It's a Numbers Game

Introduce the lesson using the attached Lesson Slides. Go to slide 3 to display the lesson’s essential question: “How can systems of equations be used in real-world situations?” Then, share the lesson objective on slide 4.

Go to slide 5 and play the “Timberwolves vs OKC Thunder Full Game Highlights | 2021 NBA Season” video on the slide. Ask students to take note of things they notice as they are watching and be prepared to discuss them afterwards.

After watching the highlight video, display slide 6. Ask students to share what they noticed as they watched. Use this as an opportunity to engage students’ prior knowledge about what is represented in a basketball game. As they share, write students’ observations on the board.

Ask students what types of statistics are measured in a basketball game. Write students’ responses on the board.

If they did not know the final score of the game, ask students what statistics they might use to figure it out. Write students’ responses on the board.

After completing your discussion, tell students that they will continue learning about systems of equations by using what they know about basketball to explore the options for solving systems of equations problems.

Have students get into small groups of 2–3 or assign groups. Show slide 7 and give each group a copy of the attached Nothing But Net handout. Use the slide to provide students with additional information about the game, so they can determine each team’s score:

• Together, the Thunder and Timberwolves scored 238 points.

• The Thunder scored 2 more points than the Timberwolves did.

Ask students to consider what this information means and what the total score includes. Then, ask them to consider how, mathematically, they would express the difference in points.

Direct students to use this information to set up their first system of equations on their handout. Have students use the “Variables” section to define their variables. Students can use notebook paper or the back of their handout for space to solve the system of equations, then record their results (each team’s score) in the “Results” section of their handout.

To create the equations, students will need to break down the parts of the word problem and apply their knowledge of systems of equations. Groups should come up with equations that are equivalent to what is shown on the hidden slide 8.

Transition through slides 10–11 to provide students with additional information about the second system of equations scenario. Ask them to take a few minutes to consider what new information they have been given and what they have been asked to find.

• The teams scored a total of 28 points from free throws.

• The teams made 93 total 2-point and 3-point baskets.

• How many 2-point baskets and how many 3-point baskets did the teams make?

Groups will use the new information, in addition to the information given earlier, to determine how many 2-pointers and how many 3-pointers the teams scored in total. Groups should create their new systems of equations, label their variables, solve, and record their results on their handout as before. Groups should come up with equations that are equivalent to what is shown on the hidden slide 12.

Have groups share their equations with the class, justifying how they set up their equations and solved them to determine the number of 2-point shots and the number of 3-point shots scored. Make sure groups each have the correct totals to use in determining the next system of equations.

Display slide 13. As a class, discuss all the information that students have been given and have solved so far. Ask students to consider what else they might be able to find using this information.

Display slide 16 and give each group a copy of the attached Create Your Own Scenario handout. Here, groups use the Create the Problem strategy to create their own real-life scenario that can be represented by a system of equations. Give each group poster paper or large sheets of paper for them to use to write out the scenario (story problem). 

Groups should write their systems of equations, labeling their variables, and recording the solution to the system on their handout to turn in to you.

Show slide 17. Have students complete a Gallery Walk to view their classmates’ problems. Have students take a notebook and a pencil with them to write down and solve the system of equations for each problem they visit as they travel around the room.