Tiered Tasks Template

Content Area/Topic: _______Algebra 1: Solving Algebraic Equations_______ Grade Level: __9/10__

Understanding Goals
U1: Students will understand that
a function is a relation between
two sets.
U2: Students will understand that
functions can be used to model
relationships in their everyday life.
1. True or False, and why? (task 1, 2, and 4)
7<5
Learning Goals
Knowledge Goals
K1: Students will know what key words
imply what symbols (i.e., is means =, of
means multiplication, quotient means
division, etc.)
K2: Students will know the meaning of
inequality symbols (<, >, , )
Pre-Assessment
Skill Goals
D1: Students will be able to
translate verbal expressions
into algebraic expressions.
D2: Students will be able to
determine which values of x
make a simple inequality
true.

2. Given 8, what is a value that x can be? (task 1, 2, and 4)

3. Write an algebraic expression for each of the verbal expressions below (task 1,3, and 4)
The sum of three times a and the square of b.

The product of seven and a number divided by the product of eight and the same number.

4. Give me an example of a relation between two things in your life that you could model with a function. (full
class instruction)

5. What is your favorite part about algebra? (not addressed in readiness task)

6. What is your least favorite part about algebra? (not addressed in readiness task)

Patterns from Assessment (as many as are observed)

Pattern 1
Students have a thorough
understanding of
inequalities and can
translate verbal expressions
to algebraic expressions
accurately.
Pattern 2 Pattern 3 Pattern 4
Students have prior Students have prior Students have very little
knowledge of translating knowledge of inequalities, prior knowledge. They
verbal expressions to but struggle with need instruction on
algebraic expressions, but translating verbal inequalities and
lack understanding and expressions to algebraic translating verbal
knowledge of inequalities. expressions. expressions to algebraic
expressions.
Whole Class Introduction (if needed)

All the students need more support on the meaning of a function, and the understanding of how it relates to
their life. We will start by having a whole class discussion on functions. Then continue to find things in our
classroom that we can model [roughly] with functions. (For example, battery power of chrome book vs how
many periods it has been used for that day). We will then graph our collected data and try to find the best model
(function) that represents that data. These models wont be perfect, but they are the beginning to seeing
quantities as relating and changing in terms of each other and functions being a similar concept.
 Tiered Tasks (to correspond to patterns as many as needed)
Task 1 Task 2 Task 3 Task 4

See below See below See below See below

Whole-Class Closure

After students complete their readiness task they will be split into groups of four (one from each pattern) and
given the following application problem to do as a group:

Sam and Alex play in the same soccer team.

Last Saturday Alex scored 3 more goals than Sam, but together they scored less than 9 goals.

What are the possible number of goals Alex scored?

After this, we will review the problem as a whole class.

 Task 1
Lets start by trying something a little different, practice writing verbal expressions that represent each of the algebraic
equations below.

5 3 14
3 + =7 = 7
12

12 + 42 = 5 13 3
=
5

Finally,

Writing verbal expressions from algebraic expressions can be tricky, especially because there is not just one right
answer. Talk with your table mates and compare your answers, and discuss what makes an answer good or more
correct.

Knowing how to write verbal expressions from algebraic expressions is an important skill that will help you with
application problems. Lets try one just for practice!

Jane spent $42 for shoes. This was $14 less than twice what she spent for a blouse. How much was the blouse?

Now that youre an expert on inequalities, lets try the next step: solving inequalities! It is just like solving
equations, except for one thing. When you divide or multiply by a negative you have to flip the inequality
symbol. For example if I have 4 < x and I multiple both sides by (-1), the I would get -4 > -x. Its your turn!

Try the problems below:

Solve each inequality for x

1. 5x < 4x +3

2. -3x > -9

3. 4.5x + 3.5 < 16.5

Now you are a pro at translating verbal expressions to algebraic equations and solving inequalities. Lets
try one more application problem to practice both new skills!

Tom is the deli manager at a grocery store. He needs to schedule employees to staff the deli department at
least 260 person-hours per week.

