Samantha Novak

Dr. Peter Lynch

EDU 510

March 10, 2015

Grade: Algebra I (Grade 8 or 9) Topic: Graphing Linear Inequalities

Content Area: Math

INSTRUCTIONAL OBJECTIVE
After reviewing inequalities with one variable, students will be able to graph inequalities on a
number line and write an inequality given a graph. Students will be able to write a compound
inequality and graph. When given a worksheet of 20 questions, students will be able to complete
the assignment with 75 percent accuracy.
STANDARDS AND INDICATORS
New York State Standards for Mathematics
A.A.5: Write algebraic equations or inequalities that represent a situation.
Indicator: This will be evident when the students complete their ticket-out where each student
will create their own real world problem, which includes a linear inequality.
A.CM.12: Understand and use appropriate language, representations, and terminology when
describing objects, relationships, mathematical solutions, and rationale
Indicator: This will be evident when the students complete formative assessment 2, and are able
to explain in their own words the difference between compound inequalities with and and those
with or.
Common Core State Standards
English Language Arts Standard (CCSS): Speaking and Listening (SL 8.1): Engage
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
Indicator: This will be evident when the students are asked the question, if you were given the
inequality, -2 x 4, why would this inequality be different? Then they will be asked to discuss
in groups to discuss the possible answers and then come together and each group will share their
answer.
Mathematics Standard (CCSS): Creating Equations (A.CED.1): Create equations and
inequalities in one variable and use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential functions.
Indicator: This is evident when the students are given the second version of the candy problem
and they must come up with the inequality to give the vast amount of answers that can be the
solution to the problem.

MOTIVATION
The teacher will ask how many students plan to buy a car in the next couple of years, then will
show a brief excerpt from the YouTube clip, ABLE: Math to the Rescue, to show how linear
inequalities will help the students in the future.
MATERIALS

SMART board
SMART board Apps
Worksheets
Masking tape

STRATEGIES

Do-Now
Activating Prior Knowledge
Convergent and Divergent Questions
Direct Instruction
Evaluative Questioning
Teacher Demonstration
Formative Assessment
Group Discussion
Ticket Out

ADAPTATIONS
The student who is an English Language learner will be provided with pertinent vocabulary
words prior to the lesson.
DIFFERENTAIATION OF INSTRUCTION
Tier 1: Students will complete the worksheet about graphing linear inequalities with 75%
accuracy but will only complete the odd problems
Tier 2: Students will complete the worksheet about graphing linear inequalities with 75%
accuracy.
Tier 3: Students will complete the worksheet about graphing linear inequalities with 75%
accuracy but will also discuss real world situations that could be represented by an inequality and
determine reasonable solutions.

DEVELOPMENTAL PROCEDURES
Time
1
2
3

Activity

Key Questions

Assessment

Do-Now
(Attachment A)

4
5

How does one

go about
writing an
inequality?

6
7

Motivation
ABLE: Math to the Rescue

8
9

Review of Prior Knowledge

Put number line on board and plot

different points having students answer
questions.

Random
selection of
students to
answer the DoNow questions.

Can anyone tell

me what this
is?
Number line
How do we plot
points on a
number line?
With a closed
circle
What numbers
are greater
than 5?
1
6, 11.2, 21 2
etc.

Tracey has 3 more pieces of candy, than

her sister Lindsey. If Lindsey has 4
pieces of candy, how many does Tracey
have?

10

Tracey has greater than 3 more pieces

Do we notice

Call on
random
students to
answer
questions and
plot the point
on the number
line.
Call on

11
12
13

of candy than her sister Lindsey. If

Lindsey has 4 pieces of candy, how
many pieces of candy does Tracey
have?

anything
different about
this problem?
Used at least
instead of is
What do we
know about
how many
pieces of candy
Tracey has?
She could be 7
or she can be
older than 7.

14
15
16
17
18
19
20

Today we will be talking about

graphing linear inequalities. On your
Do-Now we discussed the four different
types of inequalities.

How can we
graph this
number on a
number line?

Look at number 4 on the Do-Now sheet

Does anyone
know how to
graph this
inequality?
If a < 8, what
can a be?
How can we
show a is all
those
numbers?
What do we
call an infinite
collection of
points perfectly
aligned?
What about a =
8, can a = 8?

students to say
different
amounts of
pieces of candy
Tracey can
have. (Make
sure students
dont forget
fractions and
decimals.)

Have students
keep this
question in
mind as we
start this
lesson.

How can we
represent a < 8,
when a 8, on
a number line?
Remember to
plot the point a
=8 we use a
closed circle.

21
22
23
24
25

26
27

Go back to the Tracey Problem.

