Understanding by Design Unit Template

Blaska
Title of Unit
Curriculum Area
Developed By

Brittany

Inequalities
Math 7
Big Ideas Mathematics

Grade Level
Time Frame

7th
16 days

Identify Desired Results (Stage 1)

Content Standards
Common Core Standards Addressed:
CCSS Grade 7: Expressions and Equations
7. EE.B.4: Use variables to represent quantities in real-world or mathematical problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities.
7. EE.B.4.A: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each
approach.
7. EE.B.4.B: Solve word problems leading to inequalities of the form px + q > r or px + q <r, where p, q, and r are specific rational numbers. Graph the
solution set of the inequality and interpret it in the context of the problem.
CCSS Grade 6: Expressions and Equations (Review)
6.EE.8: Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
CCSS Grade 6: The Number System (Review)
6.NS.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
Standards of Mathematical Practice Addressed:
MP1 Make sense of problems and persevere in solving them.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP5 Use appropriate tools strategically.
MP6 Attend to precision.
MP7 Look for and make use of structure.

Understandings

Essential Questions

Overarching Understanding
Students will understand that an inequality is a mathematical phrase that
compares different expressions and know how to graph it correctly.
Students will understand how to translate inequalities from words to numerical
symbols and be able to check if the value they found is a solution to the inequality.
Students will understand how to correctly use Properties of Inequalities to solve
inequalities involving addition, subtraction, multiplication, and division.
Students will understand how to solve and graph two step inequalities.

Related Misconceptions

Overarching

How does this chapter relate

to previous chapters we have
discussed?
How does this material relate
to my daily life?
How can represent this
problem to make it easier to
solve?

Topical

When will I use inequalities

in real life?
Other than graphing on a
number line, how are
inequalities represented?
How can I check the value I
found to make sure it is a
solution to the inequality?

Students tend to not use a number line which results in an incorrect comparison.
Students mistakenly shade in the wrong side when reading (-1) < x. They may
shade in the left of (-1). Encourage students to rewrite the inequality as x > (-1) to
help them see that you shade in the right of (-1) for the correct graph.
Students will often think that (-2) > (-1). They forget that relationships are reversed
for negatives. More negative means smaller. (-2) < (-1).
Students commonly mistake 7 > 7 as a true statement. Remind students to pay
close attention to the inequality symbol.
Students may switch the inequality symbol when they do not need to, usually when
they see any negative sign in the inequality. For example, 2x > (- 4) they will switch
the sign even though you are dividing by a positive.
Students may undo addition and subtraction before they undo the division or
multiplication. Remind them of order of operations.

Knowledge

How can I communicate this

material to others to the point
where they understand it?
How can I represent an
inequality in another way?

Students will be able to

How do I know when to

change the inequality
symbol?
How do I undo operations in
an inequality?

Objectives
Skills

Students will know

Students will know what an inequality is and understand how they is more than
one solution to a problem.
Students will know what the inequality symbols mean (less than, less than or
equal to, greater than, greater than or equal to).
Students will know how inequalities are like equations, except that the two
expressions are not equal to each other, it is a comparison with more than one
answer.
Students will know how to answer a problem correctly by solving the inequality
and focusing on the context of the problem and explaining their reasoning.
Students will know that when you divide by a negative you have to change/flip
the inequality symbol.

Students will be able to graph an inequality correctly.

Students will be able to convert a word phrase into an inequality.
Students will be able to check whether a value in a solution to the
inequality.
Students will know how to create inequalities that relate the real
life situations.
Students will know how to solve an inequality involving addition,
subtraction, multiplication, and division.
Students will know how to undo operations and what order you
need to do so.
Students will be able to create an inequality that represents an
unknown variable.

Assessment Evidence (Stage 2)

Performance Task Description Unit Test
Goal

Role
Audience
Situation

The chapter test will assess how much each student have conceptually and procedurally understood the material;
how to graph an inequality, how to convert a word phrase into a numerical inequality, check whether a value is a
solution to an inequality, be able to model real life situations with inequalities, solve inequalities using inverse
operations and addition, subtraction, multiplication, and division, etc. Students are required to show their work.
Majority of the points they can receive will be based on the work they show. The aim of the assessment is to focus on
the students reasoning more than just a correct answer.
End of unit assessment
My mentor teacher, Mark Martin, and myself
The students will be given the entire period to complete the chapter test. It will consist of 23 problems. They will be
working on the tests individually and be allowed to use a calculator on all the problems. The students will be seated

Product/Performan
ce

Standards

arms length from their neighbors.

