Solving One Variable Inequalities

Author(s): Fanny Barrios

Date/Time Lesson to be taught: 10/15 & 10/17 @ 9:07 A.M. 10:45 A. M.
Course Description:
Name: Algebra 1
Grade Level: 9
th
grade
Honors or Regular: Regular
Lesson Source:
http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESO
URCE/U05_L1_T1_text_final.html

http://college.cengage.com/mathematics/larson/precalculus_acc/1e/assets/appendix_a/a
6.pdf

Concepts:
Inequalities can be treated as equations the only difference is that inequalities do
not have the equal sign on them. The inequality symbols are <, , >, and this
symbols are used to compare two numbers and to denote subsets of real numbers.
For instance, the simple inequality x this portrays that all the values of x are
greater than or equal to 3. While trying to solve one variable inequalities you
can expand the work for instance you can have, 2x + 3 > 4 x x > 1. You can
also graph inequalities. These graphs consist of interval in a real number line.
For example you want to graph x -2.


Objectives:
1. Students will be able to solve one variable inequality.
2. Students will be able graph one variable inequalities in a number line.
3. Students will be able to explain the concept of one variable inequality.
Texas Essential Knowledge and Skills:
(5) Algebraic reasoning. The student uses process standards in
mathematics to evaluate expressions, describe patterns, formulate
models, and solve equations and inequalities using properties,
procedures, or algorithms. The student is expected to:
(K) solve polynomial inequalities with real coefficients by
applying a variety of techniques [such as factoring, graphical methods,
or technology] and write the solution set of the polynomial inequality
in interval notation in mathematical and real-world problems;
(L) solve rational inequalities with real coefficients by applying a
variety of techniques [such as factoring, graphical methods, or
technology] and write the solution set of the rational inequality in
interval notation in mathematical and real-world problems;

English Language Proficiency Standards (learning strategies, listening, speaking,
reading or writing)
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of
speakers including teachers, peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English
must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
(C) Learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions;

Sentences Stems:
An inequality is almost the same as an..
If you divide and inequality by a negative you..


Materials List and Advanced Preparations:
Each student will need a worksheet.
Safety: Just remind the students to use given materials appropriately.
Accommodations for Learners with Special Needs (ELL, Special Ed, 504, GT, etc.):
If there are students with special need in the classroom the teacher should make
accommodations in order for the student to receive the same attention as the others.
The teacher has to seat the students in the first row and close to the door just in case
the student needs to leave the class early. If the students cannot hear the teacher shall
learn sign language to communicate with that student. The teacher can also show
pictures or anything visual so that the students can understand more. There should not
be any preference in the classroom all students should be treated equally and the
teacher should teach equally to all the students.

Day 1




ENGAGEMENT Time: 15 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
The first thing the teacher
should do is introduce
him/her self to the
students.
To engage the students the
teacher will play the
following video:

http://www.youtube.com/
watch?v=uOUgGKfjadg
this video will engage and
explain inequalities to
students. The teacher will
later ask the students to
answer the questions in
their worksheet.
What is happening in
the video?

What number does
PacMan eat first?

Why does it eat the
bigger number?



PacMan is eating the
biggest number.

He eats number 19
first.

It eats the bigger
number because he
likes to eat big
numbers.


Evaluation/Decision Point
Assessment Assessment Student Outcomes
In the worksheet the
students will have to write
what is happening in the
video and explain in detail
The teacher will ask
some students to
share their answers
with all the students.
I anticipate the
student to think that
PacMan eats the
bigger number first
because he likes to eat
big numbers and to
understand that 19 is
bigger than 9.


Day 2









EXPLORATION Time: 20 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
After the teacher has
completed the engagement
the teacher will write some
practice problems in the
board and work with the
students. The teacher will
then put the students in-
group of 3 or 4. Then the
teacher will distribute a
worksheet and tell the
students to review the
worksheet for 5 minutes.
The teacher will give the
students time to work on
the worksheet and to
understand the concept
with details.
What are some words
that you do not know
the meaning to?


What is an inequality?

After the teacher has
covered the material
she will ask students:
how do you plot x > -2
in a number line?


Inequality




An inequality is almost
the same as and
equation the only thing
that an inequality does
not have is an equal
sign.

Evaluation/Decision Point
Assessment Assessment Student Outcomes
The teacher will walk
around the classroom and
make sure that all the
students are working in
their worksheet. Make sure
that the students know
what they are doing and if
they have questions answer
their question.
The students should
be able to explain
what an inequality is.
An inequality is like an
equation it uses
symbols for "less
than"(<) and "greater
than"(>) where an
equation uses a
symbol for "is equal
to" (=).

EXPLANATION Time: 15 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
The entire group will
explain their work. This
will continue until every
single one of the problems
is done. The students will
go in front of the class and
explain their work on the
board. The students will
use post it poster to present
their work.
What is your answer?
How did you get this
answer?
What step is next?

The students will first
check their answers
with their group and
then prepare to
present their work.
Evaluation/Decision Point
Assessment Assessment Student Outcomes
Before each student goes to
the front to explain their
work the teacher has to
make sure that he/she has
the correct steps and
correct answers so that the
other students can compare
their answers to the
student who is explaining
their work.
The students should
be able to explain
their work in detail.
If x > 2, then the graph
will have an open
circle and the arrow
will point to the right.
This inequality is
stating that the values
of x are greater than 3.

ELABORATION Time: Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
In this section the teacher
has to make sure that the
students have understand
the topic of the lesson. To
make sure that the students
have understand their work
the teacher has to work
more problem with the
class, but this time asking
random questions to
random students. Lets say
that the teacher is solving
2x -2 + 4x < 9 3x
The teacher will go over
section 4 of the worksheet
with the students.
Someone raises their
hand and tell me what
should I do first?

How do I graph this
inequality on a
coordinate plane?


How do you graph an
inequality in a number
line?

First add 2x plus 4x,
thus it will look like 6x
-2 < 9-3x. Next
subtract 3x from both
sides of the inequality
3x -2 < 9, next add 2
to both sides 3x <
11. Next divide the
both sides of the
inequality by 3. Thus
the inequality is the
same as x <11/3.

This says that all
values of x are less
than 11/3, thus in the
graph the line will go
to the left.
Evaluation/Decision Point
Assessment Assessment Student Outcomes
The teacher has to pay close
attention to the students
responses to check if they
learned something.
Make sure that
students can answer
questions and give
explanations for them.
The students have to
know how to solve for
an inequality and have
to be able to graph it.










I. Answer the following question and explain your answer.



1. What is happening in the video?


2. Why does PacMan eat the biggest number first?

EVALUATION Time: Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses
and Misconceptions
The teacher should pay
attention to students who
are answering questions.
The teacher has to make
sure that all the students
are participating and that
all of them are answering
on their own and well. If the
students did not finish
something on their
worksheet the teacher
should give it back to them
so that they can finish it.
If the students are
answering in the
correct way. Then the
students should be
able to complete all
the work.
The students are
expected to know how
to solve and inequality
and must complete all
worksheets and turn
them in at the end of
class.



II. In groups of three or four answer the following questions then write your
work in a post it and be ready to present your work to the class.


Section 1: Solve each inequality.

a. 5x -7 > 3x +9









b. 1 3x/2 x -4








c. -3 6x -1


Section 2: graph the following inequalities (use a number line).

a. x > -3









b. 4 x


c. x + 6 < 8




Section 3: write an inequality to represent each interval.

a. (-3, 5]



b. (-3,)



c. [0,2]



d. (-, )







Section 4: Solve each inequality.

a. |x-5| < 2







b. |x+3| 7