Have students
come to board
to put up how
they think the
inequality
should be
plotted.

Formative Assessment #1
Make a number line on the floor out of
masking tape (before class starts). Have
students write an inequality on the board.
Have another student demonstrate the
inequality on the number line by standing
on the appropriate number while holding
their arms close to their sides or in a circle
and them walking down the number line
in the correct direction. If or equal to is
part of the inequality, have students tuck
their harms in close to their side. If there
is no or equal to have students make a
big circle with their arms

Have different
students do
different jobs
depending on
what tier they
fall in.

If you were
given the
compound
inequality,
-2 x 4, why
would this
inequality be
different?

Have students
talk in groups
about this
question.

Have students
present their
groups ideas to
the class.

28

29
30
31

To review the difference of and and or,

teacher will use these examples and
help students graph compound
inequalities.
Teacher will also review demonstrate
what it means to be an intersection
versus the union of inequality sets.
Graph all real numbers that are greater
than 2 and less than 8. ( 2 < x < 8)
Graph all real numbers that are less than
-3 or greater than -1. (x < -3 or x > 1)

32
33
34

Formative Assessment #2
Ask students to explain in their own
words the difference between compound
inequalities with and and those with or.

Call on
random
students to
give their own
definitions.
Now with the
correct
definition of
and and or, can
anyone tell me
what the
difference
between
intersection
versus the
union of the
inequality sets?

35
36
37
38
39

Ticket Out:
Organize students in groups of four and
instruct them to sit in a circle. Instruct
each student to write a real world problem
on a piece of paper. Have students pass

40

their problem to the student on their right.

This student writes the inequality to
represent the problem. Pass the problem
to the right again. This student solves the
inequality. Pass the problem to the right
again. This student graphs the solution.

ASSESSMENT
Students will complete a worksheet that has 20 questions about graphing inequalities and reading
inequalities from a graph, using greater than, less than, greater than or equal too, and less than or
equal too with 75% accuracy.
INDEPENDENT PRACTICE
For homework, students will complete a worksheet of 20 questions, which practices the skills
demonstrated in this lesson.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic Intervention: Help students to understand that expressions such as -1 a and a -1
have the same meaning. Review several examples of these expressions with the students.
Academic Enrichment: Students will come up with 5 real life situations using inequalities. Two
will be with one variable and three will involve compounds.

TEACHER REFERENCES
Alliance for Education. (2012, May 3). ABLE: Math to the Rescue, Volume 1 (Linear
Inequalities. [Video file], Retrieved from https://www.youtube.com/watch?v=P6sF-Z3BQ8
Bellman, A. E., Bragg, S. C., Charles, R. I., Hall, B., Handlin, W. G., & Kennedy, D. (2007).
Intergraded Algebra. Boston, Massachusetts: Pearson Education.
Lynch, P. (2014) Learning Packet #1: Instructional strategies. Rockville Centre, N.Y. Molloy
College Production Dept.
Lynch, P. (2014) Learning Packet #2: The process of questioning. Rockville Centre, N.Y. Molloy
College Production Dept.
Lynch, P. (2015) Learning Packet: Preparing for instruction using the Molloy College lesson
plan template and the edTPA process commentary templates. Rockville Centre, N.Y.
Molloy College Production Dept.

Attachment A- Do Now

Name: _________________________________________

Date: _____________

Directions: Express each situation as an inequality using a variable. Describe what each variable
represents in each situation.

1. John has more than $12 in his piggy bank.

_______________________________________________________________________
2. Sally spent less than $30 at the store.
_______________________________________________________________________
3. Matt will score at least 10 points during the basketball game.
_______________________________________________________________________

Directions: Explain what each inequality means.

4. a < 8 __________________________________________________________________
5. t 52 __________________________________________________________________
6. z 112 _________________________________________________________________

Attachment B- Homework
Name: __________________________________________

Draw a graph for each inequality

1. x 6

2. 5 > a > 2

3. z -4

4. 0 > x > 4

5. y < 6

6. g > -10

7. -3 < x

Date: ___________________

8. 1 s

9. -4 x < 4

10. d < 5

Write an inequality for each graph

11. ___________________

12. ___________________

13. ____________________

14. ____________________

15. ____________________

16. _________________________

17. __________________________

18. __________________________

19. ___________________________

20. ___________________________

Attachment C- Extra Problems for Practice

Name: ____________________________________________

Graph the following inequalities.

1. a > -3

2. b < 8

3. 5 < s < 8

4. 7 > g < -5

Write the inequality for the graph.

5. _____________________

6. ______________________

Date: ____________

7. ______________________

8.______________________