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Date: February 1, 2018 Students will engage in:

Subject: Algebra ____ Cooperative learning


____ Project
Chapter.Section: 5.6 ____ Graphic Organizer
____ Visuals/Technology
Topic: Graphing Linear Inequalities ____ Research/lab
____ Worksheet
_X__ Whole group instruction
Students will be able to:

1. Graph and shade linear inequalities in slope-intercept form


2. Determine if an ordered pair is a solution to a linear inequality

Prior Knowledge:
The students have just finished a section on solving and graphing absolute value
inequalities, which turn into compound inequalities. The most relevant prior knowledge comes
from the last chapter when they were graphing lines in slope-intercept form.

Intro/Bell Ringer:
We will begin class by checking the assignment from the previous section. The students
check their own work while the answer key is displayed, but they do not score their work
themselves. They will also be given the opportunity to see a problem solved on the board before
turning their work in.

Presentation of Material/Learning Activity:


After the homework has been turned in and the students have gotten out their notes, I will
pass out graph paper and present the first problem. The only difference between this section and
their prior knowledge from graphing lines is that they will need to shade one side of the graph.
The first example is already in slope-intercept form, so I will give them a reminder on which
number represents the slope and which number represents the y-intercept and let them graph
the line before I graph mine on the board. Then I will point out that the only thing we have left to
do is to shade because, if this inequality were on a number line, we would need to shade to the
left or to the right to show all of the possible answers. To explain how to decide which direction
to shade, I will use the y-axis and the symbol in the inequality. “Our inequality says that y is less
than one-half x minus three, and all of the y-intercepts that would be less than or under our line
are in this direction, so we shad in the direction that would cover these y-intercepts.”
The next example is also in slope-intercept form, but the inequality symbol no longer has
the “or equal to” bar. I will point this out before they begin graphing, and relate it back to how
we graphed on the number line. “On a number line, we used an open or a closed circle to show
whether or not the number was an option for our solution. We need to do something different
with our line that would make it like having an open circle. What can we do differently?” After I’ve
pointed out the difference in the type of line needed, then I will let them graph their line before I
graph mine, and I will have them try to determine which area we are supposed to be shading
before I explain the shading a second time.
The third example is again in slope-intercept form, so I will have them graph their line and
try shading before I go over it all on the board. The fourth example, however, is not in slope-
intercept form. “This line isn’t in slope-intercept form; which form is this inequality in? We can
graph in this form, but it’s much easier to do in slope-intercept form so let’s rearrange and rewrite
this equation so that it’s solved for y. What should we do first?” This example also requires
dividing by a negative, so some of the kids may notice that they need to switch the sign before I
even mention it. The fifth example is similar to the fourth, so I will give them a chance to begin
rewriting the inequality before I do. After we’ve graphed and shaded our inequality, I will remind
them that the shading represents all of the possible solutions and go over a few points that are
solutions and a few points that are not.
The sixth and last example needs to be rewritten in slope-intercept form, involves dividing
by a negative number, and then also includes a final question about whether or not a certain
point it a possible solution. They should be able to do the entire problem on their own, as well as
answer the final question based on their shading, but I will also show that they could sub the
numbers into the original inequality to check. This last example will be my final opportunity to
make sure that students are able to go through the problem on their own.
Assessment: Book assignment, page 320 #12 – 18 even, 20 – 23. Due the next day.