509 unit plan

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Teacher Candidate: Heather Neddo Unit Topic: First Degree Equations and Inequalities

Essential Question(s): Why is it important to learn how to problem solve?How can problem solving help in a real life situation?

Why is it important to look at things from different viewpoints?

Lesson Number: 1 Approximate Time: 1-1.5 days

State Standard and

Performance Indicator

Objectives (Utilize Blooms) Acceptable Evidence andType of Assessment

Connection Strand: Students will recognize and

use connections among mathematical ideas.

A.CN.1 Understand and make connectionsamong multiple representations of the same

mathematical idea

1. Students will determine the similarities

between both sides of the equations, along withcommon factors. (Simplify expressions)

1. Thumbs up / thumbs down. (Formative

Algebra Strand: Students will perform algebraic

procedures accurately.

A.A.21 Determine whether a given value is a

solution to a given linear equation in one

variable or linear inequality in one variable

2. Students will analyze the given value and

use it in the equation to calculate the

information to see if it is the correct answer.

2. In class guided practice. (Formative

Homework Sheet (Formative)

Algebra Strand: Students will perform algebraic

procedures accurately.

A.A.22 Solve all types of linear equations in one

variable

3. Students will analyze the given equations

and solve for the correct answer.

3. In class guided practice. (Formative)


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Teacher Candidate: Heather Neddo Date: 4/26/11

Lesson Plan Template

Unit Title: First Degree Equations and Inequalities Subject: Algebra Grade Level: 9

Essential Question(s): Why is it important to learn how to problem solve?

How can problem solving help in a real life situation?


Lesson

Title/Number

Simplifying Equations, Solving Equations that have variables on both

sides.

Lesson 1 Direct instruction

Lesson Question (s) How can we simplify our equations to solve for x?

How can we use our answers to check our answers?

How can we solve for our equations when there is a variable on both

sides?

State Standards

and Performance

Indicators

Connection Strand: Students will recognize and use connections amongmathematical ideas.

A.CN.1 Understand and make connections among multiplerepresentations of the same mathematical idea

Algebra Strand: Students will perform algebraic procedures accurately.

A.A.21 Determine whether a given value is a solution to a given linear

equation in one variable or linear inequality in one variable


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A.A.22 Solve all types of linear equations in one variable

Lesson Objectives(Blooms Taxonomy)

----------------------

Acceptable

Evidence*Could be collected foraccountability/auditing

purposes.

1. Students will determine the similarities between both sides of the

equations, along with common factors. (Simplify expressions)

2. Students will analyze the given value and use it in the equation tocalculate the information to see if it is the correct answer.

3. Students will analyze the given equations and solve for the correct

answer.

---------------------------------------------------------------------------------

1. Thumbs up / thumbs down. (Formative)

2. In class guided practice. (Formative) Homework Sheet (Formative)


Bell Ringer and

Prior KnowledgeTap

This can be together or

separate. Also may be

called: set induction,

anticipatory set,

introduction/review

_______________

The teacher will introduce the new unit along with the essential

questions.

The teacher will review simplifying expressions, the students will write

down the information.

For example combining like terms. (2x +3x) = 5x or 2+3= 5

When you take two similar terms and add or subtract them.

______________________________________________________

1.) Introduction - *The teacher will introduce simplifying and solving

equations and go over the process for simplifying, using the whiteboard.

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Procedure

Teacher input,

development,

instructionalmethod(s), modeling,

guided practice,

independent practice,

and/or activities

*Accommodations

for learning

modalities are

required.

Labelvisual,auditory, and

kinesthetic

1. Write the equation, 2. Combine like terms, 3. Add or subtract terms to

get the constants to one side of the equation 4. Bring all the variables to

the other side of the equation 5. Multiply the term in front of variable by

its reciprocal or divide the term in front of the variable by the same term

and then do the same to the other side of equation, 6. The variable will

then be equal to a constant. To check our answers and make sure x is a

solution we will substitute the value of x into the equation where ever

and x is. Then the number on the left should be the same as the numberon the right.

2.) Development/ Teaching (Input, modeling and checking for

understanding)

The students will write down the steps need to simplify and solve the

equations.

The teacher will then work through some examples in different ways

showing and explaining the processes. The examples will vary in

difficulty. (Auditory)

The students will assist the teacher in solving problems while writing

them down.

The teacher will ask some of the students to explain the process verbally.

The students will then explain the process for simplifying and solving the

equations for x.

The teacher will check for understanding using thumbs up or thumbs

down. The teacher will ask the students if they understand each of the

steps for simplifying and solving equations. If I do not get all thumbs up I

will ask the students what steps they are having trouble with and find a

way that will work for them.

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The teacher will then introduce simplifying and solving equations with a

variable on both sides, using the white board. The teacher will explain

that the process is the same except now there are two methods in which

we can solve for the variable. By moving the variable on the left side or

by moving the variable on the right side to make sure that we end up with

a variable either on the left or right side.

