Jaimee Arnold Box # 7015

Linear Inequalities

I. Goals: Solve and graph inequalities, including coefficients represented by letters, in order to

find solutions. Also organize information given in word problem in order to solve inequalities.

Content Standards-

A-APR 1. Understand that polynomials form a system analogous to the integers, namely,

they are closed under the operations of addition, subtraction, and multiplication; add,

subtract, and multiply polynomials

A-CED 1. Create equations and inequalities in one variable and use them to solve

problems. Include equations arising from linear and quadratic functions, and simple

rational and exponential functions

A-REI 1. Explain each step in solving a simple equation as following from the equality

of numbers asserted at the previous step, starting from the assumption that the original

equation has a solution. Construct a viable argument to justify a solution method.

A-REI 3. Solve linear equations and inequalities in one variable, including equations

with coefficients represented by letters.

A-CED 4. Rearrange formulas to highlight a quantity of interest, using the same

reasoning as in solving equations. For example, rearrange Ohms law V = IR to highlight

resistance R.
A-REI 6. Solve systems of linear equations exactly and approximately (e.g., with

graphs), focusing on pairs of linear equations in two variables.

A-REI 10. Understand that the graph of an equation in two variables is the set of all its

solutions plotted in the coordinate plane, often forming a curve (which could be a line)
A-REI 11. Explain why the x-coordinates of the points where the graphs of the equations

y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the

solutions approximately, e.g., using technology to graph the functions, make tables of
Jaimee Arnold Box # 7015

values, or find successive approximations. Include cases where f(x) and/or g(x) are linear,

polynomial, rational, absolute value, exponential, and logarithmic functions.

A-REI 12. Graph the solutions to a linear inequality in two variables as a half-plane

(excluding the boundary in the case of a strict inequality), and graph the solution set to a

system of linear inequalities in two variables as the intersection of the corresponding

half-planes.

II. Specific ways to integrate subjects to curriculum: Reading and comprehending what is

being read will be incorporated by the word problems.

III. Grade Level/Subject: Ninth Grade- Algebra I

IV. Activities Planned: 1. Students will do a worksheet pertaining to solving linear inequalities

with a given point.

2. Students will work together in groups to complete a worksheet

pertaining to solving linear inequalities for y.

3. Students will be given a worksheet with problem pertaining to

graphing linear inequalities, and will graph them on the board.

4. Students will break off into groups and make up word problems

pertaining to writing linear inequalities of their own.

5. Students will be given a worksheet with problems pertaining to system

of inequalities.

V. Assessment of learner understanding: Students will be assessed by answering questions

aloud, turning in homework, worksheets, and quizzes.

Jaimee Arnold Box # 7015

I. Concepts to be taught: Students will be taught how to solve linear inequalities by plugging in

a given point (x, y).

II. Instructional Objectives: Students will be able to solve linear inequalities, by plugging in a

given point (x, y) back into the inequality.

This goal meets Content Standards-

A-APR 1. Understand that polynomials form a system analogous to the integers, namely,

they are closed under the operations of addition, subtraction, and multiplication; add,

subtract, and multiply polynomials

A-CED 1. Create equations and inequalities in one variable and use them to solve

problems. Include equations arising from linear and quadratic functions, and simple

rational and exponential functions

A-REI 3. Solve linear equations and inequalities in one variable, including equations

with coefficients represented by letters.

III. Materials Needed: Paper, pencil, white board, markers and worksheets

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The teacher will write linear inequalities and ask the class if they

know what it is. After the students have given their answers the teacher will formally

explain what a linear inequality is and what they are used for.

B. Student learning Activities: The teacher will first explain and demonstrate on the

white board how to plug in the given point (x, y). After all the information has been

presented, and all questions are answered about the process the teacher will give out a

worksheet, that students will do on their own. The worksheet will consist of problems

that pertain to plugging a point into an inequality. (Ex. (4, 12); y > 3x-1)
Jaimee Arnold Box # 7015

C. Conclusion: After the students have had an adequate amount of time to work on the

worksheet, the teacher will go over any problem or answer any questions the students

might have from the worksheet.

