Вы находитесь на странице: 1из 2

# Math 1 5.

## Date: February 3, 2016 Class: Math I

Strengths of Class: The students can draw from previous lessons and are able to manipulate
equations and inequalities.

Unique Needs of Class: Unsure if students are taking to the new format of the class.

Subject Math I

## Curriculum Standards: Common Core State Standards A.CED.2, A.REI.12

Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the corresponding half-planes.

## Lesson Topic: Graphing a system of linear inequalities.

Content Objectives:

Learn how to graph an inequality by examining both standard form and slope-intercept form.

Learning Objectives:

## 1. Convert inequality from standard to slope-intercept form.

2. Choose a type of line based on equivalence in inequality.
3. Graph the inequality as if it was an equation keeping in mind the type of line.
4. Shade the half-plane, above the line for y > and y , below for y < and y .

## Graph multiple linear inequalities on the same graph.

Identify shaded regions of two inequalities as a half-plane solution sets, then identify the
overlapping regions and solutions to both inequalities.

Language Objectives:

Conversion and choosing the line will still be the main focus of these lessons. Students should
have sufficient skills from the previous lesson to identify shaded regions, but students must
conceptualize that overlapping shaded regions are solutions to both equations in the system.
They must also realize that the solution set still contains an infinite amount of solutions.

Lesson Plan

## 1. (10 minutes) Math and write will review equation manipulation.

Math 1 5.5 Graphing A System of Linear Inequalities James Hu

## 2. (20 minutes) Take notes on 5.5, plotting inequalities.

3. (40 minutes) Assign class pair activity 5.5. Monitor progress on converting from standard to
slope-intercept and plotting inequalities. Coach when needed

## Plans for Enrichment, Remediation, ELLs

No plans for enrichment this time. I simply want students to understand two concepts which
may be difficult for them to implement consecutively.

For ELLs, the algorithmic formatting of conversion and choosing a line is conducive to simple
step learning. The nature of performing the task on graphs will also be of great help to ELLs.

Reflection
The students finished this lesson with relative ease with signifies they understood the previous
lesson well. This lesson did not build much upon the previous lesson in terms of workable content,
but the emphasis should have been put on the concept of both shaded regions satisfying both
equations.