6.

6 Lesson Plan Graphing systems of Linear Inequalities

Task What is the main activity that students will be working on in this lesson?
Students will go over notes with the teacher building off of their knowledge from graphing linear inequalities The notes will cover systems of linear inequalities After notes students will have a worksheet of 12 problems to work on. o The teacher will walk around and assist students
A1.2.3 E SYSTEMS OF INEQUALITIES Solve linear and quadratic equations and inequalities, including systems of up to three linear equations with three unknowns. Justify steps in the solutions, and apply the quadratic formula appropriately. A1.2.3 D LINEAR INEQUALITIES Solve linear and quadratic equations and inequalities, including systems of up to three linear equations with three unknowns. Justify steps in the solutions, and apply the quadratic formula appropriately.

Instructional Support What tools or resources will students have to use in their work that will give them entry to, and help them reason through, the activity?
Students will have the use of their notes from graphing linear inequalities Students will also have their books if they bring them and the help of other students that understand and the teacher If some students really want to they may use the laptops to go over notes from linear inequalities and the videos from Dr. Burger.

Learning Goals (Residue) What understandings will students take away from this activity?
Students will understand how to graph two linear inequalities on the same graph Students will understand how to shade the shared area by both inequalities Students will understand how to solve an inequality for y

What questions might you ask students that will support their exploration of the activity and bridge between what they did and what you want them to learn (the two green boxes)?
To be clear on what students actually did, begin by asking a set of assessing questions such as: What did you do? How did you get that? What does this mean? Once you have a clearer sense of what the student understands, move on to appropriate set of questions below. What is the goal when solving this inequality? Is this line dotted or solid? o Why? o How do you know? What region do you shade? o How do you know? How can you check that you have shaded the correct region? o Is that a solution for both inequalities?

What are the various ways that students might complete the activity?
Students will complete the notes with the guidance of the teacher Some students may understand immediately how to graph both equations but be confused as to what area to shade Students will complete the worksheet on their own and I am expecting some to talk to one another If I notice that some students are really grasping the concept I will ask them to assist other students who are struggling

Evidence What will students say, do, produce, etc. that will provide evidence of their understandings?
Students will construct graphs from a system of linear inequality with the correct lines (dotted or solid), the correct shaded area shaded, and the correct line has been graphed (y-int, slope)