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SDAIE Lesson Plan

Author: Kimi Van Spronsen


Subject: Algebra 2
Topic: Absolute Value Inequalities in the real world
Grade Level: 11
th
-12
th
grade
English Proficiency Level: 2
English Language Development Standards (ELD): Early Production
Academic Content Standards:
Area: Algebra II This discipline complements and expands the mathematical content and
concepts of algebra I and geometry. Students who master algebra II will gain experience with
algebraic solutions of problems in various content areas, including the solution of systems of
quadratic equations, logarithmic and exponential functions, the binomial theorem, and the
complex number system.
Sub-Strand 1.0: Students solve equations and inequalities involving absolute value.
Sub-Strand 2.0: Students solve systems of linear equations and inequalities (in two or three
variables) by substitution, with graphs, or with matrices.
Summary:
This lesson is a continuation of the lesson done the day before. In the previous lesson
students worked in groups to make posters of word problems involving inequalities. The word
problems were broken up into the typical mathematics question style. Today students will be
reading a story and identifying inequalities in the story itself. This lesson provides students with
an understanding of how math is seen in the world and how to solve these different problems.
Learning Context:
This lesson will be taught within an Inequalities unit for an 11
th
and 12
th
grade Algebra 2
class.
Learning Objectives:
a. Students will be able to identify key words that signify inequalities
b. Students will solve systems of inequalities involving absolute value
c. Students will write out inequalities using mathematical terms
d. Language Objective(s)
Students will be able to identify both verbally and in written form the steps
needed to solve an inequality and the key words associated with this type of
problem.
e. Academic Content Objective(s)
Students will be able to list and demonstrate their comprehension to be able to
create their own inequalities

Advanced Planning/Preparation
Key Concept(s) to develop:
Understanding how to simplify linear equations, combine like-terms when necessary, and
change the equation standard form to linear form.
Key Vocabulary and Language skills to develop:
Inequality More Than Less Than Equal to Greater than In Between
Absolute Value Solution
Content/Skill(s) Obligatory:
Students will be able to derive the solutions from absolute value inequalities that are
found in a real life story. They will also be able to create their own problems, once
comprehension is attained.
Visual Strategies:
The Anticipatory Set, Teacher Input, Modeling, and Guided Practice/Grouping all show
visuals on the board or on a worksheet that will assist in making connections between inequality
symbols and real life problems.
Academic Learning Strategies:
Brainstorm, modeling, groups, study guide, independent practice, quiz
Scaffolding:
The Anticipatory set will connect and relate to students previous learning and prior
knowledge since they looked at inequalities before and is a subject they are familiar with.
This connection with the real world will intrigue and get students interested in the days
lesson.
Comprehensible Input:
A brainstorm and worksheet, as well as in-class notes have been prepared to help students
better understand the lesson.
Instruction
Procedure:
1. Anticipatory Set/Engagement: On the board will be a large poster board with a box of
markers. Students will brainstorm how inequalities show up in everyday life. As a class
we will write down as many examples as we can think of, the teacher may start the
thinking by suggesting that inequalities show up in sports, theater, etc.
2. Teacher Input: The lesson will begin by reviewing how we looked at inequality word
problems the previous days. Remind students that inequalities show up in everyday life
Students will then post their posters from the previous lesson on the bulletin board and be
given a few minutes to walk around and observe how everyone else solved the problems.
Explain to the students that today we are going to look at inequalities in the world except
they are no longer going to be given to us in word problem form. Today we will be
identifying inequalities in the world by reading a story about a girl who went on a field
trip with her club to an amusement park. I will then instruct the students on how absolute
value is seen in the world. As a class we have already looked at absolute value but now
we are going to identify them in systems of equations and solve. Absolute value usually
occurs in inequalities when we are dealing with an answer that can have multiple
solutions depending on the sign of the indicated value or if the answer is not allowed to
be negative. For example it would be impossible to talk about a negative distance and so
when we write an inequality involving distance we have to use our absolute value tools.
Instruct the students that today they will read a story and pick out the inequalities in the
story using the study guide provided. I will quickly review the 5 key steps to solving and
identifying an inequality as per the instruction on the day before.
3. Modeling: Project the inequality story on the board and walk through the firs 3 sentences
with students showing them how to identify the different inequalities. As a class we will
write the first system of inequalities that includes an absolute value and solve the
resulting equations. As we read through the story students will have their different color
high lighters that they use to locate key inequality words on their desk. Whenever we
reach a key word students will hold up the correct color high lighter to signify if it is a
variable, inequality symbol, or amount.
4. Guided Practice/Grouping: Pass out the worksheet "An Inequality Story". Students will
read the story and complete their study guide as they go, identifying and writing systems
of inequalities. Students will identify a minimum of 10 inequalities in the story. They will
use their high lighters to locate the key words in the story that signify inequalities. After
the students have completed their study guide they will solve the inequalities that the
study guide helped them find. The inequalities will require students to solve either by
substitution, elimination and will include absolute values.
5. Check for Understanding: During the modeling time I will be checking that each student
is holding up the proper color high lighter when we get to a key word, to check their
comprehension of the concept. While students are reading their story I will be walking
around assessing each student based upon their study guide answers and progress. At the
end of the lesson the class will have a time of question and answer where we will discuss
each of the different inequalities that were found.
6. Independent Practice: Students will identify at least two different systems of inequalities
that are represented in their own daily life. One of these inequalities must include an
absolute value. They will then write their systems of inequalities and solve them using
the tools they have used in previous lessons. Student will write a paragraph describing
their inequalities and present them to the class the following day.
7. Closure: During the last 10 minutes of class the students will share their results with one
another. I will ask the students question regarding their findings and we will discuss how
they went about finding and solving their equations. I will give a reminder that absolute
value inequalities deal with values in life that are not allowed to be negative!
Instructional Materials/Resources:
"An Inequality Story"
Inequality worksheet (2.5)
Paper
Pencil
Study Guide (2.5)
High Lighters
Poster Board
Markers
Technology Component:
Smartboard
Assessments and Accompanying Scoring Guides:
I will be using three forms of assessment: formative, summative, and diagnostic.
Diagnostic: At the beginning of class the anticipatory set will assess how students view
inequalities in the world, and ways in which students have already identified the material in the
surrounding world.
Formative: Throughout the class time I will be walking around assessing how students are
completing their study guide. During the lesson students will be holding up the proper color high
lighter whenever we come to a key inequality word in the story. At the completion of class we
will have a leaded question and answer time to assess how the students accomplished their
inequality equations.
Summative: Students will be assessed on their completion of the study guide. For homework
students will identify at least 2 systems of inequalities in their lives one of which must include an
absolute value. A quiz will be given following the conclusion of the inequalities unit, which will
require the student to identify inequalities and solve a system of inequalities involving absolute
value.