Instruction for Systems of Linear Equations
Step 1: Provide a description, explanation, or example of the new term.
system of equations- start with a single linear equation, graph it, make a table for it, etc. and then add another linear equation to the same graph, add another column in the table while explaining that previously we have dealt with single linear equations but there are some situations that need more than one linear equation to describe them; invite questions
substitution- engage students in a discussion of what happens when a teacher is absent; draw parallels between substitute teachers and substitution involving values and variables
elimination- after first introducing the method of adding the two equations in a system together to eliminate a variable, introduce the term “elimination”
parallel- ask students to use their arms to demonstrate what “parallel” means; engage students in discussion about what it means for lines to be parallel
intersection- show a picture (found on Google) of a street intersection; engage students in brief discussion about why this is called an intersection; discuss what meaning this word could have in Algebra 1
solution- connect back to solutions of one-variable equations and discuss how to tell whether a point is a solution of a system
Step 2: Ask students to restate the description, explanation, or example in their own words.
(list of anticipated responses)
system of equations – more than one equation
substitution – putting something in place of something else
elimination – getting rid of a variable
parallel – two lines that don’t cross
intersection – where two lines cross
solution – the answer
Step 3: Ask students to construct a picture, symbol, or graphic representing the term.
system of equations - parallel -
elimination - substitution -
intersection - solution -
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms.
1. Ask students to list similarities and differences between substitution and elimination methods of solving systems of equations. (perhaps using a double bubble map)
2. Ask students to sketch graphs of possible systems of equations (including ones with a single solution, an infinite number of solutions, and no solution).
3. Ask students to write a paragraph using all 6 terms.
Step 5: Periodically ask students to discuss terms with one another.
1. Engage students in a think-pair-share with the listing of similarities and differences in Step 4 above serving as the “think” portion. During the sharing, encourage students to refine their work based on their discussion.
2. Ask students to compare the pictures they drew for “substitution”. They should describe the pictures before showing them. Encourage students to refine their pictures based on their discussions.
Step 6: Involve students periodically in games that allow them to play with terms.
1. Vocabulary Charades- pair or group students (in triads); assign each student three (or two) words; students use charades to get their partner (group) to say the vocabulary word. It might help with game play to throw in some fun words along with the academic vocabulary.
2. Vocabulary Pictionary- setup and game play are similar to charades, but this time students will draw instead of gesture