Students will be able to answer all of the questions on the test and show all their work to receive as many points as
they can. They will be able to complete the different tasks that the test covers as listed in the goals portion of
Assessment Evidence.
7. EE.B.4: Use variables to represent quantities in real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
7. EE.B.4.A: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying
the sequence of the operations used in each approach.
7. EE.B.4.B: Solve word problems leading to inequalities of the form px + q > r or px + q <r, where p, q, and r are specific rational
numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

Other Evidence
They will be given a chapter quiz after the first two sections of the unit. So the quiz will cover writing and graphing inequalities and solving
inequalities using addition and subtraction.
We are planning on starting the class off with Plickers. It will be a new beginning activity for every day. Students will answer two questions
from the previous day and we can see the results almost immediately. I need to look further into this but we should have these routine
running smoothly by the time we get to this unit. We will begin this unit on November 12.
ADDITION INFORMATION: We do a lot of practice in class because many of my students do not study outside of school.

Learning Plan (Stage 3)

Da
y in
Uni
t

Lesson
Topic

REVIEW
Graphing
Inequalities
and
comparing
numbers
(<,>)

Writing and
Graphing
Inequalities

Lesson Learning Objective

Description of how lesson

contributes to unit-level
objectives

Assessment activities

-Students will be able to graph an

inequalities correctly in terms of
direction, value, and including the
point if necessary.
-Students will be able to relate real
life experiences with inequalities.
-Students will be able to relate two
different numbers, including integers,
rationals, etc. and tell which one is
greater.
-Students will be able to identify
values that are a solution to an
inequality.
-Students will be able to explain the
difference between greater than and
greater than or equal to.

This lesson is a brief review of the

skills they have already learned when
working with inequalities. It shows
students how math is related to them.
These problems help them recovery
skills they have already learned and
this will be the foundation for this unit
that we will build on.

-Warm up activity; Plickers: Two

problems assessing if they know
these skills and where we can start
with the new material. I also check
the assignment to see the students
thinking and work.

This lesson meets the standard

7.EE.4b. Students can come to their
own discovery that an inequality has
an infinite number of solutions. They
will also realize there is a boundary
point for the set of solutions.

-Warm up activity; Plickers: Two

problems assessing them converting
word phrases into numerical
inequalities, identifying the
boundary point for solutions, etc. I
will check the assignment so see

Writing and
Graphing
Inequalities

Writing and
Graphing
Inequalities

-Students will be able to create a

numerical inequality based on a
graphed image.
-Students will be able to generalize a
method for using a number like as a
tool for finding solutions of an
inequality.
-Students will be able to translate
word phrases into an inequality using
symbols.
-Students will be able to identify
when the boundary point is a solution
to the inequality.
-Students will be able to graph an
inequality correctly shading the
correct side.
-Students will be able to check if a
value is a solution to an inequality.
Worksheet-Students will clear up the common
misconceptions. These include not
understanding when the boundary
point is included, using the wrong
type of circle when graphing an
inequality on a number line, shading
the wrong side of the boundary point,
converting a word phrase to symbols
incorrectly.
-Students will be able to translate
word phrases into an inequality using
symbols.
-Students will be able to identify
when the boundary point is a solution
to the inequality.
-Students will be able to graph an
inequality correctly shading the
correct side.
-Students will be able to check if a
value is a solution to an inequality.

Solving
Inequalities
Using

-Students will be using real life

examples to model real life
experiences as inequalities.

who is struggling with these skills

and also see the common
misconceptions that I am seeing
that my students are making.

This is the bookwork associated with

section 4.1 This gives students more
practice working on mastering these
skills. There are a few misconceptions
that students are anticipated to make,
so more practice is exactly what my
students need.

This is a worksheet that I will create

that is at a higher level of cognitive
demand. Students usually refer to this
worksheet as tricky. I want to make
students really think about the
common misconceptions when
working with these skills. One top of
clearing up misconceptions, extra
practice never hurts. As you will see in
this unit plan, we are giving each
section of this unit three days to give
students plenty of practice. Students
have been having a difficult time with
this new type of abstract thinking
involving variables and now we are
mixing in more than one solution.

This assignment is giving the students

an opportunity to lead into the two
properties that this section is covering.

-Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson. I assign the odds
from the back of the book so
students check their own answers.
We go over any problems that they
do not know how to do during class
the next day. This would be a good
section to do a homework quiz, but
this depends on how the class goes
for this day.
- Warm up activity; Plickers: Two
problems assessing if they the skills
from this lesson, specifically the
misconceptions that I am worried
about. I will be checking students
work and seeing if the students who
have been having issues and
making the common errors and see
if they have improved at all.

- Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson, using addition and

Addition and
Subtraction

Solving
Inequalities
Using
Addition and
Subtraction

Solving
Inequalities
Using
Addition and
Subtraction

Chapter 4
Quiz

Solving
Inequalities
Using
Multiplicatio
n and
Division

-Students will discover the similarities

and differences between an equation
and an inequality.
-Students will be able to identify ways
they can use addition and subtraction
to solve inequalities.
-Student can identify the property
they are using to solve an inequality.
-Students will be making connections
to previous material we have covered
and be able to solve the inequality
and graph it correctly.

The Addition Property of Inequality

and Subtraction property of Inequality.

subtraction to solve an inequality.

Look over students work as I
monitor and check it later on after
class or the next day.

This lesson defines these two

properties that the student discovered
on their own the previous day. Then
gives the students more practice with
these skills.

Worksheet
-Students will be able to apply the
addition property of inequality and
subtraction property of inequality to
solve inequalities.
-Students will be able to graph there
inequities.
-Students will be able to model real
life situations with inequalities and
solve them using addition and
subtraction.
Assessment
This will cover sections 4.1 and 4.2. It
will cover writing an inequality,
graphing an inequality correctly,
models real life problems, and using
addition and subtraction to solve
inequalities.
-Students will be able to undo
inequalities by doing the inverse
operation to solve for the variable.
-Students will be able to graph an
inequality that includes multiplication
and/or division.
-Students will discover what happens
when you multiply or divide by a
negative numbers.

This lesson provides extra practice for

the students to master these skills,
clear up any confusion, push the
students thinking, and give them an
opportunity where they have to
persevere through difficulties.

- Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson, more problems
that use these properties but at a
higher level of cognitive demand to
really challenge the students and
push their thinking. I will be
checking the students work and
making sure I am covering the
material well for the quiz coming up.
- Warm up activity; Plickers: Two
problems assessing if they the skills
from this lesson, more problems
that use these properties but at a
higher level of cognitive demand to
really challenge the students and
push their thinking. I will check the
students work and remind them that
practice quiz answers are available
on my classroom website.

This lesson is a formative assessment

to help students and myself realize
how far we have come, but also what
else we need to learn to master these
skills.

Check the quizzes and go over the

answers the next day, clear up any
confusion, talk about common
mistakes, etc.

This lesson begins section 4.3

covering the multiplication property of
inequality and division property of
inequality. This lesson is a good way
for students to discover why we have
to switch the sign when we multiply or
divide by a negative number.

- Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson, multiplying and
dividing to solve inequalities, one
will be using a negative number to
see how many students retained
that vital information in order to be
successful this lesson. I will check
the students work to make sure they

10

Solving
Inequalities
Using
Multiplicatio
n and
Division

-Students will be able to undo

inequalities by doing the inverse
operation to solve for the variable.
-Students will be able to graph an
inequality that includes multiplication
and/or division.
-Students will discover what happens
when you multiply or divide by a
negative numbers.
-Students will be able to relate real
life experiences with multiply and
dividing to solve inequalities.

This bookwork lesson is used to go

over the definitions of the two
properties and lay out the difference
between multiplying and dividing by a
positive versus a negative. This is a
difficult thing for students to
understand and also an easy thing for
students to forget to do.

11

Solving
Inequalities
Using
Multiplicatio
n and
Division

Worksheet higher cognitive demand

-Students will n able to undo
inequalities by doing the inverse
operation to solve for the variable.
-Students will be able to graph an
inequality that includes multiplication
and/or division.
-Students will discover what happens
when you multiply or divide by a
negative numbers.
-Students will be able to relate real
life experiences with multiply and
dividing to solve inequalities.

This provides students will more

practice to master these skills. This
worksheet will provide students will
difficult questions where it pushes
their thinking and hopefully we have a
good class discussion about what the
correct method for solving these
problems is, or if there isnt a specific
one technique you need to use in
order to solve the inequality.

