Lesson Plan-Exploring Systems of Inequalities

Teacher Name: Lauren Taube Class and Grade Taught: Algebra I (8th grade) Lesson Date: January 29, 2012 Lesson Logistics and Setting Unit Topic: Systems of Equations and Inequalities Previous Lesson Topic: Solving Systems of Linear Inequalities Current Lesson Topic: Application/Exploration of Systems of Linear Inequalities Next Lesson Topic: end of unit, next unit is: Exponents and Polynomials

Lesson Objectives: (The learner will know/understand/be able to )

Students will be able to graph the solution to a system of linear inequalities Students will be able to describe the boundary line of a linear inequality and decide whether it should be solid or dashed Students will be able to interpret the solutions to linear inequalities and systems of linear inequalities in the context of a real-world scenario

Lesson Goal (write this on the board prior to class) To write and graph inequalities and systems of linear inequalities, as well as understanding the solutions to both in a real world context. Standards Addressed:

A-REI.12. Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. How will I know students have met the objectives? - The teacher will be able to observe whether the students are successfully completing parts 2 and 3 while monitoring
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Lesson Plan-Exploring Systems of Inequalities

If students share the correct inequality/equation during the summary The teacher can look at the homework that students complete after this lesson to see if they are able to complete similar problems.

Materials Needed: Document Camera, 2 colored pencils per student, one copy of the part 1 worksheet for each student (100), and one copy of the part 2/3 worksheet for each student (100) Introductory Routines (maximum 10 min) At the start of class students will be expected to sit in their assigned seat as usual and to begin checking their homework from the night before. Once they have checked their homework, they will have time to ask the teacher any questions they might have from the previous nights homework. The teacher should collect homework scores during this time.

Lesson Activities (Attach any handouts you will use) see attached file: cookies_task.docx

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Lesson Plan-Exploring Systems of Inequalities

Lesson Launch (15 min) The class will all follow along with the teacher and work together to complete Part 1. The teacher will project the worksheet onto the document camera and use one of their two colors to complete the graph. Students are working Students will sit in their regularly assigned seats for this part of the lesson. They will be following along with the teachers demonstration and answering any questions that are posed to them by raising their hands. If at any point a student has a question, they are expected to raise their hand and ask. Anticipated Student Thinking/Questions
Students are likely unfamiliar with the word constraint (since their textbook does not use it) Students may be confused/have forgotten their inequality symbols or may not see why we must use less than or equal to instead of just less than. Students may fall into the trap of thinking that at most means greater than. Students may be unsure about how to create a scale on the graph or may choose points that are difficult to graph based on the scale they chose. Students may think we are only trying to plot combinations of s and c that exactly add up to 140. Since the equation we created is in standard form, not slope intercept form, students may struggle at first to see that the boundary line will be linear. If this occurs, ask the students questions like, what is the most amount of chocolate chip cookies that can be made if we want 50 sugar? etc.

Teacher Moves
Distribute a Part 1 worksheet to each student. Ask them to read along as the teacher reads the problem scenario aloud. The teacher should project a copy of the worksheet with the document camera for students to reference/take notes from. Explain to the students that we will work through this part together, so please stay with the class and dont work ahead. Explain that a constraint is some sort of limitation or restriction, and ask if anyone is confused about what it means in this scenario. Ask for a volunteer to raise their hand if they have an idea for an inequality that we could write. Make sure to refresh students memory about why the expression at most means less than/equal and not greater than/equal. Explain that in #2, we are coming up with combinations of x & y and testing them to see if they will fit in the oven. Ask students to think for 2 minutes about possible combinations. After 2 minutes, ask for volunteers to share their examples. Ask students what they think the best scale would be for our axes in this situation. Take a minute to set up the graph and label the axes on the document camera. (Perhaps ask students what is the maximum number of sugar cookies we could make (140), so how high should our x-axis scale go? Similarly for chocolate chip) Demonstrate plotting the example point that satisfies the inequality, making sure to point out that we should all put s on the x-axis to be consistent. We should only be using one of our colors for part 1. Direct students to look at the reverse side of this sheet. Here they may use the first table to help them decide if combinations of (s, c) should be plotted on our graph or not. Demonstrate how to fill it in with the first point we plotted. Remind students to think about their scale when choosing points for the next part (1, 93) is hard to plot if your scale goes by 10s Ask students to think of their own examples and decide whether they satisfy or do not satisfy the inequality. Then ask students to raise their hand and share a point that we can all plot on our graph together. Continue to ask for several examples (did anyone find a different point?, does that point satisfy the inequality?) Tell students that we should find at least 10 points that satisfy the inequality before we make a conclusion about the shape of the completed graph. Teacher should have a completed graph handy to double check that the points students are sharing are correct. As the pattern of the graph starts to become filled in, ask students if they can see how the completed graph should look. Ask students if they have any questions about anything from part 1.