The teacher will work through some examples showing the different

ways in which they can be solved and explain the process along the way.

(Auditory)

The students will assist in solving while writing the problems down.

3) Guided Practice with Feedback and Correctives-

The students will then practice simplifying and solving equations on their

own. While the teacher goes around giving correctives. Calculators may

be used. (Visual, Kinesthetic) (Practice) (Technology)

The students will be broken up into groups of 3. In order to do this the

teacher will hand out index cards to the students and students with the

same color index cards will be in the same group. Each card will have a

different part of and equation. The students must put together the index

cards and solve the equation for the unknown variable. Some of the

problems will be more challenging than others so this may be

differentiated learning based on the ability of students. (Auditory, Visual,

Kinesthetic) (Cooperative Learning) (Differentiated learning)

The teacher will then discuss the correct answers for the equations on the

index cards and ask the students to go over the in class practice they had

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just finished.

4) Closure

The students will go over their worksheets with each other helping one

another if they did not arrive at the right answer.

The teacher will then go over the sheet and answer any questions the

students may have.

The teacher will review the lesson objectives for simplifying and solving

equations.

5) Independent Practice

Homework will then be given out. (Homework)

6) Evaluation and Review

The teacher will collect the homework and grade it to evaluate the

students.

Checks for

Understanding

Label: directions,

procedures, routines,

and content

(formative)

The students will explain the process of simplifying and solving

equations. (Content)

Independent Practice (Content)

Group work, cards were distributed to the students with part of the

equation on them. Each student has a different part. The group had to put

together the equations in order to solve for the unknown variable. Each

student will also be given a sheet with the directions on them, the teacher

will then have a two students repeat the direction (Content, Directions)

Assessment

In class worksheet (Formative)

Group Activity (Formative)

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Type and purpose

(sometimes called

evaluation)

Homework for todays work. (Formative)

At the end of the unit there will be a test given to check for understanding

of the material and the connections made between each lesson.

(Summative)

ClosureReview of the process used to simplify and solve equations. Along with afinal thumbs up and thumbs down to make sure they understand.

Accommodations None

Materials White Board, markers, paper, pencils, calculators, index cards

Duration 1- 1.5 Periods

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Lesson Number: 2 Approximate Time: .5-1 day

State Standard and


Objectives (Utilize Blooms) Acceptable Evidence and

Type of Assessment

Connection Strand: Students will recognize

and use connections among mathematical

ideas.

A.CN.1 Understand and make connections

among multiple representations of the samemathematical idea

1. Students will be able to determine what

consecutive integers are. They will also be

able to determine what consecutive even and

odd integers.

1. Thumbs up /thumbs down. (Formative)

Students will represent and analyze

algebraically a wide variety of problem solving

situations.

A.A.6 Analyze and solve verbal problems

whose solution requires solving a linearequation in one variable or linear inequality in

one variable

2. Students will be able to analyze the

information from the problems and use it to

calculate the consecutive integers, or the

unknown variables.


Homework Sheet. (Formative)

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Lesson

Title/Number

Consecutive Integer Problems

Lesson Question (s)

How can use the information given to us in a verbal problem to solve for

the consecutive integers?

State Standards

and Performance

Indicators

Connection Strand: Students will recognize and use connections among

mathematical ideas.

A.CN.1 Understand and make connections among multiplerepresentations of the same mathematical idea

Students will represent and analyze algebraically a wide variety of

problem solving situations.

A.A.6 Analyze and solve verbal problems whose solution requires

solving a linear equation in one variable or linear inequality in one

variable

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----------------------

Acceptable

Evidence*Could be collected for

accountability/auditing

purposes.

1. Students will be able to determine what consecutive integers are. They

will also be able to determine what consecutive even and odd integers.

2. Students will be able to analyze the information from the problems and

use it to calculate the consecutive integers, or the unknown variables.

---------------------------------------------------------------------------------

1. Thumbs up /thumbs down. (Formative)


Homework Sheet. (Formative)

Bell Ringer and

Prior Knowledge

Tap




anticipatory set,introduction/review

_______________

Procedure

Teacher input,

development,

instructional

method(s), modeling,

There will be two questions on the board for students to complete from

the previous days work. (Solving equations for the unknown variable)

The teacher will also answer any questions students have on the

homework on simplifying and solving equations.

______________________________________________________

*The teacher will introduce consecutive integers, using the white board.

The teacher will define an integer- any whole number or its opposite(negative). For example 3, -3, 5, 2.

The teacher will define consecutive integers- integers that follow each

other in order, for example 1,2,3,4 or -5, -4, -3

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guided practice,

independent practice,and/or activities

*Accommodationsfor learning

modalities are

required.


kinesthetic

The teacher will define consecutive even integers- even integers that

follow one another in that order, 2, 4, 6, 8, or -2, -4, -6

The teacher will define consecutive odd integers- odd integers that follow

one another in order, for example 1, 3, 5, or -1, -3, -5

The students will write down the definitions as the teacher is introducing

them. (Researched Based Instructional Strategies)

The teacher will check for understanding by doing thumbs up/down by

asking students if they can define both even and odd consecutive

integers. If the teacher does not get all thumbs up they will ask the

students where they are having difficulties and try and find a way that

students will understand.

