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# Absolute Value

## Name: Nicole Bevilacqua

Subject: Algebra 1
7.1 Part A
OBJECTIVE:
The Algebra 1 students will learn how to find the absolute value of a given number and
how to solve equations and inequalities involving absolute values based on the examples
from section 7.1 of chapter 7 in their textbook on pages 448-451.
COMMON CORE STATE STANDARD:
HAS-REI.B.3: Reasoning with Equations and Inequalities: solve equations and
inequalities in one variable.
MATERIALS:
Notes Sheet
Activity Instructions
Textbook
Visualizer
Markers
Yard Stick
Oversized Construction Paper
PRIOR KNOWLEDGE:
Students have prior knowledge of finding points on a number line
Students are familiar with how to solve inequalities
ANTICIPATORY SET (15-20 minutes) :
Students will number off and get into groups of two. Each group should grab one piece of
oversized construction paper, a yard stick, and a few different colored markers which are
located on the shelves in the back of the room.
Teacher
The teacher should pass out an
activity instructions sheet to
each student. They will then
any questions need to be
so now.

Student

Rationale

## The students should be

following along as their

## This activity is going to get

lesson and the start of chapter
7.

## In their groups, the students

will use their yardsticks to
draw a straight line across

## Students are preparing for the

activity they will be
completing at the end of the
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## The teacher should walk

around and assist any groups
that may need help.
The teacher should make sure
from West to east: Lincoln,
Clintonville, Hooverville,
Buchanan, Roosevelt, and
Jackson.

## The teacher will then tell

students to set their papers
aside and return back to their
seats as they are going to
come back to their activity at
the end of the lesson.

## their paper representing a

highway (an example is
provided on their instructions
sheet). Students will label
each exit on their highway as
given to them on the
instructions sheet. Students
should also color their
highway and exits to make
them look unique.

lesson.

## The students should set their

papers aside and return back
to their seats.

## Students will continue

working on this activity
toward the end of the lesson.

the lesson.

## INFORMATION AND MODELING (20-25 minutes) :

Teacher
The teacher should pass out a
notes sheet to each student.

Student

## The teacher will go through

these notes on the visualizer
with the students as the
out their own sheet.

## The students will follow along

with their teacher and fill out
their notes sheet. They should
are confused and need
clarification.

## The teacher will choose a

at the top of the page.

## One student will read the

definition at the top of the
page while the other students
are following along.

## The teacher will begin with

example 1. The teacher should
graph 3 on the number line
discuss with their tables what

## The students should graph 3

on the number line and then
discuss with their tables what
they think the distance from 0
to 3 is.

Rationale
Class discussion and teaching

## These notes will help the

mastery learners in the class.

## The examples are meant to be

done together as a class and
the You Try It! are meant to
be done individually first, and
then gone over as a class.

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## they think the distance from 0

to 3 is.
The teacher will then ask a
group for the answer and to
explain how they got that

## The teacher will then move on

to (b) and graph -3 on the
number line. The teacher
distance from 0 to -3?

## The teacher will then explain

that the absolute value of 3
and -3 have to be the same
because they have the same
distance. (3)

## The students should write the

absolute value of 3 and -3 in
the blanks on their notes sheet.

## The teacher will then tell

students The absolute value
of zero or a positive number is
the number itself. We have
seen that the absolute value of
a negative number is its
opposite. We can now build a
definition for absolute value
that applies to any real
number. The teacher will
then ask students to discuss in
their groups the definition and
why it makes sense.

## Students should discuss in

their groups the definition for
absolute value of any real
number and why it makes
sense to them.

## This group work will help the

interpersonal learners in the
class.

## The teacher will then chose a

different group to discuss with
the class what they talked
ask if any other groups have

## One group will explain their

thinking aloud to the class.
If any students have a reaction
to what this group said they
should say that now.

## The explanation of ideas will

help the understanding
learners in the class.

## The teacher will ask students

to then complete the first
You Try It section on their
notes sheet. The teacher
should walk around and offer

## The answers are located on the

example sheet at the end of
this lesson.
Students should be working
individually to evaluate these

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## The teacher will then call on

three volunteers to come up
the board and give their
answer to one of the questions.

