Algebra 1 - Section 7.

5 Lesson Plan
Title: Linear Inequalities
Objective: Students will be able to graph linear inequalities and write and use
linear inequalities to model real-world situations. This means that they will be able
to recognize that inequalities have infinitely many solutions and is graphed
differently than linear equations.
Standards:

ccss.math.practice.mp1: Make sense of problem and persevere in solving

them.
ccss.math.practice.mp2: Reason abstractly and quantitatively.
ccss.math.practice.mp4: Model with mathematics.

Materials: Students Pen/pencil

Teacher Power point, and smartboard
Assessments:

next day HW quiz

student participation and engagement
scale of 1-5 assessment periodically throughout the lesson (teacher ask
students to rate their understanding on a scale of 1-5 using their fingers)

Procedure:
7:307:35: Daily check-in with students.
7:35-7:50: Students will compare their homework answers from the previous night,
and write any questions they have up on the board. After their questions are
answered, they will take a two question homework quiz.
7:50-8:05: Teacher will give a refresher on how inequalities are different than
equations in terms of solutions, then introduce how to graph linear inequalities. The
teacher will do two examples for the class, and verbalize every step.
8:05-8:15: Students will then do 4 examples working with their table partners.
After students have completed the examples, the teacher will ask for volunteers or
choose a table group at random to share their answer with the rest of the class.
8:15-8:20: Teacher will then show students how to write a linear inequality given a
graph. Teacher will also do an example with the students.
8:20-8:30: Students will then do the next 2 examples working with their table
partners. After students have completed the examples, the teacher will ask for
volunteers or choose table groups at random to share their answer with the class.
8:30-8:45: Students will then work on a word problem where they need to create a
linear inequality with the given information, and then graph that inequality. This
problem will help students see how this concept is used in the real world.

8:45-8:55: Students will have 10 minutes to begin working on their homework.

8:55-9:00: Teacher will wrap up the lesson by asking students to give examples of
how they could create linear inequalities to model situations in their everyday lives.
Differentiation: During classwork time, teacher will walk around and help out
students who may be struggling more to help them get a better understanding.
They will also get a copy of the notes if needed. Higher level learners will be asked
to help lower level learners during classwork time, and be given a different set of
HW problems to challenge them.
Reflection: Other than the initial bump in the road with students not quite
understanding the difference between equations and inequalities, we eventually got
to a place where 80% of the class were at a comfort level of 3 or higher (scale of 15). I could see that students were grasping the concept towards the end by their
participation and engagement during the last few examples. There are a few
students that probably need to change seats because they are easily distracted by
their peers, but other than that, the students did very well today.