LESSON TOPIC:

Solving and Graphing Absolute Value Equations and Inequalities

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

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

MATH 3. Construct viable arguments and critique the reasoning of others.

PRACTICES
7. Look for and make use of structure.

Learning
• Students will be able to graph absolute value inequalities
Targets:
• Students will be able to identify whether an absolute value inequality
will be graphed as an intersection or union.

Essential
• How do we graphically represent absolute value inequalities?
Questions:
• When is an absolute value inequality represented as a union versus
when it is represented as an intersection?

Write a compound inequality for each graph.

Bell Work:

Ans:

𝑥 < 0 𝑜𝑟 𝑥 ≥ 3

PRACTICE
The previous day’s homework will be briefly reviewed. Students will first be
REVIEW: asked what questions they had while working through the homework problems.
Any questions they have will be answered first, time permitting. If no questions
are asked, a problem from each section of the homework will be briefly looked
at.

MAIN What does the absolute value mean? For example if I have 𝑥 = 3 what does
this mean 𝑥 could be?
ACTIVITY:
• 𝑥=3 𝑥 = −3
𝑥 must be either 3 or -3 because when using absolute values we are
looking the distance a value has from 0.
Now look at the following Absolute value inequality.
𝑥 <3
Here we are still looking at the
distance the value 3 is from 0
but now we are including all
the values that are covered in that
distance.

𝑥 > −3 𝑎𝑛𝑑 𝑥 < 3

There are two cases that must be considered when solving absolute value
inequalities in the form < 𝑜𝑟 ≤.
1. When the expression inside the absolute value symbol is nonnegative.
2. When the expression inside the absolute value symbol is negative

The solution to inequalities in this form is the intersection of the solutions of

the two cases.

Ex1:
|𝑠 + 2| < 11

Case 1: 𝑠 + 2 is nonnegative and Case 2: 𝑠 + 2 is negative

𝑠 + 2 < 11 −(𝑠 + 2) < 11
𝑠<9 𝑠 < −13

Understanding check- show on your fingers your understanding.

1— I am completely lost
3— I am starting to get it but could use another example
5— I get it and could teach someone else

Ex 2:
𝑦 − 1 < −2

𝑦 − 1 cannot be negative so 𝑦 − 1 cannot be less than −2. In this case there

is no solution and we can denote the solution set as the empty set, ∅

Now let’s look at absolute value inequalities in the form > 𝑜𝑟 ≥.

 The inequality 𝑥 > 3 means that the distance between 𝑥 and 0 is greater
than 3.

𝑥 < −3 𝑜𝑟 𝑥>3

There are two cases that must be considered when solving absolute value
inequalities in the form > 𝑜𝑟 ≥.
1. When the expression inside the absolute value symbol is nonnegative.
2. When the expression inside the absolute value symbol is negative

Ex3:
|3𝑛 + 6| ≥ 12

Case1: 3𝑛 + 6 is nonnegative or Case2: 3𝑛 + 6 is negative

3𝑥 + 6 ≥ 12 − (3𝑛 + 6) ≥ 12
𝑛≥2 𝑛 ≤ −6

Understanding check- show on your fingers your understanding.

CLOSING: Get out a sheet of paper that you will be doing your homework on and at the top
write the key thing to remember when deciding if an absolute value inequality
will be an and or or problem.

Have someone share their answer before class is dismissed.

Desired answer: The key is to look which way the inequality sign is
flipped.
ASSESSMENT: Quick understanding check – formative assessment
Twice during the lesson the students will be asked to show their understanding
on their fingers.
1— I am completely lost
3— I am starting to get it but could use another example
5— I get it and could teach someone else
The teacher can then do a quick assessment of student understanding and can
adjust the lesson accordingly.

MODIFICATIONS Visual- This lesson reaches visual learners by providing visual representations
: of the problems that are to be worked out. Problems that require the use of
Algebra will be worked out step-by-step on the overhead so students can
visually see the work being done.

Auditory- Verbal step-by-step instructions on how to solve and graph absolute

value inequalities so students will have the opportunity to hear the
mathematical process. Students will also be questioned throughout the lesson so
they can listen to their own understanding as well as others.

Kinesthetic/Tactile- If the opportunity arises, students will be encouraged to

come to the board to show how they solved or graphed an absolute value
inequality. Students will be encouraged to point and/or manipulate provided
information in a problem to show/describe their work.

ADAPTATIONS/ For students with special needs, this lesson can be modified in the following
ways:
ACCOMMODATI-
ONS • An enlarged printed copy of the notes can be provided for students with
visual impairments. All handouts can also be made in larger print.
• A notes template can be provided to students who may benefit from a
more structured notes framework.
• All instruction will be given verbally as well as written.

HOMEWORK: Algebra 1 – Glenco ------ Chapter 5 Section 5

p. 314 1-19 odd, 21-29 all, 31,32,34

MATERIALS: • Notes sheet

• Pens
• Color markers
• Projector
• Matching activity template
TECHNOLOGY: Projector for notes presentation

REFERENCES: This lesson was created with reference to section 5-5, Inequalities Involving
ORIGINALITY Absolute Value in the textbook Algebra 1 published by Glenco. The examples
JUSTIFICATION: provided in the lesson were either original examples or were copied from the
text. The homework assigned is from the same text.