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Lesson Plan-Exploring Systems of Inequalities

Explore Description of Task(s) (20 min) Students will be working with a partner (or a group of three if there are an odd number of students) to complete the part 2 of the worksheet. The teacher will be walking around the room to answer any questions and to ask questions to test student understanding. Students should work to individually complete part 2 of the worksheet. After 10 minutes of individual work, they may share and compare with their partner. *pairings to avoid* B hour: Gio, Delano, Nathan C hour: Stephania, Joely, Hector and Bri, Montasia D hour: Ricky, Josh, Aiman, Andrew, Melina Students should work with their partner/group to complete part 2. Students should use each other as a resource before asking the teacher questions. Students should answer any questions that the teacher asks while monitoring.
The maximum number of each type of cookie isnt as clear in this inequality as before, so students may again struggle with how to create a scale on their axes. Students will struggle to graph the inequality for part 2 because it isnt identical to the graph for part 1. They will think that the x and y-intercepts are the same, like they were in part 1. Students will likely struggle to explain their solution in words, using the problem context. Begin by making sure every student is assigned a partner/group to work with. Distribute one worksheet to each student. Read the problem scenario aloud at the top of the page. Explain that they will have 10 minutes to work on part 2 individually, and then may work with their partner to compare and ask questions for the remaining 10 minutes. Remind students to again put sugar cookies on the x-axis to maintain consistency. Tell students that they should use their second color to complete the graph for part 2. Remind students that they may use the reverse side of the first sheet to keep track of the points they are checking. As the students start working, the teacher should begin to walk around and monitor their progress. Teacher should look for groups who are either struggling to make the scale on their axes or have made a scale that is unreasonable (like counting by 1s or 2s) Questions to ask these groups: Do you know maximum number of sugar cookies/chocolate chip you could make with 160 ounces? If not, could you calculate it? Teacher should ask groups who have successfully graphed part 2 to explain in words what the solutions on their graph mean (the possible combinations of cookies that Ms. Taube can make with the cookie dough she has)

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Lesson Plan-Exploring Systems of Inequalities

Summarize/Share and Discuss (10 min) During this section of the lesson, the class will come back together to discuss the answers to parts 2.
Students will remain sitting with their partners but will now be paying attention to the discussion that will be led by the teacher. Some students may be asked in advance to share their workthese students will bring their work to the document camera and explain to the class-the rest of the class is expected to listen to their peers explanation and ask questions if they have any. If the teacher asks for a volunteer to share an answer, students should raise their hand to volunteer

Students may have written their inequalities in different forms (standard form, slopeintercept, etc) and may not immediately see that their equations are equivalent to what is presented. Students may have trouble translating their correct graph into a contextually appropriate description of the solutions. Students might not see that the point of intersection of the boundary lines will give the maximum total number of cookies.

The teacher should announce to the class that its time to talk about our answers. Part 2: Ask for volunteers to share the equation for the inequality and the equation for the boundary line. Ask students how the equation and inequality are related. Ask students if points ON the boundary line satisfy the inequality. Ask how the inequality itself may have told us that (the symbol is less than/equal to, not just less than) Ask whether the boundary line should be drawn as a solid line or a dashed line. Save these questions for tomorrows homework review: For the part 3 graph, ask a group that had a neat and correct graph (that the teacher noticed while monitoring) to share their graph on the document camera. Ask for a volunteer to point out which section of the graph satisfies both inequalities. Ask for a volunteer to explain what these points mean. (teacher may need to restate a students response if it is the right idea but not mathematically precise). Ask students if there are any questions about parts 2 and 3. Teacher may also pose a question regarding the set up of the graph in step one. If we had made it a 4 quadrant graph would our solutions look different? Why not? Are there other possible constraints to this situation? (Cannot have negative number of cookies) If time permits, ask students to think about how they could use the completed part 3 graph to figure out what combination of sugar + chocolate chip cookies would allow us to make the most cookies. Talk about how this is the type of problem where systems can be used in the real world, we can figure out not only what all of the possible solutions are to a problem that has multiple restrictionsbut we can even figure out the best answer.

Summary Statement: (2 min) Today we explored how to write and graph individual inequalities in two real world scenarios. For your homework, I want you to think about what you know about systems of equations to combine your work from parts 1 and 2. Remind students that we are at the end of the chapter, so its time to start studying for the Benchmark and finding things were still confused about to ask for help w ith. Homework: Part 3 is homework
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