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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

read the instructions aloud as

the students follow along. If

any questions need to be

addressed, the teacher will do

so now.

Student

Rationale

following along as their

teacher reads the instructions.

the students ready for todays

lesson and the start of chapter

7.

will use their yardsticks to

draw a straight line across

activity they will be

completing at the end of the

Nicole Bevilacqua 1

around and assist any groups

that may need help.

The teacher should make sure

that the students exits read

from West to east: Lincoln,

Clintonville, Hooverville,

Buchanan, Roosevelt, and

Jackson.

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.

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.

papers aside and return back

to their seats.

working on this activity

toward the end of the lesson.

the lesson.

Teacher

The teacher should pass out a

notes sheet to each student.

Student

these notes on the visualizer

with the students as the

students follow along and fill

out their own sheet.

with their teacher and fill out

their notes sheet. They should

ask questions whenever they

are confused and need

clarification.

student to read the definition

at the top of the page.

definition at the top of the

page while the other students

are following along.

example 1. The teacher should

graph 3 on the number line

and then ask students to

discuss with their tables what

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

is about to begin.

mastery learners in the class.

done together as a class and

the You Try It! are meant to

be done individually first, and

then gone over as a class.

Nicole Bevilacqua 2

to 3 is.

The teacher will then ask a

group for the answer and to

explain how they got that

answer.

their answer to the class.

to (b) and graph -3 on the

number line. The teacher

should ask What is the

distance from 0 to -3?

the answer together. (3)

that the absolute value of 3

and -3 have to be the same

because they have the same

distance. (3)

absolute value of 3 and -3 in

the blanks on their notes sheet.

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.

their groups the definition for

absolute value of any real

number and why it makes

sense to them.

interpersonal learners in the

class.

different group to discuss with

the class what they talked

about. The teacher will then

ask if any other groups have

something to add.

thinking aloud to the class.

If any students have a reaction

to what this group said they

should say that now.

help the understanding

learners in the class.

to then complete the first

You Try It section on their

notes sheet. The teacher

should walk around and offer

example sheet at the end of

this lesson.

Students should be working

individually to evaluate these

Nicole Bevilacqua 3

three volunteers to come up

the board and give their

answer to one of the questions.

Three students will come up to other.

the white board and provide

the class with their answer to

one of the questions.

if there are any questions and

then will have the student who

gave the answer for that

question address their concern

accordingly.

The teacher will move on to

example 2 and will ask

students What are the

possible values for x when

| x | = 4?

hands and begin a discussion

based on the teachers

question.

| 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.

what their teacher is writing

on the notes sheet and should

ask questions if needed.

do the same thing for part b of

example 2.

to follow along and fill in their

notes sheet.

a new concept.

Teacher

The teacher will ask students

to complete part a and b of the

second You Try It! section.

The teacher should walk

around and answer questions

as needed.

Student

The students should work

individually to complete these

next two questions. Students

should ask questions if

needed.

Rationale

The answers are located on the

example sheet at the end of

this lesson. The students are

completing additional practice

on this new concept.

Nicole Bevilacqua 4

two volunteers to come up the

board and give their answer to

one of the questions.

the white board and provide

the class with their answer to

one of the questions.

other.

additional questions

accordingly.

GUIDED PRACTICE (15 minutes) :

Teacher

The teacher should ask

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.

following questions and check

the students responses before

allowing them to begin their

homework assignment.

highway and exits to answer

these questions with their

partner on a separate piece of

paper.

from the next exit, how

far apart are Lincoln

and Buchanan?

2. What is the longest

one-way trip someone

could take along this

road? Is there more

than one longest trip?

Explain your answer.

3. Could the distance

between two points be

negative? Explain.

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.

answer. They should ask for

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.

Nicole Bevilacqua 5

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.

Nicole Bevilacqua 6

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.

Nicole Bevilacqua 7

Name: _____________________________________

Date: _________________________

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.

____________________

____________________

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

Definition for absolute value of any real number:

| 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

__________________________

___________________________

a) x = | -2.5 |

b) | x | > 2

Nicole Bevilacqua 8

Nicole Bevilacqua 9

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