The teacher will put up examples of the different types of consecutive

integers and ask some of the students to explain whether they are or are

not consecutive and what type of consecutive integers they are if they are

consecutive. The students will copy them down into their notes (Visual,

Auditory).

The teacher will introduce the word problems and how to pull out the

information to solve for the consecutive integers on the white board.

The teacher will work through some examples and have the students help

will solving the problems. (Visual, Auditory)

The students will be given a worksheet to practice problems on their

own. The teacher will ask two of the students what the directions say on

the top of the sheet. Calculators may be used. (Visual, Kinesthetic)

(Technology) (Practice)

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The teacher will go around the room assisting those who are in need.

The teacher will go over the in class practice and give a quick review of

what was learned today and then the teacher will assign a worksheet for

homework. (Homework)

The teacher will do a check for understanding by thumbs up/down.

Checks for

Understanding

Label: directions,


and content

(formative)

The teacher will have two of the students repeat the directions for the

worksheet. (Directions)

The students will write down the definitions as the teacher is going over

them. (Content)

The students will assist in solving problems on the board. (Content)

There will be individual practice. (Content)

Thumbs up/down (Content)

Assessment

Type and purpose

(sometimes called

evaluation)

In class worksheet. (Formative)

Homework to check for understanding. (Formative)



(Summative)

Closure

The teacher will review of the different types of integers. (Consecutive

Integers along with both even and odd.)

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The student will do a final thumbs up/down for understanding.

Accommodations None

Materials

White Board, markers, paper, pencils, and calculators.

Duration

.5-1 Periods

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Essential Question(s): Why is it important to learn how to problem solve?How can problem solving help in a real life situation? Why is

it important to look at things from different viewpoints?

Lesson Number: 3 Approximate Time: 2 days

State Standard and



Algebra Strand: Students will represent and

analyze algebraically a wide variety ofproblem solving situations.

A.A.4 Translate verbal sentences into

mathematical equations or inequalities

1. Students will determine what formulas to

use from the given information used in the

verbal problems.



Algebra Strand: Students will perform

algebraic procedures accurately.

A.A.22 Solve all types of linear equations in

one variable


and solve for the correct answer.


Thumbs up/ down (Formative)

Algebra Strand: Students will represent andanalyze algebraically a wide variety of



whose solution requires solving a linear

equation in one variable or linear inequality in

one variable

3. Students will be able to analyze the

information from the verbal problems and

use it to calculate the unknown variable or

term.



Group work, finding area and perimeter of

shapes. (Formative)

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Lesson

Title/Number

Solving for a variable in a formula and Perimeter problems.

Lesson Question (s)

How can we use the information given to us in word problems to solve

for the missing variables?

How can we solve for the perimeter with unknown variables.

State Standards

and Performance

Indicators

Algebra Strand: Students will represent and analyze algebraically a widevariety of problem solving situations.

A.A.4 Translate verbal sentences into mathematical equations or

inequalities


A.A.22 Solve all types of linear equations in one variable



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solving a linear equation in one variable or linear inequality in one

variable

Lesson Objectives

(Blooms Taxonomy)

----------------------

Acceptable



purposes.

1. Students will determine what formulas to use from the given

information used in the verbal problems.

2. Students will analyze the given equations and solve for the correct

answer.

3. Students will be able to analyze the information from the verbal

problems and use it to calculate the unknown variable or term.

---------------------------------------------------------------------------------


2. In class guided practice. (Formative) Thumbs up/ down (Formative)

3. 3. In class guided practice. (Formative) Homework Sheet (Formative)

Group work, finding area and perimeter of shapes. (Formative)

Bell Ringer and

Prior Knowledge

Tap




anticipatory set,

introduction/review

The teacher will review the area formulas of a triangle (A=1/2bh), square

and rectangle (A= bh).

The teacher will also review the perimeter formulas of a square/ rectangle

(P=2l+2w), triangle (2l+w)

The students will write down these formulas while the teacher reviews

them in their notebooks.

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Procedure

Teacher input,development,

instructionalmethod(s), modeling,guided practice,


and/or activities

*Accommodations

for learning

modalities are

required.

Labelvisual,

auditory, andkinesthetic

______________________________________________________

*The teacher will introduce how to solve for a variable within a formula

using the given information from a word problem. The teacher will give

and example: the teacher will write the formula and then substitute the

given values in the formula and perform the required computation to

solve for the answer. Using the White board.

The students will write the process down for solving for a variable withina formula as the teacher is going through it and then some of the students

will repeat the steps back to the teacher. (Check for Understanding)

The teacher will work through examples in different ways showing and

explaining how to pick out the important information from word

problems to solve the equation. (Auditory)

The students will assist the teacher in solving problems while writing the

problems down themselves.

