Name:  Elizabeth Walton, Michael Gallagher, Dan Fram, George Economides

Subject:  Pre-Algebra

Date: 6/14/07 – Third Period (9:50-10:40)

Approximate Time:  50 Minutes

Objective:     

• TSW graph solutions for inequalities on a number line (2. d)

• TSW solve 1 and 2 step inequalities in one variable. (2. c)
• TSW check solutions to 1 and 2 step equations in one variable.(2. c.)

Materials:  whiteboard & markers, life-size arrows, dots, circles, and numbers, example project.

Warm-up:  Bell work will be on the overhead as the students enter, including 5 problems - review problems of solving and graphing inequalities. (8 minutes)

    Problems:     1.  Express the following in words:  x < 5

                        2.  Express the following in words:  y >= 2

                        3.  Graph the following:  x > 4

                        4.  Solve and graph the following:  2a - 5 > 17

                        5.  Solve and graph the following:  3x + 5 > 14

Designate students to display the problems on the board, and intervene when necessary to make corrections.  Ensure that all students have the correct answers and allow questions for previous material.

Set:  Teacher will ask students to describe the requirements for riding a roller coaster.  (You must be a certain height).  Ask students if anyone has been to an amusement park with roller coasters, and use student input to determine the minimum height for most rides (most are 36 or 48 inches).  If x represents the height of a person riding a roller coaster, how could we write this as an inequality?  We've been graphing and solving inequalities, and today we'll continue to practice these.  (6 minutes)

Procedures: 

•    After warm-up, teacher will guage which types of inequalities need additional practice.  Since all the rules have already been given, problems will be assigned for students to work independently - including solving, graphing and checking (remind that the variable must be alone to graph)

o    Teacher will then instruct students to pair up to share answers and figure out any problems that they did not solve correctly.

o    Textbook (beginning on p. 46) will be used for review of vocabulary and concepts of inequalities. (20 minutes)

o    Teacher will clarify any questions from students before continuing

•    Teacher will give notes - difference between equations and inequalities special circumstances (multiplying or dividing by a negative requires symbol change)

Closure:  Cold call or ask entire class questions regarding the difference between equations and inequalities, what direction the arrow points for less than, greater than, how to solve, when to use circle/dot, etc to review.  Refer back to car example from set.  Tomorrow we will continue to solve and graph inequalities and since we’re getting much better at the simpler problems, tomorrow’s problems will be more complicated and involve more steps..  (4 minutes)

Assessment: 

Informal:  Teacher will observe students as they work (M) to ensure that they are correctly solving inequalities (C) and note students who need additional assistance in class log book (during club time or independent practice) (D). 

Formal:  Students will complete homework assignment (M) of changing equations to inequalities (C) and will be checked if selected for binder check on quiz day based on rubric and recorded in grade book (D) 

Students will take a quiz (M) on solving inequalities (C); grades for this quiz will be recorded in the grade book (D).

Students will create a project over the three week period (M) to demonstrate ability to solve equations and inequalities (C) and grades for the projects based on a rubric will be recorded in the grade book (D).