Lesson library
A.3(A)·Algebra II·Systems of Equations & InequalitiesReadiness

Modeling with Systems

Represent constraints with systems of equations and inequalities.

Students translate real-world limits into systems of equations and inequalities, defining variables, reading diagrams carefully, and including the constraints a context implies.

Lesson plan and worked examples by TEKSForge · not a TEA-issued lesson. Videos by independent educators.

Archived course: TEKS code and readiness label from TEA's 2013 Algebra II key. Algebra II is not one of Texas's current required STAAR EOC assessments, and this lesson does not change the Biology and Algebra I Study Plans.

Learn the concept

Define first

Name each variable and its unit, such as “a = number of adult tickets” or “w = width in feet.” Clear definitions prevent mixing quantities that cannot be added, such as feet and square feet.

Translate each limit

“At most” and “no more than” mean ≤. “At least” and “no less than” mean ≥. “Less than” and “more than” are strict, so use < or >. Each separate condition in the context becomes its own equation or inequality.

Use the diagram and context

For a rectangle fenced on three sides, the fence may be l+2wl+2w or 2l+w2l+w, depending on which side is open. Area is lwlw. Lengths and counts cannot be negative, and counts of objects must be whole numbers.

Study released STAAR visuals

Use the original graphs, tables, and diagrams from released STAAR questions to practice reading labels, values, and relationships before answering the items below.

Archived released STAAR Algebra II EOC · 2013 · Item 3 · 1 point

A rectangular patio of length l and width w sits against a house. Dashed lines mark the three fenced sides: the top length and two widths.
Three-sided patio fenceOriginal visual from the released STAAR test.

Worked example

A school sells adult tickets for 8 dollars and student tickets for 5 dollars. It can sell at most 300 tickets and needs at least 1,800 dollars. Write the system.

  1. Let a be the number of adult tickets and s the number of student tickets.
  2. The ticket limit gives a+s≤300a+s\le 300.
  3. The revenue goal gives 8a+5s≥18008a+5s\ge 1800.
  4. Counts cannot be negative: a≥0a\ge 0 and s≥0s\ge 0.

a+s≤300a+s\le 300, 8a+5s≥18008a+5s\ge 1800, a≥0a\ge 0, s≥0s\ge 0

Watch the lesson

Texas public-school, Texas educator-created, and TEKS-aligned lessons, hosted by their creators. Each card names its source.

Texas public school video

Algebra 2 Formulating Systems of Equations

UT IPSI · Kid2Kid / Texas Education Agency

Define variables and write systems that model the conditions in real-world situations.

Watch on YouTube

Try it yourself

TEKSForge practice · unscored

  1. 1. A rectangular garden uses a house wall as one length and fencing on the other three sides. There are at most 50 feet of fencing. Write the fencing constraint.

    Show answer and reasoning

    l+2w≤50l+2w\le 50

    The fence covers one length and two widths. “At most” includes 50, so the symbol is ≤.

  2. 2. A bakery makes muffins, m, taking 2 minutes each, and cookies, c, taking 1 minute each. It has at most 120 minutes and needs at least 30 items. Write the system.

    Show answer and reasoning

    2m+c≤1202m+c\le 120 and m+c≥30m+c\ge 30

    One inequality limits time and the other sets the minimum number of items. Both variables must also be nonnegative whole numbers.

Released STAAR practice

Texas Education Agency · archived 2013 released EOC items · scored with TEA's answer key; step-by-step explanations written by TEKSForge because this release has no rationales. Original graphs, tables, and diagrams are shown where the released item includes one.

Archived released STAAR Algebra II EOC · 2013 · Item 3 · 1 point

A rectangular patio of length l and width w sits against a house. Dashed lines mark the three fenced sides: the top length and two widths.
Three-sided patio fenceOriginal visual from the released STAAR test.