12

Solving TwoStep
Inequalities

-Students will be able to combine all

four properties in order to solve an
inequality.
-Students will be able to undo an
operation by doing its inverse
operation.
-Students will know when adding and
subtracting you do so with the
opposite so the values cancel out.
-Students will know when dividing to
use the coefficient to make the
fraction equal to one.
-Students will know that when you

This lesson leads into the correct order

to undo the operations. We will talk
more about inverse operations by
using the Date Problem. Students
are aware and confident in their
abilities to perform order of operations
correctly. They refer to it as PEMDAS.
Now we are doing the reverse of that
order. Students may have a difficult
time with that.

are following directions and solving

the problems in an acceptable
manner.
- Warm up activity; Plickers: Two
problems assessing if they the skills
from this lesson, these problems will
involve two properties and students
will need to realize what to do first
in order to solve the inequality
correctly. They need to remember
what to do when you multiply or
divide by a positive or negative. I
will be checking the students
homework to see how many have
forgotten what happens with a
negative.
- Warm up activity; Plickers: Two
problems assessing if they the skills
from this lesson,
I will give students a problem/two
problems where there is more than
one way to solve it and then another
where there is only one unique way
to solve it. I will try to find problems
that trick or contain common
misconceptions. I will be checking
their homework to see if they are
watching whether it is a positive or
negative they are multiplying or
dividing.
- Warm up activity; Plickers: Two
problems assessing if they the skills
from this lesson, I will give two
questions that involve a variety of
methods and students needs to
identify what operation they need to
undo first, whether it is a cousin or
their date (referring to the date
problem.) I will be checking the
students homework to make sure
they are doing the undoing of
operations in the correct order.

are multiplying you are doing so with

the reciprocal.
13

Solving TwoStep
Inequalities

14

Solving TwoStep
Inequalities

15

Chapter
Review for
Test

-Students will be able to combine all

four properties in order to solve an
inequality.
-Students will be able to undo an
operation by doing its inverse
operation.
-Students will know when adding and
subtracting you do so with the
opposite so the values cancel out.
-Students will know when dividing to
use the coefficient to make the
fraction equal to one.
-Students will know that when you
are multiplying you are doing so with
the reciprocal.
-Students will be able to combine all
four properties in order to solve an
inequality.
-Students will be able to undo an
operation by doing its inverse
operation.
-Students will know when adding and
subtracting you do so with the
opposite so the values cancel out.
-Students will know when dividing to
use the coefficient to make the
fraction equal to one.
-Students will know that when you
are multiplying you are doing so with
the reciprocal.
-Students will be able to perform all
of the properties we have learned this
chapter in order to solve an
inequality.
-Students will know how to undo
operations in order to solve an
inequality.
-Students will model real life
problems and solve the inequality.

The bookwork will help the students

gain more practice. I am anticipating
this section to be the most difficult for
the students. Currently they still have
a hard time adding positive and
negative numbers. Now there are
variables, and then we are changing
the order that they are working. They
will be doing problems that challenge
their thinking, but are still in their
ability range. The more practice will
these problems the better.

- Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson, these problems will
involve all four operations with all
types of numbers. I want these
problems to be a good review for
the upcoming test. These problems
will help me gauge where my
students are with this material. I will
check the students homework to
make sure they are completing the
problems in the correct order. Many
of them will be tempted to doing the
way they are used to, PEMDAS.

This worksheet will push the students

thinking, but not too much. I want this
day to help students get more practice
with all type of problems. They will be
relating two-step inequalities to their
own lives (if possible I have a wide
range of students with different
extracurricular activities). Most
importantly, students need to practice
these skills in order to be successful.

- Warm up activity; Plickers: Two

problems assessing if they the skills
from this lesson, these questions
will focus primarily on the undoing
of operations in the correct order.
They will have the common
misconceptions so we have a good
class discussion as a review. I will
check the students work and
discuss any problems in class for a
brief review.

This review may be different

depending on how well the students
learn the material. I may make an
activity, such as a scavenger hunt or
pass the problem type activity. If they
are struggling, we will be doing the
second quiz in the book and the
practice test in the book to prepare for
the test the next day.

Whole class discussion talking about

how we solved the problems in the
review. We will discuss any common
misconception before the test and
answer any more questions.

16

Chapter 4
Test

- Students will be able to perform all

of the properties we have learned this
chapter in order to solve an
inequality.
-Students will know how to undo
operations in order to solve an
inequality.
-Students will model real life
problems and solve the inequality.

Today is the day to see how well the

students have understood and
grasped the concepts of this unit. This
unit is based about this assessment,
so this assessment address all the
goals of the unit.

I will check to see how well the

students completed the test. I will
see how many students and which
students made the errors that we
talked about so I know who I have to
work more with before we move
onto the next unit. We will discuss
the answers to the test the following
day.