## The students are teaching each

Three students will come up to other.
the white board and provide
the class with their answer to
one of the questions.

## The teacher will ask students

if there are any questions and
then will have the student who
accordingly.
The teacher will move on to
students What are the
possible values for x when
| x | = 4?

## The students should raise their

hands and begin a discussion
based on the teachers
question.

## The teacher will then graph

| x | = 4 on the number line and
will say this means that the
distance from x to 0 is 4. So x
must be 4 or -4 for the
equation to be true. The
possible values are x = 4 and
x = -4. We can write the
solution as x = + 4.

## The students should write

what their teacher is writing
on the notes sheet and should

## The teacher will go ahead and

do the same thing for part b of
example 2.

## The students should continue

to follow along and fill in their
notes sheet.

a new concept.

## CHECKING FOR UNDERSTANDING (5 minutes) :

Teacher
to complete part a and b of the
second You Try It! section.
The teacher should walk
as needed.

Student
The students should work
individually to complete these
next two questions. Students
needed.

Rationale
The answers are located on the
example sheet at the end of
this lesson. The students are
on this new concept.

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## The teacher will, again, call on

two volunteers to come up the
board and give their answer to
one of the questions.

## Two students will come up to

the white board and provide
the class with their answer to
one of the questions.

## The students are teaching each

other.

accordingly.
GUIDED PRACTICE (15 minutes) :
Teacher
students to get back with their
partners and pull out their
oversized construction paper.

Student
Rationale
The students will meet with
These few questions can be
their partners and get ready for used as a formative
what is next.
assessment of todays lesson.

## The teacher should assign the

following questions and check
the students responses before
allowing them to begin their
homework assignment.

## The students should use their

these questions with their
partner on a separate piece of
paper.

## 1. If each exit is 1 mile

from the next exit, how
far apart are Lincoln
and Buchanan?
2. What is the longest
one-way trip someone
could take along this
than one longest trip?
3. Could the distance
between two points be
negative? Explain.

## The students should discuss

The students have a chance to
each question with their
help their partners out if they
partner to come up with an
do not understand.
help if they are having trouble.
1. Three miles
2. The longest one-way
trips between the
towns are Lincoln to
Jackson and Jackson
to Lincoln. Both are 5
mile trips.
3. No, Distances are
positive.

FORMATIVE ASSESSMENT:
The teacher should collect each groups responses to the questions asked during the
guided practice section and use them as a formative assessment of the days lesson.
The teacher should have been formatively assessing the students throughout the lesson
while they were working on the You Try It sections on the notes sheet as well as their
participation during the class discussion.

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INDEPENDENT PRACTICE:
The teacher should assign the following exercises at the end of the class for students to
complete at home and return the next day.
o Page 452 # 1-10, 16.

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Activity Instructions
President Highway is a straight two-way road. All exits from the road are equally spaced, and
there is one town at each exit. Using the yard stick and markers, draw President Highway on
your oversized construction paper using the example below. Feel free to put your own spin on it,
and design it however you and your partner would like.

After you have finished drawing your highway, you need to label each exit based on the
following information.
Buchanan is two exits East of Clintonville.
Lincoln is one exit West of Clintonville.
Roosevelt is one exit West of Jackson, but two exits East of Hooverville.
Hooverville is one exit West of Buchanan.

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Name: _____________________________________

Date: _________________________

## Lesson 7.1 Part A: Absolute Value Notes

The absolute value of a number is the distance between the number and zero on the number line.
We write | x | to mean the absolute value of x.
Example 1:
a) Graph 3 on the number line below.

## What is the distance from 0 to -3?

____________________

____________________

## The absolute value of 3 is the distance from 0 to 3. So | 3 | = ____

The absolute value of -3 is the distance from 0 to -3. So | -3 | = ____
Definition for absolute value of any real number:

## You Try It!

| x | = x, if x > 0
| x | = -x, if x < 0

Evaluate each.

a) | 2.7 | =________

b) | -0.5 | = _________

c) | 0 | =________

Example 2:
a) Graph and solve | x | = 4

## b) Graph and solve | x | < 2

__________________________

___________________________

a) x = | -2.5 |

## Graph and Solve.

b) | x | > 2

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