Name: Rianca Cauley

Grade Level: 11th

Subject: Algebra 2
Title of Lesson: Absolute Value Inequalities

Establishing the Lesson Framework

NETS-S: The Learner will:
1b. Create original works as a means of personal or group
expression.
3c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks.
3d. Process data and report results.
6a. Understand and use technology systems.
6b. Select and use applications effectively and
productively.
6c. Troubleshoot systems and applications.
6d. Transfer current knowledge to learning of new
technologies.
TEKS: The Learner will (126.32):
1F. Use the Internet to create and publish solutions
2C. Publish information in a variety of ways such as print,
monitor display, web pages, and video.
3A. Construct appropriate electronic search strategies.
4F. Choose, Identify, and use the appropriate data type to
properly represent data in a problem solution.
Applicable Student Expectations:
Objective: In this lesson, the Learner will:
a. Identify reasonableness of solutions of absolute value
inequalities
b. Graph absolute value inequalities
c. Solve real world applications of absolute value inequalities
Rationale:
Learning to understand absolute value inequalities will help you
analyze data with stipulations on the amount of differences you want.
This includes speed limits, credit card limits, text messaging, travel
time, etc. You can use it take margin of errors, more or less, give or
take, or plus or minus. This means your solution has a range of
possibilities.

Designing Supportive Learning Environments

Materials:
Teacher Use
Resour
ces

http://educationportal.com/academy/le
sson/solving-absolutevalue-inequalitiespractice-problems.html
(for homework the
night before, can be
viewed on screen in
class)
textbook
google
whiteboards

http://educationportal.com/academy/le
sson/solving-absolutevalue-inequalitiespractice-problems.html
(put on screen for
students to view w/out
sound)
Index cards
Fishbowl
Analyze work: absolute
value inequalities
(worksheet)
Analyze work: real
world applications
(worksheet)
Summary sheet
absolute values
(closure)
Pre-Assessment
Virtual Calculator
Graphing Inequalities
Worksheet
Blackboard

computer

computer
calculator

Technol
ogy

Student Use

Setting:
The students will spend the first 20 minutes in whole group
setting. Then the next 40 minutes of class will be spent between 4
stations. Each station will be 10 minutes long. Each group will have 3-4

students, and 2-3 groups will be interacting at the same station. The
low to medium performing learners will be grouped together, and the
medium to high performing learners will be grouped together. Then the
last 30 minutes of class the students will be asked to create a media
presentation of a real world situation using absolute value inequalities
to compare data.
Student Needs/Adaptations:
Each student needs to have viewed the homework video link
given to him or here before class. The students must have also
mastered (70% or above) the concepts of absolute value and
inequalities. For my special need students, I will be able to provide
oral support from other students or myself with the given assignments.
I will also shorten assignments, and continue to provide feedback and
praise.

Instructional Strategies
Introduction/Focus:
As the students walk in, I will provide each student with a
index card with a random number from the number line on one side,
and a survey that will be used for the pre-assessment. Once the bell
rings, I will ask the students to solve a simple absolute value equation
with no steps, and come to the front if their number is a possible
solution. Then I will call on a student, using random selection, to verify
if a certain number is a solution or not. I will then display a second,
third, and fourth question, with the same process. I will reinforce
checking for reasonableness. After we answer the warm-up questions,
we will have a quick discussion for a few minutes. We will look at
survey, and each student will analyze where they are with absolute
value inequalities. This part of the lesson will be between fifteen twenty minutes long.
Warm-up Questions
1. |x|>7
2. |x|+5 3
3. 2|x|4
|x| 1
<
4.
8 16
Instructional Procedure:
At Station 1, I will place a fishbowl with different questions
at the front of the room. Each student will grab one question, and solve
it at their desk, and then pick another question and place the old one

back in the fishbowl. This will allow learner to strengthen, recall, and
continue to practice skills already learned. At Station 2, the students
will also review graphs of number lines. They will be asked to either
create an absolute value inequality from the graph, or create the graph
from the absolute value inequality. They will work in pairs, and below
each graph will be a section for them to evaluate two test points to
prove reasonableness. At Station 3, the students will solve absolute
value inequalities. Here there will be some boxes, where work will
already be shown and they will have to answer questions about the
work. It will either be correct or incorrect. Once they answer the
question about the work, the box next to it will have a problem similar
to it, and they will have to solve it on their own. This will give the
students the opportunity, to understand the importance of checking
reasonableness, and help clarify any major misconceptions. Lastly, at
Station 4, the students will look at real world applications. The
worksheet will be similar to what they see at Station 3 except it will be
word problems. This way they have examples for correct ways to set it
up and incorrect ways to set it up.
Once they complete the stations, I will give 20-30 minutes for the
kids to demonstrate and apply their knowledge. I will give the kids a
project, where they will us any type of software to create a
presentation. This could be done using Google docs, a slide show, a
wiki, a Facebook page, or even a prezi. The project will have a rubric,
so that the students will understand everything that is expected from
them.
The students will be asked to think about something in their life
that involves a range of numbers. They will then create an absolute
value inequality that pertains to that interest. Once this is done, they
will be able to begin the project. First, they will need to write a
description of the information and the range of numbers. Second, they
will need to write an absolute value inequality to represent the
situation. Third, they will have to solve and graph, showing all the
necessary steps. Fourth, they will have to make a list of acceptable and
non-acceptable solutions. And fifth, they will have to write an absolute
value inequality that represents the unacceptable solutions.
The last five minutes of class the students will fill out a summary
of 4 statements. Each learner will be able to expound on things they
have learned throughout the lesson. I will be able to use this
information, and see where any misconceptions may still lie.
Closure:
For Closure, the students will do a survey. They will be asked to
complete 4 statements explaining the process and summarize the
learning for the day.

Evaluation Strategies
Pre-Assessment:
The students will read a compilation of 6 statements, concepts
that will be achieved or strengthened during the lesson, and rate their
comfortableness with the concepts to be expounded upon. A 1 means I
am not comfortable with this and need additional help, and a 5 means I
am comfortable with this and can explain it to others.
Formative:
During the time of the stations, I will be monitoring the room and
lending my help when needed. I will allow the kids to collaborate and
discuss with each other. In the background, I will continue to play a
slide show or video of absolute value inequalities being worked out, to
provide reinforcement. I will also remind students to check their
answers for reasonableness. This will allow me to provide more help to
my lower performing kids, and I may even be able to conduct a survey
to measure what may need to be expounded on before we move on to
the project.
a. Wha t ' s thedifference between x< 33< x ?
b. What values can we use for y if y 3 ?
c. Wha t ' s thedifference betweenexclusiveinclusive ?
d. Why isthe |x|equal|x| ?
e.
What do you have consider when solving absolute valueinequalities equations
?
Whichinequality leads a compound inequality ?
f.
Summative:
The students will use one real world application that interests or
relates to them and create a media representation of a situation using
absolute value inequalities. The students may use PowerPoint, word,
excel, prezi, google docs, etc. to create this presentation.

Rubric: