Course/Unit

Algebra 1Unit 3

Objective

3-1
Be able to solve linear inequalities in one variable

Hook/Intro

What is an inequality?

Lesson

Introduction to inequalities
Warmup: Work together on Vocab
Problem 1 in groups
Problem 2 as a class
Problems 3 & 5 in groups
Problems were to be checked when completed and group would receive signature on
groups forms (a way to keep them accountable by having at least three problems per day
that they are accountable for completing, points count for participation for the week)

Assessments/ Check for

understanding

Reflections/Changes for
next time

Keep them accountable through forms by continuing to move at a swift pace and having
them be responsible for getting signatures at some point before the end of class

Course/Unit

Algebra 1Unit 3

Objective

3-2
Be able to solve linear inequalities in one variable

Hook/Intro

Who can recall the addition and subtraction properties of equations? Why could these be
useful when solving inequalities?

Lesson

Assessments/ Check for

understanding

Warmup: Vocab and Review

Reflect back on solving equations, find similarities when solving inequalities
Problem 1 in groups
Problem 2 as a class
Problems 3 & 4 in groups
Mental math with addition and subtraction properties
Thumbs up/Thumbs down when going over problem 2 to check to see what students
thought about certain answers

Reflections/Changes for
next time

I would like for them to be able to practice more than just the problems on the companion,
maybe doing some homework problems in class would help that.

Course/Unit

Algebra 1Unit 3

Objective

3-3
Be able to solve linear inequalities in one variable

Hook/Intro

How can we use multiplication and division with inequalities? Why would this be
important?

Lesson

Assessments/ Check for

understanding

Warmup: Vocab and Review

What is one change in these properties when working with inequalities?
When the signs change and WHY
Key Concept work as a class
Problem 1 as a class
Problems 2, 3, & 4 in groups
Students have to get the last three problems checked on their accountability sheet before
the end of class, then we will go over problems in the last five minutes

Reflections/Changes for
next time

I would like to start doing more individual assessments so I know what students need help
on what specific parts of the unit

Course/Unit

Algebra 1Unit 3

Objective

3-4
Be able to solve linear inequalities in one variable

Hook/Intro

How do we solve multistep inequalities? What does PEMDAS stand for?

Lesson

Warmup: Vocab and Review

Review PEMDAS
Problem 1 as a class
Problem 2 in groups
Problem 3 as a class (practice multiple problems with distributive property)
Problem 4 in groups
Students are expected to get problems completed and signed on accountability form

Assessments/ Check for

understanding
Reflections/Changes for
next time

Students seem to need more basic skills practice, try to incorporate mental math in every
lesson

Course/Unit

Algebra 1Unit 3

Objective

Differentiation Day
Be able to solve linear inequalities in one variable
Be able to create inequalities and use them to solve problems

Hook/Intro

How do we use our strengths to help others in group work? What do we do when working
with others during these days? What are the expectations?

Lesson

Assessments/ Check for

understanding

Checking off individuals progress as they go

Reflections/Changes for
next time

Find a better way to check each students understanding after the work day

Course/Unit

Algebra 1Unit 3

Objective

3-5
Be able to write sets and identify subsets

Hook/Intro

What are sets? Where do we use these or see them in our everyday lives?

Lesson

Warmup: Vocab and Review

What is a set? What are the different notations for sets?
Set builder vs. Roster form
Problem 1 as a class
Problem 2 as a class
Problems 3 & 4 in groups
Mental math (distributive property)
Mental math will be used as exit slips, so students will write their answers and leave them
with me. This will hopefully help them continue to practice their skills from inequalities
while working with sets, which is something completely different.

Assessments/ Check for

understanding

Reflections/Changes for
next time

Differentiation Day
Introduction to why we are working in different groups today
Groups are divided based on exit slip from previous lesson and the group that are the
focus group today need more help than the others, they will be in the hall with Mr.
Goodman
The others will be put in groups of three or four to work together
There are four different levels of worksheets to work through, as the students complete
them they can progress onto the next
The highest achieving group will have an enrichment worksheet to complete, something
that will enhance their knowledge about the material

Work on finding a way to connect these two concepts in this unit, they are very hard to
teach within the same time period.

