MAT 411 Lesson Plan

By, Annmarie McGonagle Grade Level: 11th and 12th grade 1 40-minute class period

Topic/Title: Solving Absolute Value Inequalities and Parabolic Inequalities for x. Materials: Standards: Worksheet, paper, pencils, computer, projector, Geometers Sketchpad Content Standards

Number and Quantity

Reason quantitatively and use units to solve problems. 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. Complex Number System N-CN Perform arithmetic operations with complex numbers. 1. Know there is a complex number i such that = 1, and every complex number has the form a + bi with a and b real. Use complex numbers in polynomial identities and equations. 7.Solve quadratic equations with real coefficients that have complex solutions. 8. (+) Extend polynomial identities to the complex numbers. For example, rewrite + 4 as (x + 2i)(x 2i).

Algebra
Introduction Expressions An expression is a record of a computation with numbers, symbols that represent numbers, arithmetic operations, exponentiation, and, at more advanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances.

Reading an expression with comprehension involves analysis of its underlying structure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure. Equations and Inequalities An equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form. The solutions of an equation in one variable form a set of numbers. An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions. Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them. Seeing Structure in Expressions A-SSE

Interpret the structure of expressions 1. Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. 2. Use the structure of an expression to identify ways to rewrite it. Write expressions in equivalent forms to solve problems. 3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. Arithmetic with Polynomials and Rational Expressions A-APR

Perform arithmetic operations on polynomials. 1.Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Creating Equations A-CED

2. Graph equations on coordinate axes with labels and scales. 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Reasoning with Equations A-REI

Understand solving equations as a process of reasoning and explain the reasoning. 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. 2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. 4. Solve quadratic equations in one variable. b. Solve quadratic equations by inspection (e.g., for = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b. Represent and solve equations and inequalities graphically 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. 12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Functions
Introduction Functions describe situations where one quantity determines another. For example, the return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models. In school mathematics, functions usually have numerical inputs and outputs and are often defined by an algebraic expression. For example, the time in hours it takes for a car to drive 100

miles is a function of the cars speed in miles per hour, v; the rule T(v) = 100/v expresses this relationship algebraically and defines a function whose name is T. The set of inputs to a function is called its domain. We often infer the domain to be all inputs for which the expression defining a function has a value, or for which the function makes sense in a given context. A function can be described in various ways, such as by a graph (e.g., the trace of a seismograph); by a verbal rule, as in, Ill give you a state, you give me the capital city; by an algebraic expression like f(x) = a + bx; or by a recursive rule. The graph of a function is often a useful way of visualizing the relationship of the function models, and manipulating a mathematical expression for a function can throw light on the functions properties. A graphing utility or a computer algebra system can be used to experiment with properties of these functions and their graphs and to build computational models of functions, including recursively defined functions. Connections to Expressions, Equations, Modeling, and Coordinates. Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a given output involves solving an equation. Questions about when two functions have the same value for the same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology. Interpreting Functions F-IF

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Geometry
Introduction Analytic geometry connects algebra and geometry, resulting in powerful methods of analysis and problem solving. Just as the number line associates numbers with locations in one dimension, a pair of perpendicular axes associates pairs of numbers with locations in two dimensions. This correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric

understanding, modeling, and proof. Geometric transformations of the graphs of equations correspond to algebraic changes in their equations. Standards (cont.) Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. Use a variety of problem solving strategies to understand new mathematical content. Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic) 2. Reason abstractly and quantitatively. Extend specific results to more general cases Understand and make connections among multiple representations of the same mathematical idea 3. Construct viable arguments and critique the reasoning of others. Use correct mathematical language in developing mathematical questions that elicit, extend, or challenge other students conjectures Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving Construct logical arguments that verify claims or counterexamples that refute claims

4. Model with mathematics. Understand how quantitative models connect to various physical models and representations Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts Use representation as a tool for exploring and understanding mathematical ideas 5. Use appropriate tools strategically. Use mathematical strategies to reach a conclusion and provide supportive arguments for a conjecture Select appropriate representations to solve problem situations Investigate relationships among different representations and their impact on a given problem 6. Attend to precision. Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form. Support or reject arguments or questions raised by others about the correctness of mathematical work. 7. Look for and make use of structure.

Explain relationships among different representations of a problem. Communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid. Recognize, compare, and use an array of representational forms.

8. Look for and express regularity in repeated reasoning. Understand and make connections among multiple representations of the same mathematical idea Understand the corresponding procedures for similar problems or mathematical concepts

Anticipatory Set

Discussion Students will be asked if they know what the mnemonic GTDLTC stands for while writing the letters on the board. I will allow them to think for a few moments before telling the class that it stands for good tomatoes dont lose their color with a smile on my face. It may be a little strange, but it should capture their attention. We will come back to the mnemonic later during the lecture portion of the class. I will lecture and provide a review on solving absolute value inequalities for x. I will make connections among the algebra and a picture on a graph and/or number line. I will go over the following examples. I will also show a picture of some inequalities on the projector on Geometers Sketchpad. The pictures will be generated before class and will be ready to view. If there is technology failure, I can have the students graph each equation on paper and I can also graph them on the board. 1. 2. 3. 4. ( ) ( ) ( ) ( ) | | | | | ( ) and ( ) ( ) ( ) | | ( )

Learning Activity

5. Extra: | 6. Extra:

Prior to showing the students the picture on sketchpad, I will expect them to tell me components of the functions such as x and y intercepts, what the graph will look like, as well as at which points each pair of functions intersect. After the discussion I will show them the pictures of the graphs on Geometers Sketchpad so that they can check their own graphs on their papers. During the discussions about parabolic inequalities, I will also show the students another method for solving for x using. This method requires the parabola to be factored and unequal to 0. Then, depending on whether the parabola is greater than 0 or less than 0, students can determine whether the two factors of the parabola are greater than or less than. Using logic, intersections, and unions, the students will be able to solve for x and find that their solutions in the first method are correct. This will allow students to see multiple ways of solving one problem. This helps students make connections among mathematical topics.

