Lesson 1: Solve & Graph Inequalities
Write the inequality signs on the board and show students how to interpret and write them.
Introduce solving inequalities by comparing and contrasting them to solving equalities, while graphing as a visual form of interpreting inequalities. Have students take notes. (Ask questions to assess students throughout the lesson)
Hand out homework worksheet on what we’ve covered so far on inequalities and a word problem to introduce the next lesson, in which students will have the remainder of class, working in pairs or individually, to work on it.
Lesson 2: Interpret Inequality Word Problems
Collect HW
Write a word problem on the board, read it out to the students, and have them each write an inequality on a blank piece of paper to represent the variable in the problem, and hold their papers up when asked to.
Hand out worksheet with relatable word problems that students will interpret, solve and graph, to represent the inequalities.
Go over worksheet with the class, and give students the opportunity to share and discuss their responses.
Assign HW to review classwork
Lesson 3: Solve & Graph Single-Variable Inequalities
Introduce inequalities with one variable and the rules to follow.
Use real life situations to make it clear to students the value of the content.
Write different types of relatable word problems on the board and model how to interpret and solve a few, and then have students participate and explain the steps to take to interpret and solve properly.
Hand out worksheet for students to practice solving and graphing one-variable inequalities.
Assign the Board Game Project to students and briefly explain the rules and purpose of it.
Lesson 4: Solve & Graph Multi-Step Inequalities
Review PEMDAS and transition to modeling how to solve model a few multi-step inequalities. Starting off with easy ones, then to more challenging ones. Ask students questions throughout.
Have students practice solving and graphing multi-step inequalities individually, so that after we can go over each problem together as a class.
Give students the leftover class time to work on their Board Game Project and add multi-step inequalities to their game.
Lesson 5: Test students to measure their understanding of inequalities. It will consist of 20 problems and 1 challenging bonus question.
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Robert GoldbergHi Christina,
I thought combining PEMDAS and inequalities into one unit was an interesting idea. I also think having a bonus question on your test is also a good idea. regarding your board game for lesson 3, do the students have enough time to make a board game between lesson 3 and lesson 4. I assume they are doing this at home but also when will they get to play the board game as its not written into the week. Lastly I do like how you try to check for understanding in some of your lessons.
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Jaclyn DellisantiHi Christina,
I like your lesson plans, and the board game was a good idea. However, I think it would be beneficial to have the students also solve the problems on the boards sometimes. Also, when is the board game due? Before or after the test? The idea of a bonus problem is fun for students, it gives them incentive.
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Duffy BrennanI really like the flow of this lesson plan, it looks like you provide them with plenty to do during the class while also allowing time for questions and other things. I think the thing that I would look at is making sure to list how the toolkit is being used.
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Bianca StewartChristina,
I like the way you broke down your lesson plans, your ideas are clear and thought out. I only suggest that you explain more on how you use those in the toolbox in some of your lesson plans. Your game is creative, not much else I see that I could elaborate on I think yo did fairly well.