LESSON TOPIC: Day Seven: Solving one step and multi-step inequalities

Standards: CCSS.MATH.CONTENT.HSA.REI.B.3

Solve linear equations and inequalities in one variable,

including equations with coefficients represented by letters.

CCSS.MATH.CONTENT.HSA.REI.A.1

Explain each step in solving a simple equation as following

from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution
method.

Learning Targets: I can solve inequalities, whether it be one or multi-step. I

can identify solutions found from the inequalities.

OVERVIEW Students will start the class by working on a couple warm

up problems. These warm up problems will ask the students
to practice solving for x, in multi-step equations. I will then
ask for volunteers to solve it on the board for the whole
class and explain their thought process. I will then have
students shift into the note taking portion of the class
period. We will discuss inequalities and work on examples
together. Then students will be given time to work on the
homework assignment.

Introduction/ Welcome to class, thank you all for being here today! Let’s
Explicit Instruction/ get started by refreshing our memory and skills on solving
Strategies for x with these equations. I want to spend no more than 10
minutes working on these problems and going over them
together. Each table group can then send a member up to
the board to solve the problem on the board for the rest of
the classroom.
***students solve warm up problems on the board and talk
through how they solved it
1.) x + 5x - 42 = 7x
 2.) (½)x + 16 = 8
3.) 3(y-1) = 9(y-3)
4.) 2(b+2) -5 = 3(b+1)
Okay, great, thank you for sharing. Does anyone have any
questions about the work up here or have another way to
solve these problems? … Great! Let’s talk about inequalities
now. We just practiced solving equations which only gave us
one solution for each problem, but with inequalities, we are
able to solve for a range of solutions. This is called the
solution set. With inequalities we will find that they include
>, <, ≥, and ≤.
Let’s look at this inequality:
n - 12 ≥ 8
We need to add twelve to both sides and we get n is greater
than or equal to 20. That means that our solution set
includes all numbers greater than equal to twenty. We can
check to see if this is true by plugging in a number back into
our original inequality that is in our solution set. What
number is in our solution set of being greater than or equal
to 20?
Student says 21.
Okay great, what do we get when we plug 21 into the
inequality as our n value?
We get 9!
Nice! Is that greater than or equal to 8? Is that true?
Duh!
Awesome, and that is how we check our solution set. Let’s
look at an inequality with multiple steps involved - similar
to the ones we just practiced in our warm up!
1/2x + 16 < 8
We said that x equals -16 in our warmup. But because we
are working with inequalities, what does our solution set
become?
x is less than -16
Okay, let’s check to see if our solution set is true. Can
somebody pick a value for x that is in our solution set?
-457
 Thank you, Jimmy. Let’s plug in -457 together, what do we
get?
244.5 is less than 8, that is very true!
Great job everyone. One more example to look at, this time
there is a special rule that we need to apply.
-2p - 5 ≥ 1
What should we do first? We need to get p by itself
to find our solution set, right? So let’s add 5 to both
sides. We now have
-2p ≥ 6
What should our next step be?
Divide by negative two!
Perfect, so now we have p is less than or equal to 3.
Wouldn’t it be greater than or equal to 3?
Great question, see when we are dividing or
multiplying with negative numbers, it switches the
direction of our inequalities. We always switch our
sign in these cases.
Let me show you why,​ let’s look at ​−2 < 4, if we divide by
−2​, we get the conclusion that ​1 > −2.​ If we did not switch
our signs, we would’ve said that
1 < −2 ​which is false.​ So don’t forget about this rule when
you’re trying the homework problems. Peter, will you help
me pass out the worksheet? You all have the rest of the class
period to start on this assignment, I suggest that you do so
that you can ask each other for help and ask questions while
you’re here in class. This will be due tomorrow at the
beginning of the class period!

METHODS Have students practice warm up problems, present

solutions and thought process to peers in the classroom,
invite students to share and ask questions. Ask students
questions and have them explain in their own words to
create ownership over the new knowledge.

ASSESSMENT: Homework assignment to be worked on during the end of

class and to be turned in completed the next day
MODIFICATIONS: For differentiating learning styles, we can change word
problems into regular number problems, include more
examples to go over together as a class if students are
having a hard time grasping the concept.

ADAPTATIONS/ Provide enlarged copies, describe instructions and

ACCOMMODATIONS vocabulary loud and clear, create notes sheets with
examples solved out for students to follow. Create
stress-free learning environment for those with math
anxiety. Check up on students with learning disabilities
frequently to see if they are on track with the rest of the
class.

HOMEWORK: Homework handout with practice problems

MATERIALS: Textbook, projector/whiteboard, writing utensil, paper

TECHNOLOGY: Projector - if available - to present the notes