Course/Unit

Algebra 1Unit 3

Objective

3-6
Be able to create inequalities and use them to solve problems

Hook/Intro

What do we remember from solving inequalities (both single and multistep)?

Make a list on the board of all we have learned about inequalities so far
What does each symbol represent in words?

Lesson

Assessments/ Check for

understanding

Warmup: Vocab and Review

Problem 1 in groups
Problem 2 as a class
Problems 3 & 4 in groups
Problem 5 as a class
Check for students closing eyes and showing me answers on their fingers

Reflections/Changes for
next time

Start thinking about reviewing for this whole unit and how to tie all the pieces together

Course/Unit

Algebra 1Unit 3

Objective

3-7
Be able to create inequalities and use them to solve problems
Be able to solve absolute value equations and inequalities in one variable

Hook/Intro

What is an absolute value? What does it mean?

Lesson

Warmup: Vocab and Review

What can we say about absolute values?
How to recognize them/ what they mean
Problem 1 as a class
Problem 2 as a class
Problems 3 & 4 in groups
Problem 5 as a class
End with two or three mental math problems
Students were expected to have their group complete all group problems and get them
checked by a teacher. Each group had a leader who was to get a teacher to sign their paper
when the whole group had agreed on the same answers

Assessments/ Check for

understanding

Reflections/Changes for
next time

Start brainstorming for review and figuring out how to link the companions with a review

Course/Unit

Algebra 1Unit 3

Objective

3-8
Be able to find the union and intersections of sets

Hook/Into

What relationships can we find between two sets? What do these mean?

Lesson

Warmup: Review and Vocab

Review what sets are
Talk about notation for intersection and union of sets
Problem 1 in groups
Problem 2 as a class
Problem 3 as a class
Problem 4 in groups (exit ticket)
Problem 4 was to be completed before students left

Assessments/ Check for

understanding
Reflections/Changes for
next time

Try to find a better way to explain sets and find more real-world examples to help amplify
importance of them

Course/Unit

Algebra 1Unit 3

Objective

Review Day
Be able to solve linear inequalities in one variable
Be able to create inequalities and use them to solve problems
Be able to write sets and identify subsets
Be able to find the union and intersection of sets
Be able to solve absolute value equations and inequalities in one variable

Hook/Intro

What is expected today? How do we make the most of our review days?

Lesson

Split people into groups

Differentiation/Intervention with review packet
Review packet to be completed as homework if not finished in class
Review packet could be checked by teacher (encouraged to be)

Assessments/ Check for

understanding
Reflections/Changes for
next time

Find a way to make better use of the short time we have for review days

Course/Unit

Algebra 1Unit 3

Objective

Review Day 2 (test tomorrow)

Be able to solve linear inequalities in one variable
Be able to create inequalities and use them to solve problems
Be able to write sets and identify subsets
Be able to find the union and intersection of sets
Be able to solve absolute value equations and inequalities in one variable

Hook/Intro

Are we ready for the test? Will we be ready tomorrow?

Lesson

Assessments/ Check for

understanding

Review problems as a class that were difficult for everyone yesterday

Hand out new review packet
Packet to be worked on with table groups and to be checked before the end of the
class, however much they get done
Packet due with homework tomorrow
Check through how many problems each person got done before end of the hour

Reflections/Changes for
next time

Reflect on if this and see if two review days really help the students more so than just one

Course/Unit

Algebra 1Unit 3

Objective

Test Day
Be able to solve linear inequalities in one variable
Be able to create inequalities and use them to solve problems
Be able to write sets and identify subsets
Be able to find the union and intersection of sets
Be able to solve absolute value equations and inequalities in one variable

Hook/Intro

How much have we really learned this unit?

Lesson

Assessments/ Check for

understanding
Reflections/Changes for
next time

Students turn in the homework from the unit

Unit 3 test is handed out
Students take the test and if done early, look ahead in book to key concepts from the
next unit, Unit 4
Unit Test

Find a more concrete activity for after the test so students have something to do when done