Name: Eugene Talbot

Grade Level of Lesson: 10-12

Subject/Content Area: Algebra II
Michigan Curriculum Framework Content Standards and
Benchmarks:
CCSS.Math.Content.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.
CCSS.Math.Content.HSA.REI.A.1
Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable
argument to justify a solution method. Choose and produce an
equivalent form of an expression to reveal and explain properties of
the quantity represented by the expression.*
CCSS.Math.Content.HSA.CED.A.1
Create equations and inequalities in one variable and use them to
solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.
CCSS.Math.Content.HSA.CED.A.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.
Unit Outcome:
Students will gain an understanding of the differences in numbers and
similarities of sets of numbers.
They will also be able to see
mathematical equations in everyday life as well as be able to
manipulate and solve those equations.
Lesson Outcomes:
TLW be able to define sets and classify numbers as natural, integer,
rational or irrational
TLW be able to us the real number line to plot and order numbers
using inequality symbols
TLW be able to find the absolute value of a number.
Rationale/Purpose for Lesson:
Being able to classify numbers and define sets will allow student to
better understand and manipulate numbers and equations that are
needed for advancement in mathematics as well as daily life.

Assessment:
The teacher will be circulating during group and individual work to
check for understanding. The students will also be asked to work on
homework that will be evaluated by the teacher.
Resources/Materials Required:
Paper, Pencil and eraser
Calculator
Individual white boards, dry erase markers
Student Warm Up Folder
Power Point Presentation
Student notebooks
Introduction:
(5 min) The teacher will open the class with the warm-up question
name as many sets of things from around the room that you can.
This work will be done in the students Warm-up Folder. The teacher
will then prompt a discussion about sets and tie it into number sets.
The teacher will then illustrate the different number sets that students
have been using as they progress through school.
Procedures:
1) (10 min) The teacher will use a power point slide to define terms
and present visuals for the subsets of real numbers. (Students
will take notes as needed throughout the lesson in their
notebooks)
a. Natural Numbers
b. Whole Numbers
c. Integers
d. Rational Numbers
e. Irrational Numbers
f. Real Numbers
2) (5 min) The teacher will then check for understanding by having
the student use dry erase markers and white boards to list the
subgroups that different numbers belong to as the teacher
provides them on the board/overhead.
3) (5 min) The teacher will then lead a discussion on ordering of the
different numbers that they just classified. The teacher will
introduce the symbols used to represent greater/less then,
greater or equal to/less or equal to.
4) (10 min) Using the numbers that were presented in the
classifying section, table groups of students will use those
numbers to plot, on a number line, as well as create expressions
using greater/lesser then symbols with their white boards and
markers.

5) (5 min) The teacher will bring the class back together as a whole
and share what the groups had figured out.
6) (10 min) The teacher will continue work with the number lines
that the students have created by introducing the idea of
absolute value. Using the concept of opposites, the teacher will
ask for the opposites of certain numbers along the number line.
The teacher will then define absolute value as the distance from
the origin on a number line.
7) (8 min) The students will then use some class time to practice
evaluating the absolute value of numbers with the aid of number
lines.
Homework:
Students will be asked to find three real world examples of when they
would use or see;
-

Natural numbers
Whole numbers
Integers
Rational numbers
Absolute value

Closure:
(2 min) As an exit ticket, the teacher will have the student write down
four inequalities that us at least one number from each subset of the
real numbers.
Evaluation and Reflection:
To be completed after the lesson has been presented.