Hearne ISD
Mathematics
Course: Algebra II
Unit: System of Equations and Basic Factoring
TEKS
Assessment
Guiding Questions/
Specificity
Designated Six Weeks: 2nd
Days to teach: 28 days
Vocabulary
Instructional
Strategies
Resources/
Weblinks
2A.3 Foundations for functions. The student formulates systems of equations and inequalities from problem situations, uses a variety of methods to
solve them, and analyzes the solutions in terms of the situations.
2A.3(A) analyze
Read a real world situation The rectangular patio
Constraint
Link to ELPS Instructional
Laying the
situations and
and create a system of
shown in the diagram
Feasible Region
Strategies:
Foundations
http://ritter.tea.state.tx.us/rule (Algebra 1)
formulate systems of
equations or inequalities
below is enclosed on
Linear Programming
s/tac/chapter074/ch074a.html
Solving Systems of
equations in two or
with two or three
three sides by a fence.
Systems of equations
2F, 5B, 3B
Linear Equations,
more unknowns or
variables.
Systems of linear
Painting the House
inequalities in two
inequalities
Given some real world
Application – linear
unknowns to solve
examples, have the students
programming
problems;
write systems of equations
Closing the
The area of this patio Is
Readiness Standard
and inequalities to represent
Distance
no more than 400 square
the situation.
(Grade 11)
College Readiness
feet. The total length of
Lesson 7
Standard:
the three sides of this
http://www.thecb.state.t
fence is no more than 60
x.us/collegereadiness/cr
Holt Algebra 2
feet. Which system of
s.pdf
3.4
inequalities can be used
3.5
to find values of l, the
Algebraic C.1. c, d.
patio's length, and w, the
patio's width, that
will satisfy these
conditions?
A. l 2w 60
lw 400
B. 2l 2w 60
lw 400
C. l 2w 60
lw 400
D. 2l 2w 60
lw 400
Correct answer: A
Released 2013 EOC
Q#3
7/3/2014
Page 1
Hearne ISD
Mathematics
Course: Algebra II
Unit: System of Equations and Basic Factoring
TEKS
Assessment
Guiding Questions/
Specificity
Designated Six Weeks: 2nd
Days to teach: 28 days
Vocabulary
Instructional
Strategies
2A.3(B) use
algebraic methods,
graphs, tables, or
matrices, to solve
systems of equations
or inequalities;
Readiness Standard
Constraint
Feasible Region
Graphical solution
Linear Programming
Matrix
Solution
Solution by
Elimination
Solution by
Substitution
Systems of equations
Systems of linear
inequalities
Tabular solution
College Readiness
Standard:
http://www.thecb.state.t
x.us/collegereadiness/cr
s.pdf
Algebraic C.1.c,d
Solve systems of equations
with two variables using
graphing, tables,
substitution, and
elimination method.
Solve a system in which
there is no solution, one
solution or infinitely many
solutions using each
method.
Solve systems with three
or more variables using
matrices.
What is the x-value of
the solution to the
system of equations
below?
x y z 8
x 2 y 6
y z 4
Correct answer: 4
Released EOC 2013
Q# 19
Link to ELPS Instructional
Strategies:
http://ritter.tea.state.tx.us/rule
s/tac/chapter074/ch074a.html
4F
Resources/
Weblinks
Holt Algebra 2
3.1
3.2
3.3
3.6
4.5
Solving the same systems of
equations problem in each
method and then talk about
the differences of each and
decide which would have
been the best method. Have
students practice other
problems.
Show how to find the
solution of a 3 variable
system using matrices.
Which of the following
ordered pairs is a
solution to the system of
inequalities given
below?
Show 3 X 3 by hand using
elimination method and then
teach on calculator.
x y 4
x 2 y 8
F. (1, 5)
G. (1, 2)
H. (4, -1)
J. (-4, -1)
Correct answer: G
Released EOC 2013
Q#44
7/3/2014
Page 2
Hearne ISD
Mathematics
Course: Algebra II
Unit: System of Equations and Basic Factoring
TEKS
Assessment
Guiding Questions/
Specificity
Designated Six Weeks: 2nd
Days to teach: 28 days
Vocabulary
Instructional
Strategies
2A.3(C) interpret and
determine the
reasonableness of
solutions to systems
of equations or
inequalities for given
contexts
Readiness Standard
Constraint
Elimination
Feasible Region
Linear Programming
Solution
Substitution
Systems of equations
Systems of linear
inequalities
College Readiness
Standard:
http://www.thecb.state.t
x.us/collegereadiness/cr
s.pdf
Algebraic C.1. c, d
7/3/2014
Analyze the graphs of
systems of equations and
inequalities to identify
reasonable solutions or
solution regions.
