Section 3.6 More Systems of Equations
Subsection 3.6.1 Overview
In the HomeworkÂ 3.5.4, you determined how to solve a system of equations graphically. You also determined how to solve a system of equations algebraically when the equations were presented in the form, \(y = mx + b\text{.}\) In SectionÂ 3.6, you will play a game to hone your newfound skills then determine and analyze a system for which the equations are not in the form, \(y = mx + b\text{.}\)
Student Page 3.6.2 Linear Sovereignty
Play Linear Sovereignty until each player has had 3 turns. Use the gameboard in FigureÂ 3.6.2.1. ^{â€‰39â€‰}
Linear Sovereignty Rules.
On your turn:
Draw a line that goes through two or more points on the gameboard. All lines must be functions. (What types of lines does this rule eliminate?)
State a correct equation for the line you drew.

Scoring is as follows. You must justify your score.
1 point for each point on the gameboard that is on the line.
1 point for algebraically determining the intersection point of your line with another line. The intersection point cannot be a point already on the gameboard.
1 point for constructing a line parallel or perpendicular to an existing line.
If an error is made in finding or justifying an equation or point of intersection, the player correcting the error steals the point(s).
Play moves to the left. The game ends when each player has had three turns.
To Win.
The player with the most points at the end of the game wins.
Answer the following questions when you have finished playing Linear Sovereignty:
1.
How did you determine that two lines were parallel?
2.
Were you able to determine that two lines were perpendicular? How?
3.
How can you determine the coordinates of a point of intersection?
4.
Look at the graph again. How many pairs of parallel lines are possible?
5.
How many pairs of perpendicular lines are possible?
Student Page 3.6.3 Measuring with Pretzles and Cheerios
Use pretzel sticks and cheerios to measure an 8.5inch by 11inch sheet of paper. The student page provides an interesting way to measure something if conventional tools are not available. As a bonus, you get to eat the pretzels and the cheerios when you're done measuring! ^{â€‰40â€‰}
1.
Measure each side of an 8.5inch by 11inch sheet of paper using as many pretzel sticks as you can without exceeding the side length of the paper. Fill in the rest of the length using Cheerios. Record your values in TableÂ 3.6.3.1.
Side of paper  Side length (inches)  Number of pretzels, \(p\) 
Number of cheerios, \(c\) 

Long side  11  Â  Â 
Short side  8.5  Â  Â 
2.
For each side of the paper, write an equation to show the length in terms of the number of pretzels and the number of cheerios you needed to measure the side length.
3.
Graph the equations from Student Page ExerciseÂ 3.6.3.2 on the same grid. Let \(c\) be the independent variable.
4.
Do the graphs intersect? If so, what is the point of intersection?
5.
What do the coordinates of the intersection point represent in the context?
6.
Measure the length of a pretzel stick and the diameter of a Cheerio. Compare your measurements to your solutions in Student Page ExerciseÂ 3.6.3.4. Comment on your work based on these comparisons.
Homework 3.6.4 Homework
1.
Solving a system of linear equations in two unknowns is an extension of the equation solving we have been doing all along when the equations are in the form \(y = mx + b\text{.}\)
(a)
Solve the system of equations below:
(b)
Indicate how the solution process is similar to what you have done in the past when solving equations.
(c)
Indicate what more you need to do to get a full solution to a system of equations.
2.
(a)
Show how to use an algebraic process to solve the system of equations in Measuring with Pretzles and Cheerios. Explain why your process works.
(b)
Is there another algebraic solution process you can use to solve a system of equations? If so, explain the process and use it to solve Measuring with Pretzles and Cheerios.
3.
In the cartoon, Foxtrot, Paige is frustrated by a system of equations problem she has to solve for homework. (See gocomics.com^{â€‰41â€‰}, retrieved April 23, 2020.)
The system is:
Her older brother asked her, â€śIf 2 shirts and a sweater costs $60 and a shirt and 2 sweaters costs $75, what does each item cost?â€ť Paige solved the problem immediately but didn't realize she had done so.
(a)
What was Paige's answer?
(b)
Show Paige how to solve the system of equations in her homework. Use two different methods to solve the problem.
gocomics.com/foxtrot/2009/01/25/