Solving and Graphing Linear Inequalities - Summit School District
Solving and Graphing Linear Inequalities - Summit School District
Solving and Graphing Linear Inequalities - Summit School District
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<strong>Summit</strong> Middle <strong>and</strong> High <strong>School</strong>s<br />
Unit Title: <strong>Solving</strong> <strong>and</strong> <strong>Graphing</strong> <strong>Linear</strong> <strong>Inequalities</strong> Subject(s): Algebra I<br />
Grade Level: 8-9<br />
Enduring Underst<strong>and</strong>ing/Big Ideas: Students should be able to … Teacher(s): Math Department<br />
Graph one dimensional inequalities. Duration: 7 days<br />
Solve inequalities, noting the difference from the methods used for solving equations.<br />
Write <strong>and</strong> solve compound single dimensional inequalities by interpreting phrases than use “<strong>and</strong>” or “or.”<br />
Guiding Question: What does it mean to be infinitely big or infinitely small?<br />
Continuity: Where does this unit come from <strong>and</strong> where is it taking students next?<br />
Students are building upon their knowledge of graphing <strong>and</strong> solving equations by graphing <strong>and</strong> solving inequalities.<br />
Key Activities Day's Agenda/Timeline<br />
Day 1: Solve <strong>and</strong> graph one-step inequalities in one variable using addition, subtraction, multiplication or division.<br />
Day 2: Solve multi-step inequalities in one variable.<br />
Day 3: Solve <strong>and</strong> graph compound inequalities involving “<strong>and</strong>” <strong>and</strong> “or.”<br />
Day 4: Solve absolute value equations.<br />
Day 5: Graph linear inequalities in two variables.<br />
Day 6: Review.<br />
Day 7: <strong>Inequalities</strong> Assessment.<br />
Knowledge <strong>and</strong> Skills:<br />
Knowledge:<br />
• State <strong>and</strong> use symbols of inequalities.<br />
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MYP Content:<br />
Number<br />
• Number lines<br />
Algebra<br />
• <strong>Inequalities</strong><br />
Skills:<br />
• Solve multistep inequalities.<br />
• Solve compound inequalities.<br />
• Graph one dimensional inequalities.<br />
• Expressing the solution set of a linear inequality on the number line<br />
• <strong>Solving</strong> <strong>and</strong> graphing linear inequalities<br />
Assessment strategies: How will this activity support MYP assessment?<br />
What pre-assessment is being used?<br />
What is the criteria for ongoing assessment?<br />
What is the criteria for a final assessment? Demonstrating knowledge (mastery)? Underst<strong>and</strong>ing tasks (relate to underst<strong>and</strong>ing of the<br />
guiding question)? Authentic assessments (e.g., projects)?<br />
Differentiation Strategies<br />
ELL:<br />
Gifted <strong>and</strong> Talented/Honors:<br />
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Special Education:<br />
Areas of Interaction Homo Faber C&S H&S Environment ATL<br />
How will the AOI focus the learning?<br />
How will the AOI be presented to the students?<br />
Reflection: How effective was the unit? Include recommendations, if any, for change to the unit.<br />
P:\CURRICULUM_ADOPTION_PROCESS\2008-2009\Final Math 2009\Algebra_I_<strong>Inequalities</strong>.doc<br />
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