Once I am through the problems I will make sure to answer any questions and if needed, I will give the class one or two more examples or as many as it takes to make them feel comfortable with the material. Before the game of Jeopardy, I will tell the students what GTDLTC really means. (Greater Than Diverges Less Than Converges). I will also explain that the fastest way to find the answer the domain of an inequality like the ones we are working with is to find the points of intersection of the two functions and use the GTDLTC to determine whether the x values are between those points or on either side of them. They will not only learn the short cut, but they will also understand how it works because of our work from the class discussion. The Jeopardy game will give them a chance to practice their new skill and have some fun at the same time. Once students are comfortable to move on, I will split the class into two groups for a game of Jeopardy. I will facilitate the game from the computer so that I can work the Jeopardy template on Microsoft Power Point. There are five columns named absolute value equalities, absolute value inequalities, parabolic equalities, parabolic inequalities, and math riddles. Each column has five boxes to choose from. The more points a question is worth, the more difficult it will be to answer. This will motivate the students by creating some competition. This topic may not be interesting to some people, so I hope that incorporating some fun into the lesson will help the students understand the material more thoroughly. Provision for Diversity Gearing Down There are a lot of connections in this lesson, so it may be necessary for some students to review concepts such as unions and intersections, absolute values, graphing equations, or other topics. If needed, I will provide small reviews throughout the lesson as questions arise. I will also encourage students who need extra help to come to get help during free periods or after class so that I can explain the material more thoroughly. Gearing Up There may be students in the class who have seen this material before or they may just learn very quickly. These students will be encouraged to come to the board to explain their reasoning to the class. If they would like, they could also help other students master the material. When a student teaches someone else, it solidifies the topic for him or her. At this stage some students will have no trouble graphing two functions and finding their points of intersection. They could help other students with this process and then analyze what the inequality really means by looking at the picture. Questions for Understanding Knowledge If | | , then what is the domain? What do you remember about absolute values?

What do you remember about inequalities? Comprehension Please factor the following quadratic equation. | What is meant by | ?

Application How could you use absolute value inequalities or parabolic inequalities outside the classroom? How can we apply what we have learned about absolute value inequalities to parabolic inequalities? Analysis Given an absolute value inequality, how would you go about solving for x? Given a parabolic inequality, how would you go about solving for x? Synthesis What are two ways to solve an absolute value inequality for x? What plan can you develop for solving a parabolic inequality for x? Evaluation Which method for solving absolute value inequalities or parabolic inequalities for x is the most efficient? Why? Which method is your favorite? Why? Practice Guided As a class we will work out examples together. I will write on the board and will encourage students to take notes because they will be asked questions later. Independent After working on an example of solving an absolute value inequality for x together as a class, students will work independently to solve a similar example. We will repeat this process for parabolic inequalities. Technology Integration I plan to show graphs of particular examples to the class using Geometers Sketchpad. This will highlight another method for solving absolute value inequalities or parabolic inequalities for x as well as incorporate technology into the lesson. At the end of class, I will summarize what was gone over in class. We have gone over different methods of solving absolute value inequalities and parabolic inequalities for x. We have also practiced what we have learned today as well as reviewed previously covered material by playing

Closure

a Jeopardy game. The students will all get candy and the lesson will be finished. The students will also have a worksheet to complete for homework. Assessment Immediate (Formative) Students will be expected to take notes during class. I will also observe the students and look for signs of struggle with the material so that I can provide extra support to solidify understanding when needed. If it seems that the material is too difficult or too easy, I will make adjustments as necessary. During the Jeopardy game I will observe the students and I will clarify the reason behind the correct answers. I will use the following rubric during class for my information only. The students will not receive a grade based on the rubric. 4 - Possesses a thorough understanding of solving absolute value inequalities and parabolic inequalities for x. 3 Possesses a good understanding of solving for x, but has difficulty with the connections among various methods of solving for x. 2 Possesses a fair understanding of solving for x, but has considerable difficulty with connections. 1 Possesses considerable difficulty with both solving for x and with connections.

Long Range (Formative) As a final form of assessment for this class, I will hand out a worksheet to be completed for homework. This will be collected at the beginning of the next class and graded. The students will receive the worksheets during the following class (the following class from the one during which the assignments are handed in) with feedback from me.

Solving Absolute Value Inequalities and Parabolic Inequalities for x Worksheet Due: 12/1/11 Name:_____________________________ Date:__________________

Please find the domains of the inequalities for each exercise using a method discussed in class. Be sure to show all work for full credit. This worksheet is due at the beginning of the next class and will be graded. 1. | |

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