The teacher will ask some of the students to explain the process.

The students will explain the process for solving for a variable within a

formula verbally.


down. If they are not all thumbs up I will ask the students where they are

having difficulty and then go back and work with them until they

understand how to do it. The teacher will ask the students if they know

how to pull out key information to figure out what formula will be

needed to solve the problems.

The teacher will introduce perimeter- is the sum of all the lengths of all

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the sides of a geometric figure. Using the white board.

The students will write down the definition.

The teacher will go through process and examples of finding the

perimeter of several different shapes. (Auditory)

The students will assist the teacher with solving for the perimeter, whilewriting the information down. Then some of the students will repeat the

process for finding the perimeter of geometric shapes.


down. If there are thumbs down the teacher will ask the students where

they are having difficulty and then go back and work with them until they

understand how to do it. The teacher will ask the students if they

understand how to find the perimeter of the different shapes.

The students will then practice solving for a variable within a formula

and perimeter problems on their own. They will be given a worksheet

that consists of both types of problems. Calculators may be used (Visual,

Kinesthetic, Practice, Technology)


teacher will hand out 3 different shapes- triangles, squares, and rectangles

with different information on them. Students must for groups of 3 that are

made up of each different shape. Each group will be asked to find the

perimeter and area of the 3 different shapes. Some of the shapes may be

more challenging to find the perimeter and area based on their sizes and

the information given on them. The shapes that are more challenging to

figure out will be given to students who excel in the class, in hopes to

give them a challenge. (Auditory, Visual, Kinesthetic, Cooperative

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Learning, Differentiated Learning) (Research Based Instructional

Strategy)

The teacher will go over the correct answers for each of the shapes

perimeter and area and ask the students to go over the in class practice

they had just finished.

The students will go over their worksheets with each other and help one

another if they did not arrive at the right answer. The teacher will walk

around the room to make sure that students are not given incorrect

information from their peers.

The teacher will then go over the sheet and answer any questions.

Homework will be given out. (Homework)

The teacher will then give a review of what was learned over the past two

days.

Checks for

Understanding

Label: directions,


and content

(formative)

The students will write the process down for solving for a variable within

a formula as the teacher is going through it and then repeat the steps backto the teacher. (Content)

The students will write down the process for solving for perimeter of the

given geometric shapes. (Content)

Independent practice (Content)

Group work, shapes were distributed to students for them to solve for the

area and perimeters based on the given information written on the shapes.

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The students will also be given a hand out with directions on them and a

few students will be asked to repeat the directions to the teacher.

(Directions)


Assessment

Type and purpose

(sometimes called

evaluation)


Group Work. (Formative)

Homework (Formative)



(Summative)

Closure

The teacher will ask the students what the process for finding the

perimeter of geometric shapes and how to solve for a variable within a

formula using the given information from the word problem.

Accommodations None

Materials

White board, markers, paper, pencils, calculators, and shapes.

Duration 2 Periods.

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Essential Question(s): Why is it important to learn how to problem solve?How can problem solving help in a real life situation? Why

is it important to look at things from different viewpoints?

Lesson Number: 4 Approximate Time: 1 day

State Standard andPerformance Indicator


Algebra Strand: Students will represent andanalyze algebraically a wide variety of



whose solution requires solving systems of

linear equations in two variables

1.) Students will analyze and solve for the

given variable in an equation that has more

than one variable in it. For example

ax+b=3b (solve for x).



Thumbs up/down (Formative)

Algebra Strand: Students will represent andanalyze algebraically a wide variety ofproblem solving situations.

A.A.23 Solve literal equations for a given

variable

2. Students will analyze the information

from the verbal problems and use it to

rearrange the equations to solve for the

variable that they are asked to find. For

example D=rt (Find t) t=D/r.

2. In class guided practice (Formative)

Thumbs up/down (Formative)


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Lesson

Title/Number

Solving for variables in terms of other variables, Transforming Formulas.

Lesson Question (s)

How can we use our prior knowledge of solving equations to solve for

the unknown variable within other variables?

How can we rearrange formulas so we can solve for the term in which the

question is asking?

State Standards

and Performance

Indicators

Algebra Strand: Students will represent and analyze algebraically a wide

variety of problem solving situations.

A.A.7 Analyze and solve verbal problems whose solution requiressolving systems of linear equations in two variables


A.A.23 Solve literal equations for a given variable

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----------------------

Acceptable



purposes.

1.) Students will analyze and solve for the given variable in an equation

that has more than one variable in it. For example ax+b=3b (solve for x).

2. Students will analyze the information from the verbal problems and

use it to rearrange the equations to solve for the variable that they are

asked to find. For example D=rt (Find t) t=D/r.

---------------------------------------------------------------------------------


Thumbs up/down (Formative).


Thumbs up/down (Formative).

Bell Ringer and

Prior Knowledge

Tap




anticipatory set,

introduction/review

_______________

The teacher will review how to solve equations that are not solely

comprised of variables.

