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Inequalities Unit Day 2

Students will be able to: 1. Write and use equivalent forms of equations and inequalities in problem situations. 2. Compare order and determine equivalent forms of rational and irrational numbers.

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260 views3 pages

Inequalities Unit Day 2

Students will be able to: 1. Write and use equivalent forms of equations and inequalities in problem situations. 2. Compare order and determine equivalent forms of rational and irrational numbers.

Uploaded by

api-215517770
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Understanding By Design Lesson Template

Teacher: Emily Bertagnolli___________ Grade Level: 9th and 10th_______ Course: Algebra I Lesson Topic: Solving and Graphing Compound Inequalities Unit: Solving and Graphing Linear Inequalities Length of lesson: 40 minutes________ Day of Unit 2

Date: 1/29/2012___________

Stage 1 Desired Results Content Standard(s): A-CED 1. Create equations and inequalities in one variable and use them to solve problems. A-REI- 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. N.Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Understanding (s)/goals Students will understand: 1. Patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols. 2. Meanings of operations and how they relate to one another. 3. Mathematical thinking and problem solving contributes to success in the workplace and in everyday life. 4. The universal language of mathematics allows for effective communication across disciplines and cultures.

Essential Question(s): 1. How can relationships between quantities that are not equal be represented? 2. Can inequalities that appear to be different be equivalent? 3. How can inequalities be solved? 4. To what extent can a variety of strategies be used to solve problems?

Student objectives (outcomes): Students will be able to: 1. Write and use equivalent forms of equations and inequalities in problem situations. 2. Compare order and determine equivalent forms of rational and irrational numbers. 3. Solve compound inequalities using properties of equality and properties of real numbers. 4. Represent solution sets using an algebraic equation or inequality and graph on a

number line. 5. Use unions and intersections to determine solution sets of compound inequalities 6. Graph compound inequalities. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: 1. Problems solved and graphed by 1. Homework problems to practice students on the black or Smart solving and graphing compound board. inequalities with solely numerical 2. Students will be asked questions values. about how compound inequalities apply to a real life situation 3. Students will be asked to compare multistep and compound inequalities. 4. Real life inequality application project. Stage 3 Learning Plan Learning Activities: 1. Student led prayer (1 min) 2. Students put solutions to the odd problems from Homework #51 on the board. (3 min) 3. I will check the problems the students do and ask them about what they did in front of the class. (3min) 4. I will read the answers to the remaining problems (2 min) 5. Students are able to ask questions about problems that they got incorrect. (8 min) 6. Students will be given a real life example of a compound inequality in the PowerPoint (3 min) 7. Students will be introduced to the definition and forms of a compound inequality in the PowerPoint. (3 min) 8. Discuss the differences and similarities between multi-step inequalities and compound inequalities.(2 min) 9. Student will be given a practice example displayed on the PowerPoint of solving and graphing a compound inequality with and. They will be probed with questions to walk them through how to solve the example.(2 min) 10. Student will be given a practice example displayed on the PowerPoint of solving and graphing a compound inequality with or. They will be probed with questions to walk them through how to solve the example.(2 min) 11. Student will be given a practice example displayed on the PowerPoint of solving and graphing a compound inequality with reversing both inequality symbols. They will be probed with questions to walk them through how to solve the example.(2 min) 12. An example and inequality will be displayed in the PowerPoint. Students will be asked to solve it in their notes. Six students will be chosen to solve it on the board. (2 min) 13. A student not at the board will be asked to explain one correct students work on that problem. (2 min)

14. An example or inequality will be displayed in the PowerPoint. Students will be asked to solve it in their notes. Six students will be chosen to solve it on the board. (2 min) 15. A student not at the board will be asked to explain one correct students work on that problem. (2 min) 16. Ask the students if they have any questions and remind them that their homework including compound inequalities is on Haiku.(1 min)

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