LESSON TOPIC: Day Eight: Graphing One Step and Multi- Step Inequalities

on a number line

Standards: A-CED.1
Create equations and inequalities in one variable and use
them to solve problems.

A-REI.B.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters.

Learning Targets: I will be able to create my own inequalities and find its
solution set. I will also be able to graph the inequalities on a
number line.

OVERVIEW of Students will be put into random groups and create their
Instructions/ own inequalities. They must create no more than ten
Strategies inequalities and will be encouraged to make them
challenging because they will be swapping the sets of
inequalities with another group to solve. The original group
must solve out their inequalities first to create an answer
key.

The groups will then switch their created inequalities and

they will be given time to work on solving the new
inequalities together as a group. This lesson is more of an
indirect/discovery lesson because once they are done with
solving the given inequalities, I will ask them how that
would look on a number line. Student should have little
problem with representing the inequality on a number line
because they have already practiced representing solutions
x>c or x<c on number line diagrams back in 6th grade
according to common core state standard CCSS.MATH.
CONTENT.6.EE.B.8.

Students will then share one their solutions for each group
along with the number lines and present them to the rest of
the class.
 I will then discuss the specifics of number lines with it
comes to greater than or equal to or less than or equal to
and how that should look on the number line diagram.

METHODS Students will be collaborating together with the incentive of

challenging other groups with their “unbeatable”
inequalities. It will create a sense of fun and competition
within the process of creating the inequalities. Students will
also challenge themselves in creating number line diagrams
without assistance - they will have to pull from their prior
knowledge to create the representation on the number line.

I will ask students questions and have them explain their

reasoning in their own words to create ownership over the
new knowledge. I will also encourage students to work with
each other and to present their findings and solutions to the
rest of the class to create confidence within their
mathematical abilities.

ASSESSMENT: The original groups will confirm if the new group was right
with their solutions to the created inequalities.

Homework assignment to be worked on during the end of

class and to be turned in completed the next day.

MODIFICATIONS: I will “randomly” put groups together but make sure that
the mathematical abilities are evenly spread out throughout
the groups. If students are struggling to create inequalities, I
will provide them suggestions or an example in which they
can alter to create other inequalities.

ADAPTATIONS/ Provide enlarged copies, describe instructions and

ACCOMMODATIONS vocabulary loud and clear, create notes sheets with
examples solved out for students to follow. Create
stress-free learning environment for those with math
anxiety. Check up on students with learning disabilities
frequently to see if they are on track with the rest of the
 class. Also provide note taker or recorder for students who
struggle with short term memory or auditory processing.

HOMEWORK: Homework assignment to be worked on during the end of

class and to be turned in completed the next day.

MATERIALS: Students will need paper and writing utensils,

whiteboard/markers for presenting to the rest of the class

TECHNOLOGY: Not needed for this lesson.