The students will write down the teachers review of solving equationsthat are not solely comprised of variables.

______________________________________________________

*The teacher will introduce equations that will contain more than one

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Procedure

Teacher input,

development,

instructionalmethod(s), modeling,

guided practice,


and/or activities

*Accommodations

for learning

modalities are

required.


kinesthetic

variable. For examples ax+b=3b, to solve an equation for x means to

express x in terms of the other variables. X will equal 2b/a. Using the

White board.

The students will write down the process for solving for a variable within

other variables in their notebooks.

The teacher will work through several examples solving for differentvariables other than x and explaining process along the way. The

examples will vary in difficulty. (Auditory)

The students will assist the teacher in solving the problems and write

them down as well.


The students will explain the process for solving a variable within other

variables verbally.

The teacher will check for understanding by using thumbs up or thumbs

down and if there are thumbs down the teacher will go back to the parts

the students are struggling with and figure out a way that will connect

with the students. The teacher will ask the students if they understand the

process for solving a variable within another variable.

The teacher will then introduce transforming formulas- an equation

contains more than one variable and sometimes we may want to solve for

a different variable within the formula. For example D=rt is set up to find

the distance given a certain rate and time, but what we want to know the

time given a distance and a rate, so we would rearrange the equation to

t=D/r. We would do this based on the given information from the

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problems.

The students would write down why we would rearrange formulas and

how we would know to rearrange the formulas and how we solve for the

unknown variable after we rearrange the formula to solve for the missing

term in their notebooks.

The teacher will then work through several examples of rearrangingformulas and solving for the unknown variable based on the given

information and explains the process as they go through the examples.

(Auditory)

The students will assist the teacher in rearranging the problems and

solving for the unknown variable while they write the information down

in their notebooks.

The teacher will ask some of the students to explain the process and then

some of the students will explain the process for rearranging the

equations and solving for the unknown variable.




with the students. The teacher will ask the students if they understand

how to rearrange the formula from the information from the word

problems.

The students will then practice solving variables within other variables

along with transforming formulas to find the unknown variable.

Calculators may be used. (Visual, Kinesthetic, Practice, Technology)

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The teacher will then go around the room answering questions if the

students have any, and then go over the worksheet with the class.

Homework will be given out. (Homework) (Research Based Instructional

Strategy)

The teacher will give a review of what was learned today.

Checks for

Understanding

Label: directions,


and content

(formative)

The students will write down the process for solving for a variable within

other variables. (Content)

The students would write down why we would rearrange formulas and

how we would know to rearrange the formulas and how we solve for the

unknown variable after we rearrange the formula to solve for the missing

term. (Content)

A few of the students will repeat the directions off of the worksheet they

were given. (Directions)

Independent practice. (Content)

Thumbs up/ down (Content)

Assessment

Type and purpose

(sometimes called

evaluation)





(Summative)

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Closure

The teacher will review solving for variables within other variables and

transforming formulas to solve for the unknown variable being asked for

in the problem.

Accommodations None

Materials

White board, markers, paper, pencils, and calculators.

Duration

1 Period

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Essential Question(s): Why is it important to learn how to problem solve?How can problem solving help in a real life situation? Why is

it important to look at things from different viewpoints?

Lesson Number: 5 Approximate Time: 2 days

State Standard andPerformance Indicator


Algebra Strand: Students will represent andanalyze algebraically a wide variety of problem

solving situations.



1. Students will translate the information given

from the word problems and use it to set up the

equations.

1.In class guided practice (Formative)

Homework sheet (Formative)

Thumbs up or thumbs down (Formativ


analyze algebraically a wide variety of problem

solving situations

A.A.7 Analyze and solve verbal problems whose

solution requires solving systems of linearequations in two variables

2. Students will analyze the information and

use it to solve two variable equations that they

have previously set up for the unknown

variable or value.

2. In class guided practice (Formative)

Homework sheet (Formative)

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Lesson

Title/Number

Motion Problems, Coin Problems and Age Problems

Lesson Question (s)

How can we take the information given from the verbal problems to set

up equations and solve for the unknown variable or value?

State Standards

and Performance

Indicators




inequalities

Algebra Strand: Students will represent and analyze algebraically a widevariety of problem solving situations


solving systems of linear equations in two variables

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----------------------

Acceptable



purposes.

1. Students will translate the information given from the word problems

and use it to set up the equations.

2. Students will analyze the information and use it to solve two variableequations that they have previously set up for the unknown variable or

value.

---------------------------------------------------------------------------------

1.In class guided practice (Formative) Homework sheet (Formative)

Thumbs up or thumbs down (Formative)

2. In class guided practice (Formative) Homework sheet (Formative)

Bell Ringer and

Prior Knowledge

Tap




anticipatory set,

introduction/review

_______________

Procedure

The teacher will put up a few examples of the previous days work on

transforming equations.

The students will work on the problems and write them down in theirnotebooks.

______________________________________________________

*The teacher will introduce motion problems, using the whiteboard. First

the teacher will give the formula for motion problems D=RT, T=D/R,

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Teacher input,

development,

instructional


guided practice,


and/or activities

*Accommodations

for learning

modalities are

required.


kinesthetic

R=D/T. The teacher will then present a word problem and pull out the

appropriate information that will be used to solve for the term the

equation is asking for.

The teacher can simply write out the information or use a chart to

organize the information in order to set up an equation and solve for the

unknown term.

Rate (mph) Time (hr) Distance (mi)Object 1

Object 2

The students will create and use the charts to help them organize the

information from the verbal problems. They will also write down how to

set up the equations to solve for the unknown term.

The teacher will work through some problems explaining the process and

show the students the different methods of setting up the information to

create the equations and solve for the unknown term. (Auditory)

The students will assist the teacher in solving the problems while writing

the material down in their notebooks.

The teacher will ask the students the process.

Some of the students will explain the process for solving motion

problems verbally.


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with the students. The teacher will ask the students if they know how to

create the appropriate tables and use the information given from the word

problems to set up an equation and solve for the unknown variables.

(Motion Problems)

The students will then practice motion problems on their own. Acalculator may be used. (Visual, Kinesthetic, Practice, Technology)

The teacher will go around the room answering questions if they arise

and go over the worksheet on motion problems.

*The teacher will introduce coin problems, using a white board. First the

teacher will give the formula for coin problems Number of coins x Value

of each coin in cents = Total value of the coins in cents. The teacher will

then present a word problem and pull out the appropriate information that

will be used to solve for the term the equation is asking for.



unknown term.

Kind of Coin Number of

Coins

Value of each

coin in cents

Total values

in cents




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The students will assist the teacher in solving the problems while writing

the material down in their notebooks.


Some of the students will explain the process for solving coin problems

verbally.






problems to set up an equation and solve for the unknown variables.

(Coin Problems)

The students will then practice coin problems on their own. A calculator

may be used. (Visual, Kinesthetic, Practice, Technology)


and go over the worksheet on coin problems.

The teacher will introduce age problems. First the teacher will give the

formula for age problems- to represent a past age, subtract from the

present age, to represent a future age, add to the present age. The teacher

will then present a word problem and pull out the appropriate information

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that will be used to solve for the term the equation is asking for.



unknown term.

Person Present age in

years

Paste age, x

years ago (or

Future age xyears from

now)







The students will assist the teacher in solving the problems while writingthe material down in their notebooks.


Some of the students will explain the process for solving age problems

verbally.




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problems to set up an equation and solve for the unknown variables. (Age

Problems)

The students will then practice age problems on their own. A calculator

may be used. (Visual, Kinesthetic, Practice, Technology)


and go over the worksheet on age problems.

Homework will be given from all three topics.

The teacher will review the different types of problems.

Checks for

Understanding

Label: directions,

procedures, routines,and content

(formative)

The students will explain the processes for finding the information and

how to use it to solve the different types of equations. (Content)

Some of the students will repeat the directions given for the Independent

practice. (Directions)

Independent practice will be given (Content)


Assessment

Type and purpose

In class worksheets (Formative)



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(sometimes called

evaluation)of the material and the connections made between each lesson.

(Summative)

Closure

The teacher and the students will review the process for finding the

appropriate information from the word problems and how to use it to set

up and equation for the unknown term.

Accommodations

None

Materials

White board, markers, paper, pencils, and calculators.

Duration 2 Periods

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Essential Question(s): Why is it important to learn how to problem solve? How can problem solving help in a real life situation? Why

is it important to look at things from different viewpoints?Lesson Number: 6 Approximate Time: 2 days

State Standard and


Objectives (Utilize Blooms) Acceptable Evidence and

Type of Assessment


solving situations.

A.A.5 Write algebraic equations or inequalities

that represent a situation

1. Students will analyze different items and

situations and create inequalities to represent

the situation.

1. Thumbs up/ Thumbs down (Formativ

In class guided practice. (Formative)


solving situations.

A.A.21 Determine whether a given value is a

solution to a given linear equation in one


2. Students will solve inequalities then

use/analyze the answers to determine whether

or not the value is a given solution for the

inequality.




analyze algebraically a wide variety of problemsolving situations.

A.A.24 Solve linear inequalities in one variable


(inequalities) and solve for the correct answer.


Homework Sheet (Formative)Group work, solving inequalities and

graphing them. (Formative)

Geometry Strand: Students will apply

coordinate geometry to analyze problem-solving

situations.

A.G.6 Graph linear inequalities

4. Students will determine the graphs of

inequalities. They will also graph the

inequalities they had just previously solved

for.



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Lesson

Title/Number

Properties of inequalities, Finding and Graphing Inequalities

Lesson Question (s)

How can we solve for inequalities using our previous knowledge of

solving equations?

How can we use inequalities to compare things?