D. Activity Extension: Students will begin to complete on homework that is assigned for

the day.

V. Evaluation:

A. How will student learning be measured: Students learning will be measured by

doing worksheets during class time being and homework turned in. Both the worksheets

and homework will consist of problems that give a point (x, y) and the students will plug

that point into an inequality in order to find the solution. (Ex. (3, 7); y < 2x + 1)

B. Re-teaching procedure if necessary: If re-teaching is needed, the teacher will break

down, step by step, the process of solving linear inequalities to better show each step that

is required to complete the problems.

Jaimee Arnold Box # 7015

I. Concepts to be taught: Students will solve for y in given inequalities. (Slope-intercept

form)

II. Instructional Objectives: Students will find slope intercept form by solving for y in a

given linear inequality.

This goal meets Content Standards-.

A-REI 3. Solve linear equations and inequalities in one variable, including equations with

coefficients represented by letters.

A-CED 4. Rearrange formulas to highlight a quantity of interest, using the same

reasoning as in solving equations. For example, rearrange Ohms law V = IR to highlight

resistance R.

III. Materials Needed: Paper, pencil, white board, markers, and worksheets

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The students will be given a short 3-5 question quiz for review on

the previous days lesson. After students have completed the quiz the teacher will go over

the answers by calling on students to do a problem on the board.

B. Student learning Activities: The teacher will first explain and demonstrate on the

white board how to solve for y and find the slope-intercept form. After all the

information has been presented, and all questions are answered about the process the

teacher will give out a worksheet, that students will do together in groups. The worksheet

will consist of problems that pertain to solving for y.

C. Conclusion: After the students have had an adequate amount of time to work on the

worksheet, the teacher will go over any problem or answer any questions the students

might have from the worksheet.

Jaimee Arnold Box # 7015

D. Activity Extension: Students will begin to complete on homework that is assigned for

the day.

V. Evaluation:

A. How will student learning be measured: Students learning will be measured by

doing worksheets during class time and homework being turned in. Both the worksheet

and homework will consist of problems where the student will solve for y in order to

find the slope-intercept form. (Ex. 3x - 2y > 1)

B. Re-teaching procedure if necessary: If re-teaching is needed, the teacher will break

down, step by step, the process of solving linear inequalities to better show each step that

is required to complete the problems.

Jaimee Arnold Box # 7015

I. Concepts to be taught: Students will graph linear inequalities in two variables.

II. Instructional Objectives: Students will plot a point on a graph and use slope-intercept form

to graph linear inequalities.

This goal meets Content Standards-

A-REI 11. Explain why the x-coordinates of the points where the graphs of the equations

y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the

solutions approximately, e.g., using technology to graph the functions, make tables of

values, or find successive approximations. Include cases where f(x) and/or g(x) are linear,

polynomial, rational, absolute value, exponential, and logarithmic functions.

A-REI 12. Graph the solutions to a linear inequality in two variables as a half-plane

(excluding the boundary in the case of a strict inequality), and graph the solution set to a

system of linear inequalities in two variables as the intersection of the corresponding

half-planes.

III. Materials Needed: Graph paper, pencil, white board, markers, and worksheets

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The students will be given a short 3-5 question quiz for review on

the previous days lesson. After students have completed the quiz the teacher will go over

the answers by calling on students to do a problem on the board.

B. Student learning Activities: The teacher will first explain and demonstrate on the

white board how to graph linear inequalities. After all the information has been presented,

and all questions are answered about the process the students will come to the board and

graph some linear inequalities from a worksheet.

Jaimee Arnold Box # 7015

C. Conclusion: After the students have had an adequate amount of time to work on the

worksheet, the teacher will go over any problem or answer any questions the students

might have from the worksheet.

D. Activity Extension: Students will begin to complete on homework that is assigned for

the day.

V. Evaluation:

A. How will student learning be measured: Students will be measured by doing

problems on the board during class and homework. Both the worksheet done in class and

the homework will consist of problems where the student will plot the inequality given on

graph paper. (Ex. y > x +5)

B. Re-teaching procedure if necessary: If re-teaching is needed, the teacher will break

down, step by step, the process of solving linear inequalities to better show each step that

is required to complete the problems.

