1. Topic-
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| Linear Inequalities in Two Variables |
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2. Content-
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linear inequality
boundary line |
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3. Goals: Aims/Outcomes-
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1. Students will understand how to interpret, create, and/or use
the equation, graph or table of a polynomial function
2. Students will understand that graphs are used to represent inequalities.
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4. Objectives-
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1. Define linear inequality
2. Know what a boundary line is
3. Know what the shaded region of the graph represents
4. Distinguish the difference between a graph with a solid line and
a graph with a dotted line
5. Solve problems using linear inequalities
6. Select a test point to check answer
7. Graph linear inequalities on the coordinate plane
8. Create inequalities on a graphing calculator |
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5. Procedures/Methods-
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A. Introduction-
1. Linear inequalities can help you answer questions like:
2.Suppose you have two 100-point exams remaining in your math class
and you need at least 184 more points to earn an A. What are the possible
pairs of exam scores that will enable you to earn an A?
2. You have $5.00 to spend at the grocery store and want to buy
apples and oranges. Apples cost $0.50 per pound and oranges cost $1.25
per pound. You must decide how much of each you can buy for $5.00
or
less. |
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B. Development-
1. Define linear inequality
2. Demonstrate a linear inequality problem: y is greater than 2x -
4.
3. Show and and explain from the graph what a boundary line is
4. Explain the difference between a solid and dashed boundary line
5. Check the problem/example by using a test point.
6. Show students how to do a problem on their graphing calculator
and give them instructions on how to put the information into their
calculator |
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C. Practice-
1. Do another quick example on the board.
2. Do a problem with the students on the board. Asking them questions
that will help guide them to the answer
3. Give the students a problem to do with their "pair" |
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D. Independent Practice-
1. Give the students two or three problems to do on the boards on
their own
2. Walk around while they are doing the problems to check for understanding
and only give one problem at a time so everyone is doing the same
problem
3. Give the students homework to practice at home |
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E. Accommodations (Differentiated Instruction)-
1. If students are hearing impaired, they will sit in the front
2. If students are visually impaired, they will sit in the front
3. If students have problems writing, another student can act as a
scribe |
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F. Checking for understanding-
1. Allow students to ask questions throughout the class period
2. Use the board work to check for understanding
3. Check the students homework for understanding |
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G. Closure-
1. Remember to check your answer using a point
2. Graphing linear inequalities is like graphing linear equations,
except you have an inequality sign instead of an equal sign
3. Depending on the inequality sign you have to graph a certain region
of the graph and you have to have either a dashed or solid boundary
line |
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6. Evaluation-
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1. Check their homework for correctness, but do not grade on correctness
2. After the unit is complete, this will be included in a unit test |
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