Tom has one part-time employee who works 20 hours per week. Each full-time employee works 40 hours per
week.
Write an inequality to determine n, the number of full-time employees Tom must schedule, so that his
employees will work at least 260 person-hours per week.

After you write an inequality for the problem above, solve it and try graphing it on the line below.
 Task 2
1st read through this website and watch the video for a review on inequalities

https://www.mathsisfun.com/definitions/inequality.html

Jot down a definition of your own that will help you remember the meaning of each of the following:

<

>

2nd practice!

If 12 name two values that x can be. Is there a difference between < 8 and > 8?
Explain.

If 100 < name a range of values that y can be. Explain to me one way you will remember which
side of the inequality is larger

When youre done with the task above come ask me for the go ahead to move onto the next part!

Now that youre an expert on inequalities, lets try the next step: solving inequalities! It is just like solving
equations, except for one thing. When you divide or multiply by a negative you have to flip the inequality
symbol. For example, if I have 4 < x and I multiple both sides by (-1), the I would get -4 > -x. Its your turn!
Try the problems below:

Solve each inequality for x

1. 5x < 4x +3

2. -3x > -9

3. 4.5x + 3.5 < 16.5

Lets try one more application problem using inequalities. Use your table mates for help and come check
your answer with me when you are done!

Tom is the deli manager at a grocery store. He needs to schedule employees to staff the deli department at
least 260 person-hours per week.

Tom has one part-time employee who works 20 hours per week. Each full-time employee works 40 hours per
week.
Write an inequality to determine n, the number of full-time employees Tom must schedule, so that his
employees will work at least 260 person-hours per week.

After you write an inequality for the problem above, solve it and try graphing it on the line below.
 Task 3
Use your peers and our best friend named Google to find meanings of key words in terms of mathematical symbols.

is difference
of quotient
less than more than
sum product
decreased by increased by
Now lets practice! Ill give you an example to get started

Three less than a number is equal to thirteen

Three less than a number is equal to thirteen
x - 3 = 13
4th Spend some time reviewing expressions. Go to this quizlet set of notecards:
https://quizlet.com/_3w58g7 and do the matching game. If you feel confident after you have completed
the matching game come ask me for the next thing to do, or you can continue with the other games on
quizlet. Good luck!

Try it on your own!

Write an algebraic expression for each of the verbal expressions below
The sum of three times a and the square of b.

The product of seven and a number divided by the product of eight and the same number.

When youre done, come show me your work and ask me for the go-ahead to move onto the next part!

Now that youve mastered writing algebraic equation for verbal expressions lets try switching it up and practice writing
verbal expressions from algebraic equation.

5 3 14
3 + =7 = 7
12

12 + 42 = 5 13 3
=
5

Finally,

Writing verbal expressions from algebraic expressions can be tricky, especially because there is not just one right
answer. Talk with your table mates and compare your answers, and discuss what makes an answer good or more
correct.

Knowing how to write verbal expressions from algebraic expressions is an important skill that will help you with
application problems. Lets try one just for practice!

Jane spent $42 for shoes. This was $14 less than twice what she spent for a blouse. How much was the blouse?
 Task 4

1st read through this website and watch the video for a review on inequalities

https://www.mathsisfun.com/definitions/inequality.html

Jot down a definition of your own that will help you remember the meaning of each of the following:

<

>

2nd practice!

If 12 name two values that x can be. Is there a difference between < 8 and > 8?
Explain.

If 100 < name a range of values that y can be. Explain to me one way you will remember which
side of the inequality is larger

3rd Lets talk about verbal expressions!

Use your peers and our best friend named Google to find meanings of key words in terms of mathematical symbols.

is difference
of quotient
less than more than
sum product
decreased by increased by
Now lets practice! Ill give you an example to get started

Three less than a number is equal to thirteen

Three less than a number is equal to thirteen
x - 3 = 13
4th Spend some time reviewing expressions. Go to this quizlet set of notecards:
https://quizlet.com/_3w58g7 and do the matching game. If you feel confident after you have completed
the matching game come ask me for the next thing to do, or you can continue with the other games on
quizlet. Good luck!