Read, interpret and
analyze the solution to a
system of equations to
determine if it is a
reasonable solution to an
application problem
situation.
A craftsman wants to
spend less than $300 on
supplies for making
bracelets and necklaces.
Supplies for 1 bracelet
cost $4, and supplies for
1 necklace cost $9. This
relationship is shown in
the graph below.
Link to ELPS Instructional
Strategies:
http://ritter.tea.state.tx.us/rule
s/tac/chapter074/ch074a.html
2D
Resources/
Weblinks
Holt Algebra 2
3.1
3.2
3.3
3.4
Have students substitute the
solution back into the
problem to justify the
reasonableness of the
solution.
The craftsman wants to
make at least 10 more
bracelets than
necklaces. Which of the
following is a
reasonable solution?
A 25 bracelets &20
necklaces
B. 30 bracelets and 15
necklaces
C. 40 bracelets and 20
necklaces
D. 15 bracelets and 25
necklaces
Correct answer: B
Released EOC 2013
Q# 11
Page 3
Hearne ISD
Mathematics
Course: Algebra II
Unit: System of Equations and Basic Factoring
TEKS
Assessment
Guiding Questions/
Specificity
Designated Six Weeks: 2nd
Days to teach: 28 days
Vocabulary
Instructional
Strategies
Resources/
Weblinks
2A.2 Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and
uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
Binomials
2A.2(A) use tools
Factor using greatest
What is the solution set
Holt Algebra 2
Link to ELPS Instructional
Completing the Square Strategies:
5.3
including factoring to common factors,
for the following
Difference of squares
http://ritter.tea.state.tx.us/rule 6.4
simplify expressions
difference of squares, and
equation?
Factor
s/tac/chapter074/ch074a.html
and to transform and
trinomials – with no lead
1
31  x 9
Lead coefficient
2D
solve equations
coefficient and with a lead
4
Quadratic Function
coefficient.
Supporting
Solution
Review Greatest Common
Standard
Trinomials
Factor, difference of squares,
Use factors of a quadratic
1 1 

A.  , 
trinomials, and recognizing
expression to solve the
College Readiness
 2 2 
the appropriate steps in
quadratic equation.
Standard:
http://www.thecb.state.t
 1 
factoring.
B.  ,1
x.us/collegereadiness/cr
s.pdf
Numeric B.1.b
Algebraic B.1. a
Functions C.1.c
7/3/2014
 2 
C. 8,16


D. 8,16
Correct answer: C
Released EOC 2013
Q#39
Page 4
Hearne ISD
Mathematics
Course: Algebra II
Unit: System of Equations and Basic Factoring
TEKS
Assessment
Guiding Questions/
Specificity
2A.2(B) use complex
numbers to describe
the solutions of
quadratic equations.
Supporting
Standard
College Readiness
Standard:
http://www.thecb.state.t
x.us/collegereadiness/cr
s.pdf
Numeric B.1.d
Functions C.1.b
Simplify square roots of
negative integers.
The roots of a quadratic
equation are given by
the expression below.
Recognize numbers in the
form a ± bi, and
differentiate between real
and imaginary parts.
25  100
25
Perform all operations
with complex numbers.
Which of the following
is an equivalent
expression?
A.
1 
2i
5
12i
2i
C. 25 
5
D. 25 2i
B.
Correct answer: A
Released EOC 2013
Q#25
7/3/2014
Designated Six Weeks: 2nd
Days to teach: 28 days
Vocabulary
Instructional
Strategies
Complex conjugant
Complex number
Imaginary number
Link to ELPS Instructional
Strategies:
http://ritter.tea.state.tx.us/rule
s/tac/chapter074/ch074a.html
3H, 3I
Resources/
Weblinks
Holt Algebra 2
5.5
5.6
Introduce i √
Begin by simplifying radicals
with negatives
Explain that
Graph and solve quadratic
equations that have
imaginary solutions to
introduce complex numbers.
Have students explain the
connection between
imaginary solutions and the
graph.
Page 5