Lesson Study Lesson Plan

Teacher Name: Mr. Pendergrass (Mr. Wangler)

Class and Grade Taught: 10th/11th/12th Grade, Algebra 2A
Lesson Date: 10/13/2016
In collaboration with Eric Rood and Alec Mihm

Lesson Logistics and Setting

Unit Topic:
Solving linear equations/inequalities
Previous Lesson Topic:
Solving systems of linear equations by substitution, elimination, and graphing
Current Lesson Topic:
Solving Systems of Linear Inequalities
Next Lesson Topic:
Unit Quiz
Lesson Goals:
Students will be able to graph/write equations for systems of linear
inequalities.
Students will effectively engage with the material without allowing
technology to hinder motivation
Students will be able to move variables in an equation in order to achieve
slope-intercept form
Students will be able to find the solution set of a system of linear
inequalities
Students will be able to explain their work to another person

Standards Addressed:
A.REI.12 Graph the solutions to a linear inequality in two variables as a half
plane (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. For example, represent inequalities describing
nutritional and cost constraints on combinations of different foods.

How will I know students have met the goals?

 Students correctly identify steps they used via Kahoot when finding the solution
set of a system of linear inequalities
The students pick out the key differences between systems of inequalities and
linear systems
I will see students clearing up misconceptions that their table partners may
have had
Students are able to look back at their work to be able to answer Kahoot
questions, effectively conveying an understanding of their work

Materials Needed:
Cell phone/tablet, pencil, paper

Introductory Routines
Class will start with a Snapple fact/Rock History Fact. After this, homework will be
collected while they complete the Warm Up so that they can get some more practice
with last nights material before it is used in the lesson today.

Lesson Activities
Activity with linear inequalities (20-25 minutes)
https://www.pinterest.com/pin/50454458301284427/
Intertwined with: class discussion centered around Kahoot and Linear inequalities (10
min)
Exit slip (below) (10 min)

Lesson Students are working Anticipated Teacher Moves

Student
(details about how Thinking/
students are Questions
configured, what work
they are doing and
how they are
recording their work)

Launch Launch Script: This lesson follows -Ask for a student to

Today we are going to right from the one restate the directions
continue our work with before it, so the -Ask if anyone has any
systems of linear launch will be questions
inequalities. For this used as a - Make sure every group is
activity, i need you all refresher or the capable of joining the
to assemble into previous days Kahoot site
groups of 4. After in work. Some things
these groups, I need i anticipate from
you all to have one students..
person in your group I
sign into the Kahoot dont
discussion board (At remember
this time we will get what we did
everyone signed in). yesterday.
Awesome! Now, we I
will work through this didnt do
worksheet, but make the
sure you are able to homework
explain your work; that so i cant do
is what we will be this stuff.
asking you on the How
Kahoot site! do we
graph this
with an
inequality?
We only
graph with
an equal
sign usually.
With all of these
questions, the
answer is simple.
We have worked
with inequalities
and linear graphs
for a week, now
we are just adding
another one to
make it a system.
In regard to the
graphing with an
inequality, the
easiest way to
think through it
 while graphing is
to imagine the
inequality is an
equal sign.

Explore Students will be Students might -Monitor to check for

Description arranged in groups of shade in the student progress
of Task(s) 4. They are expected to wrong side of the throughout the task
work together to solve line -Ask probing questions:
the linear inequalities Students may How can you write the
scattered on their forget to put the inequality in slope-
worksheet. equation in slope- intercept form?
Periodically, to make intercept form How do you know where
sure that the class is Students might to shade on the graph?
on the right track, we mix-up the slope Is the slope positive or
will administer the and the y- negative? How do you
Kahoot questions intercept when know?
(below). In this way, we drawing the How do you know when
will be able to monitor inequalities to flip the inequality sign?
student engagement Students might How can you get y by
with the material. forget to flip the itself?
inequality when How do you know if a line
dividing by a is going to be dashed or
negative number solid?
Students might
have problems
deciding whether
the line should be
dashed or solid
Students might
draw the slope as
positive instead of
negative or vice
versa

Students
Questions:
-How do I know
whether I should
shade above or
 below the line?
-How do I get y by
itself?
-How do I know if
the line should be
dashed or solid?

Summarize When either 75% of -Students may While I monitor, I will take
/ students are have trouble note of student
Share and completed with the differentiating understanding. I will
Discuss worksheet with their between a dashed specifically be looking for
table groups or when and solid line. students writing their
there is 15 minutes left -Students may inequalities in slope-
in class, I will host a wonder what the intercept form, correct
class discussion shaded portion of shading between lines, the
centered solving linear the graph use of dashed lines vs.
inequalities. The represents. solid lines, and correct y-
students will become -Students may not intercepts and slopes.
aware of the key recognize the
features of a linear importance of the Some strategies students
inequality and will dashed vs solid will use may include:
have a better line -Isolating the y-value on
understanding of what -Students may one side of the inequality
the shading on the forget to flip the -Plugging numbers in for x
graph represents. They inequality when and y to make the
will also be able to dividing by a inequality true to find the
differentiate the negative. region that should be
importance of the shaded
dashed or solid line on
a linear inequality
graph. Questions teacher can ask:
What does the shaded
Students will then fill region represent in your
out their exit slip. graphs?
What does it mean if the
shaded region is between
two dashed lines?
What does it mean if the
shaded region is between
 a solid line and a dashed
line?

Summary Statement:
-Notice that when graphing linear inequalities, that the inequality points you right
towards the shaded region! What does that represent? The solution set for the system
of linear inequalities!

Exit Slip:

Was the use of Kahoot helpful to you or did it hinder your

understanding of linear inequalities? Explain.

What does the shaded region of the graph of linear

inequalities represent?

Why does there need to be a shaded region?

Does this lesson relate to anything we have done previously?

If so, how?

Kahoot Questions:
We plan on using the first few Kahoot questions, we will be making sure that the students are on
track with the lesson.
For graph 1 on the top-right corner.
Answers in brackets
1. What door did your group end up using? (The doors will be numbered and
displayed in front of the class)
a. Door 1
 b. [Door 2]
c. Door 3
d. Door 4
2. What was the system of inequalities that your group used to graph?
a. y -2x+9 y>x+4
b. y -2x+9 y>-x-4
c. y -2x+9 y<x+4
d. [y -2x+9 y<-x-4]

For the graph in the middle-left side of the worksheet

3. What door did your group end up using?
e. [Door 1]
f. Door 2
g. Door 3
h. Door 4

4. What was the system of inequalities that your group used to graph?

d. y<4+2/3x y -x+7
e. [y<2/3x+4 y x-7]
f. y<4+2/3x y x+7
g. y<4+2/3x y -x-7

Now, we will use the following to check student understanding for the entire lesson

5. What door allows you to exit the maze?

i. Door 1
j. [Door 2]
k. Door 3
l. Door 4

6. If you are asked to shade above the line y<2x-1, where should you shade?
a. Above the line
b. [Below the line]

7. What does the shaded region of a system of inequalities represent?

a. [The solutions for the system]
b. The y values that are positive
c. Positive slope for the inequality
d. I have no clue
8. Lets say that you have the inequality y 2x-1
What type of line do you have?
a. Dashed line
 b. [Solid line]
9. If you have a solid line, what does this mean in regards to the solution set?
a. [Points on the line are part of the
solution]
b. Points on the line are not part of the
solution