State Standards

and Performance

Indicators


A.A.5 Write algebraic equations or inequalities that represent a situation



A.A.21 Determine whether a given value is a solution to a given linear

equation in one variable or linear inequality in one variable



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Geometry Strand: Students will apply coordinate geometry to analyze

problem-solving situations.

A.G.6 Graph linear inequalities


----------------------

Acceptable



purposes.

1.Students will analyze different items and situations and create

inequalities to represent the situation.

2. Students will solve inequalities then use/analyze the answers to

determine whether or not the value is a given solution for the inequality.

3. Students will analyze the given equations (inequalities) and solve for

the correct answer.

4. Students will determine the graphs of inequalities. They will also

graph the inequalities they had just previously solved for.

---------------------------------------------------------------------------------

1. Thumbs up/ Thumbs down (Formative) In class guided practice.

(Formative)


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Group work, solving inequalities and graphing them. (Formative)


Bell Ringer and

Prior KnowledgeTap




anticipatory set,

introduction/review

_______________

Procedure

Teacher input,

development,

instructional


guided practice,independent practice,

and/or activities

*Accommodations

There will be 2-3 review problems from the previous nights homework

on motion, coin and age problems. The students will work on theseproblems in their notebooks.

______________________________________________________

*The teacher will introduce properties of inequalities using a whiteboard.

The Order Property of real numberwhen you look at a 2 numbers

graphed on a number line 3 possible situations can be true, xy where x and y are the numbers. The teacher will graph these to show

the 3 different cases and then use real numbers to show the different

cases as well. The Transitive Property- take 3 variables x, y, z and a

number line if x lies to the left of y, and y lies to the left of z, then x lies

to the left of z. xx. The

Addition Property- take 3 variables x, y, z and let them represent real

numbers then if xy then x+z > y+z. When

the same number is added or subtracted from both members of theinequality the order of the new inequality is the same as the order of the

original one. The Multiplication Property- order does not change when

multiplied by a positive number, but does change when multiplied by a

negative number. If x, y, z are real numbers then if z is positive (z>0) and

x0) and x>y then xz > yz. If z is

negative (z

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for learning

modalities are

required.


kinesthetic

negative numbers.

The students will write down the properties of inequalities.

The teacher will have a few students repeat what they are supposed to be

doing. (Writing down the properties)

The teacher will work through some examples setting up inequalities andexplaining the process along the way. The examples will vary in

difficulty. (Auditory)

The students will assist the teacher in solving problems along with

writing them down.

The teacher will ask some of the students to explain the process along

with the different types of properties.

A few of the students will explain the process for setting up inequalities

and the different properties.





properties of inequalities and how to use them to set up the actual

inequalities themselves.

The students will be given independent practice for setting up inequalities

and using the different properties. (Visual, Kinesthetic, Practice)

The teacher will go around the room seeing if the students need help and

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then go over the worksheet.

The teacher will then introduce solving inequalities and using a number

line to graph them on the white board. 1.) Write down the inequality 2.)

Use the property that is being asked from the equations 3.) Solve the

inequality for the unknown variable 4.) Check your answer by

substituting the number back in the equation 5.) Set up a number line to

graph the inequality 6.) Graph the inequality

The students will write down all the steps needed to solve and graph the

inequalities and repeat the steps back to the teacher.

The teacher will work through some examples in different ways showing

and explaining the process. The examples will vary in difficulty.

(Auditory)

The students will assist the teacher will solving the problems while

writing them down as well. The students will also repeat the process for

solving inequalities and graphing them.

The students will then practice solving inequalities and graphing them on

their own. (Visual, Kinesthetic, Practice)


teacher will hand out index cards to the students and the students will get

into groups by having the same color writing on the index cards. Each

card will have a different part of an inequality on it. The students must

arrange the inequality in order and solve the inequality for the unknown

variable. They must then create a number line and graph the inequality.

Some of the problems will be more challenging than other so this may be

differentiated learning based on the students ability. (Auditory, Visual,

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Kinesthetic, Cooperative Learning, Differentiated Learning)

The teacher will then discuss the correct answers for the inequalities on

the index cards and a few of the students to go over the in class practice

they just finished.

Some of the students will go over the worksheet with each other helping

one another if they did not arrive at the right answer.

The teacher will then go over the sheet and answer and questions.





steps involved for solving inequalities.

Homework will be given out. (Homework) (Research Based Instructional

Strategy)

The teacher will give a review of what was learned over the past two

days.

Checks for

Understanding

Label: directions,


and content

The students will write down the properties of inequalities as the teacher

is going through them and repeat what they are suppose to do along with

the different types of properties. (Content and Directions)

The students will write down the steps for solving and graphing

inequalities as the teacher goes through them and repeat what they are

suppose to be doing along with the steps. (Content and Directions)

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(formative)


Group work, cards were distributed to the students with part of the

inequality on them. Each student has a different part. The group had to

put together the inequality in order to solve for the unknown variable and

then graph the answer of the inequality. (Content)

Assessment

Type and purpose

(sometimes called

evaluation)


Group Work. (Formative)




(Summative)

Closure The teacher and the students will go over the properties of inequalitiesalong with the steps needed to solve inequalities and graph them. There

will also be a final thumbs up or down for a final check to see if the

students understand the material.