The rectangular patio shown in the diagram is enclosed on three sides by a fence. The area is no more than 400 square feet, and the total length of the three fenced sides is no more than 60 feet. Which system of inequalities can be used to find values of ll, the patio's length, and ww, the patio's width, that satisfy these conditions?

  1. l+2w≤60l + 2w \le 60 and lw≤400lw \le 400
  2. 2l+2w≤602l + 2w \le 60 and lw≤400lw \le 400
  3. l+2w≥60l + 2w \ge 60 and lw≥400lw \ge 400
  4. 2l+2w≥602l + 2w \ge 60 and lw≥400lw \ge 400
Show STAAR answer and explanation

l+2w≤60l + 2w \le 60 and lw≤400lw \le 400

Only one length and two widths are fenced, so the fence constraint is l+2w≤60l+2w\le60. Rectangular area is lwlw, and ‘no more than 400’ means lw≤400lw\le400.

2l+2w≤602l + 2w \le 60 and lw≤400lw \le 400: This counts all four sides of the rectangle, but the house replaces one length of fence.

l+2w≥60l + 2w \ge 60 and lw≥400lw \ge 400: ‘No more than’ requires ≤, not ≥, for both the fence length and area.

2l+2w≥602l + 2w \ge 60 and lw≥400lw \ge 400: This counts four fenced sides and reverses both upper-bound inequalities.

Archived released STAAR Algebra II EOC · 2013 · Item 34 · 1 point

The hypotenuse of a right triangle is 17 inches long. A leg of this triangle, yy, is 1 inch less than twice the length of the other leg, xx. Which system of equations can be used to determine the lengths of the 2 legs of this right triangle in inches?

  1. x2+y2=289x^2 + y^2 = 289 and y=2x−1y = 2x - 1
  2. x2+y2=289x^2 + y^2 = 289 and 2x+y=12x + y = 1
  3. x+y=17x + y = 17 and y=2x−1y = 2x - 1
  4. x+y=17x + y = 17 and 2x+y=12x + y = 1
Show STAAR answer and explanation

x2+y2=289x^2 + y^2 = 289 and y=2x−1y = 2x - 1

The Pythagorean theorem gives x2+y2=172=289x^2+y^2=17^2=289. “1 inch less than twice x” is y=2x−1y=2x-1. (The legs are 8 and 15 inches.)

x2+y2=289x^2 + y^2 = 289 and 2x+y=12x + y = 1: 2x+y=12x+y=1 says a sum equals 1, not that y is 1 less than twice x.

x+y=17x + y = 17 and y=2x−1y = 2x - 1: The legs of a right triangle do not add to the hypotenuse; use the Pythagorean theorem.

x+y=17x + y = 17 and 2x+y=12x + y = 1: Both equations misstate the relationships in the problem.

Start scored STAAR practice

Learning objectives

By the end of the lesson, students can:

  • Define variables with units before writing any equation or inequality.
  • Translate phrases such as “no more than,” “at least,” and “less than” into inequality symbols.
  • Use a diagram to decide which measurements belong in each constraint.

Instructional sequence

  1. 1

    Engage

    5 min

    Show a rectangle fenced on three sides against a wall. Ask which sides the fence actually covers.

  2. 2

    Vocabulary sort

    10 min

    Sort phrases into ≤, ≥, <, >, and = categories, then write one example for each.

  3. 3

    Guided modeling

    15 min

    Model a ticket-sales problem: define variables, write the count and revenue constraints, then add nonnegative constraints.

  4. 4

    Diagram practice

    13 min

    Pairs write area and fencing constraints for three-sided and four-sided enclosures, justifying each term from the diagram.

  5. 5

    Closure

    7 min

    Students explain one constraint in words and complete the exit ticket.

Misconceptions to address

““No more than 60 means less than 60.””

Teacher move: “No more than” allows the limit itself, so use ≤. Test the value 60 to show it is allowed.

““A rectangle's fence is always its full perimeter.””

Teacher move: Read the diagram. A side against a wall or building is not fenced, so the perimeter expression changes.