Jaimee Arnold Box # 7015

I. Concepts to be taught: Students will solve word problems pertaining to linear inequalities.

II. Instructional Objectives: Students will take information given in a word problem and

organize it in a way that they can solve the inequality, and then use prior knowledge to solve the

inequality that they set up from the word problem.

This goal meets Content Standards-

A-REI 1. Explain each step in solving a simple equation as following from the equality of

numbers asserted at the previous step, starting from the assumption that the original

equation has a solution. Construct a viable argument to justify a solution method.

A-REI 3. Solve linear equations and inequalities in one variable, including equations with

coefficients represented by letters.

III. Materials Needed: Paper, pencil, whit board, markers, and worksheets

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: Teacher will start class off by telling the whole class to close their

eyes and will describe a hot summers day. Then will ask the question, You want to put a

pool in your back yard, but you dont want to spend more than $6000 on it. The workers

that are putting it in for you get paid $9 an hour. It cost $60 a square foot for the material

needed. How do you write this in an inequality? Answer: 9x+60y </= 6000. After

explaining the problem with words the teacher will then ask for volunteers to come up

and write out the problem on the board.

B. Student learning Activities: The teacher will first explain and demonstrate on the

white board how to take information from a word problem and write the information out

in a linear inequality. After all the information has been presented, and all questions are

answered about the content, the students will break off into groups of 2 and 3 to come up

with their own linear inequality word problems.

Jaimee Arnold Box # 7015

C. Conclusion: After the students have had an adequate amount of time to work on the

their problem, the teacher will do a few of the problem that the students made up on the

board, and answer any more questions.

D. Activity Extension: Students will begin to complete on homework that is assigned for

the day.

V. Evaluation:

A. How will student learning be measured: Students learning will be measured by

turning in the word problems that they made up during the class period, and turning in

homework consisting of word problem pertaining to linear inequalities.

B. Re-teaching procedure if necessary: If re-teaching is needed, the teacher will break

down, step by step, the process of solving linear inequalities to better show each step that

is required to complete the problems.

Jaimee Arnold Box # 7015

I. Concepts to be taught: Students will find if a given point (x, y) are a solution to the system of

inequalities.

II. Instructional Objectives: Students will plug in a given point to the system of inequalities,

and then solve it see if the point is a solution.

This goal meets Content Standards-

A-REI 6. Solve systems of linear equations exactly and approximately (e.g., with

graphs), focusing on pairs of linear equations in two variables.

A-REI 10. Understand that the graph of an equation in two variables is the set of all its

solutions plotted in the coordinate plane, often forming a curve (which could be a line).

III. Materials Needed: Paper, pencil, white board, markers, and worksheets

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The students will be given a short 3-5 question quiz for review on

the previous days lesson. The quiz will consist of word problems dealing with linear

inequalities. After students have completed the quiz the teacher will go over the answers

by calling on students to do a problem on the board.

B. Student learning Activities: The teacher will first explain and demonstrate on the

white board how to find if the given point (x, y) is a solution to the system of inequalities.

After all the information has been presented, and all questions are answered about the

process the teacher will give out a worksheet, that students will do on their own. The

worksheet will consist of problems that pertain to finding if the point is a solution to the

system of inequalities.

C. Conclusion: After the students have had an adequate amount of time to work on the

worksheet, the teacher will go over any problem or answer any questions the students

might have from the worksheet.

Jaimee Arnold Box # 7015

D. Activity Extension: Students will begin to complete on homework that is assigned for

the day.

V. Evaluation:

A. How will student learning be measured: Students learning will be measured by

worksheets completed during class time and homework being turned in. Both the

worksheet and homework will consist of problems where the students will plug in a given

point in order to find out if it is a solution to the system of inequalities.

(Ex. (2, 10); y > 4x + 1, y < x + 10)

B. Re-teaching procedure if necessary: If re-teaching is needed, the teacher will break

down, step by step, the process of solving linear inequalities to better show each step that

is required to complete the problems.