Accommodations

None at this time, accommodations will be made based off the needs of

the students.

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Materials

White board, markers, paper, pencils and index cards.

Duration 2- Periods

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Essential Question(s): Why is it important to learn how to problem solve? How can problem solving help in a real life situation? Why

is it important to look at things from different viewpoints?

Lesson Number: 7 Approximate Time: 1 day

State Standard and







1. Students will analyze the word problems and

then translate the words into inequalities.

1. Thumbs up/ Thumbs down (Format



A.A.6 Analyze and solve verbal problems whose

solution requires solving a linear equation in one


2. Students will analyze the verbal problems

and gather the important information then

create the inequality and solve for the

unknown variable.




solving situations.


3. Students will solve different types of

inequalities.



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Lesson

Title/Number

Using Inequalities to solve problems

Lesson Question

(s)

How can we solve problems using inequalities?

How can we words expressed in different ways be represented but

the same inequality?

State Standards

and Performance

Indicators

Algebra Strand: Students will represent and analyze algebraically awide variety of problem solving situations.


inequalities

Algebra Strand: Students will represent and analyze algebraically a

wide variety of problem solving situations.

A.A.6 Analyze and solve verbal problems whose solution requiressolving a linear equation in one variable or linear inequality in one

variable

Algebra Strand: Students will represent and analyze algebraically a

wide variety of problem solving situations.


Lesson Objectives(Blooms

Taxonomy)

----------------------

1. Students will analyze the word problems and then translate the

words into inequalities.

2. Students will analyze the verbal problems and gather theimportant information then create the inequality and solve for the

unknown variable.

3. Students will solve different types of inequalities.

---------------------------------------------------------------------------------

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Acceptable



purposes.

1. Thumbs up/ Thumbs down (Formative)

2. In class guided practice. (Formative) Homework Sheet

(Formative)

3. In class guided practice. (Formative) Homework Sheet(Formative)

Bell Ringer and

Prior Knowledge

Tap




anticipatory set,introduction/review

_______________

Procedure

Teacher input,

development,

instructional


guided practice,

independent practice,and/or activities

*Accommodations

for learning

modalities are

required.


kinesthetic

The bell ringer will be used to introduce words that are used to

represent the different inequality symbols. The words that

represents x > are more than, exceeds, greater than and is over.

Words that represent x are, is at least, has a minimum value, isnot less than, is not under. The words used to represent x< are is

less than, under. The words used to represent x are, is at most,

has a maximum value, is not greater than, does not exceed and is

not more than. (Vocabulary- Research based instructional strategy)

______________________________________________________

*The teacher will introduce using inequalities to solve problems,

using the white board. There are six steps to this procedure.

1.Choose a variable to represent one of the unknown quantitiesfrom the problem. 2. Express the other unknown quantities in terms

of the same variable. 3. Write and inequality using a relationship

given from the problem or a formula. 4. Solve the inequality 5.Check the solution using the words of the problem. 6. Use the

solution of the inequality to answer the question in the problem.

The students will write down the steps for using inequalities tosolve problems and repeat what they are suppose to do.

The teacher will work through some examples in different waysshowing and explaining the six steps along the way. The examples

may vary in difficulty. (Auditory)

The students will assist the teacher in solving the problems while

writing them down in their notebooks.


Some of the students will explain the process for using inequalities

to solve problems.

The teacher will check for understanding by using thumbs up or

thumbs down and if there are thumbs down the teacher will go back

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to the parts the students are struggling with and figure out a way

that will connect with the students. The teacher will ask the

students if they understand the six steps in solving inequalities.

The students will then practice using inequalities to solve problems

on their own. (Visual, Kinesthetic, Practice)

The teacher will go around the room assisting students who are in

need.

The teacher will then go over the worksheet and answer any

questions the students may have.

Homework will be given out. (Homework)

The teacher will then have the students repeat the six steps for

using inequalities to solve problems.

Checks for

Understanding

Label: directions,procedures,

routines, and

content (formative)

The students will write down the steps needed for using inequalities

to solve problems. Students will repeat what they are being asked

to do. (Directions

The students will repeat the six steps for using inequalities to solve

problems. (Content)


Thumbs up/ Thumbs down (Content)

Assessment

Type and purpose

(sometimes called

evaluation)



At the end of the unit there will be a test given to check forunderstanding of the material and the connections made between

each lesson. (Summative)

ClosureThe teacher will have the students repeat the steps for usinginequalities to solve problems. There will also be a final thumbs up

or down as a final check to see if the students understand the

material.

Accommodations None at this time, accommodations will be made based off theneeds of the students.

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Materials White board, markers, pencils and paper

Duration 1-Period

509 unit plan

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