Lessons (Content-Math: Algebra)

• Heading (Creating Equations & Inequalities through History)

• Teacher Name: Zack Bollman
• Date taught: --/--/----
• Lesson #1
• Grade: 9th/10th
• Instructional level: On Level with Appropriate Accommodations

Important Notes

- This lesson should be taught as a supplement to a lesson on creating equations and

inequalities.
- This lesson is not an introduction to creating equations and inequalities, and therefore
could be taught on the second day (assuming the students were introduced to the concept
and have an understanding of the basics).

Objectives with Illinois Learning Standards /Common Core State Standards (Process
Objectives/Content Objectives). Be sure the Six Literacy Modalities are reflected in your
objectives:

Standards
CCSS-A.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-A.CED.A.2: Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
CCSS-A.CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning
as in solving equations.

Objectives
• Reading/Listening/Viewing/Writing/Speaking/Visually Representing
a. Students will demonstrate the ability to create, solve, and interpret equations and
inequalities in various contexts, reinforcing their ability to analyze and represent
mathematical relationships accurately.
b. (reading) Students will read and comprehend mathematical texts, including equations,
inequalities, and problem scenarios, to extract relevant information and identify key
mathematical concepts.
c. (listening) Through classroom discussions and group activities, students will listen to
their peers' explanations and reasoning, enhancing their understanding of
mathematical concepts and problem-solving techniques.
 d. (viewing) Students will visually observe graphs, charts, and diagrams representing
mathematical relationships, helping them interpret and analyze visual representations
of equations and inequalities.
e. (writing) Students will demonstrate proficiency in creating equations and inequalities
through written exercises, accurately translating verbal/written descriptions of problem
situations into mathematical expressions.
f. (speaking) Through peer collaboration and group work, students will engage in
mathematical discourse, articulating their ideas, asking questions, and providing
feedback to their peers.
g. (visually representing) Students will create visual representations of mathematical
concepts, such as graphs and diagrams, to illustrate relationships between quantities
and solutions to equations.

Materials

• Historical slavery-related documents (important numbers including profits, costs, number

of slaves per plantation/farm/etc.)
• Whiteboard and markers
• Graph paper or software
• Handouts with equations, inequalities, and word problems
• Worksheet with equations, inequalities, and word problems

Method

Discussion, group work, whiteboard activity, homework assessments.

Introduction and connection to prior knowledge

Begin by engaging students in a brief discussion about the topic of slavery as one of the most
significant and devastating aspects of human history, including economics. Acknowledge that the
topic is sensitive and proceed. Transition into a deeper exploration of the historical context by
presenting sources related to slavery. These sources include documents related to important
numbers including profits, costs, number of slaves per plantation/farm/etc. Highlight the
importance of understanding slavery not only as a moral and social issue but also as a topic that
can be examined through various academic disciplines, including mathematics. Explain that while
slavery may seem unrelated to mathematics, it is deeply intertwined with the economics during
that time, and that it can be analyzed using equations and inequalities. By applying mathematical
concepts such as equations, inequalities, and graphing, students can gain insights into the
economics of slavery. This interdisciplinary approach allows students to develop a deeper
understanding of both the historical context of slavery and the mathematical concepts used to
analyze it.
Procedure

a. Show students a source related to slavery (important numbers including profits, costs,
number of slaves per plantation/farm/etc.). Discuss the significance of the source in
relating slavery to economics, and therefore math. Introduce the idea of using mathematics
to analyze historical data.
b. Present the students with a refresher from the day before (which should have been an
introduction to creating equations and inequalities). Have them take any necessary notes in
their notebooks regarding the steps needed to create such equations and inequalities.
c. Divide the students into small groups or pairs and give them each a small whiteboard and
marker. Provide the groups with problem scenarios related to slavery (e.g., calculating the
number of enslaved individuals on a plantation over time). Instruct students to identify
relevant quantities, create equations or inequalities to represent the relationships, and
solve them.
d. Have each group present their problem-solving process and solutions to the class.
Encourage students to explain their reasoning and discuss the implications of their
findings.
e. Distribute worksheets with equations related to the problem scenarios discussed.
Students work individually or in pairs to solve the equations and inequalities. Circulate the
classroom to provide assistance and guidance as needed.
f. Lead a class discussion summarizing the important connections made during the lesson.
Encourage students to reflect on how they applied mathematical concepts to explore the
economics of slavery and what they learned from the interdisciplinary approach.
g. End the class period by providing the students homework as assessment. This homework
should be comprised of problems similar to the ones work in class.

Accommodation

• Provide additional support for students who may struggle with creating equations and/or
inequalities by offering scaffolded problem-solving activities.
• Allow students to work in pairs or small groups to collaborate when working through
problems.
• Offer alternative formats for presenting information. (e.g., audio recordings of historical
texts)
• Provide extra time or alternative methods for students with special needs.

Closure with Students’ Reflection

We will review the day by ending with a class discussion. The students could be asked to share
what they thought was the most surprising thing they learned about slavery through mathematics.
Encourage a respectful and open dialogue where students can express their thoughts and respond
to each other's ideas.
Summary of the Strategies

o Reading, Writing, & Note Taking

o Discussion
o Whiteboard activity
o Group work
o Problem worksheet

Summary of Evaluation (Refer principled Practices for Effective Reading and Learning for more
assessment types

o Formative
▪ Questions and Answers
▪ Observation
▪ Discussion
o Summative
▪ Final Class Discussion
▪ Extended Assignment: Homework Sheet