Lesson Plan Template Use or adapt this basic format to fit your context.

HEADING
Jemise Sawyer Algebra I; 8th grade Friday, April 6, 2018 & Monday, April 9, 2018
10:52 – 11:40: 4 period (8B) & 11:43 – 12:31: 5th period (8C) (Friday)
th

8:03 – 8:51: 1st period (8C) & 11:43 – 12:31 5th period (8B) (Monday)

Systems of Inequalities (e.g. Factoring Polynomials, Telling time in Spanish)

OVERVIEW/ RATIONALE
Start the body of the lesson plan by giving an explanation of the topic, the rationale for its inclusion,
and possibly the relationship to the unit that you’re teaching. (Sample: This lesson, second in this unit
on poetic devices, reinforces the meaning and uses of alliteration, along with introducing rhythm.…)

This lesson will reinforces their knowledge of systems of equations which they’ve already done. They
have also graphed inequalities. This lesson will test the knowledge of the previous two lessons;
solving inequalities by graphing. Hopefully, the students will understand that in life there are always
constraints which are essentially just real life inequalities.

ESSENTIAL QUESTIONS/ ENDURING UNDERSTANDINGS

What are the “big ideas,” that will have lasting value beyond the classroom, which students will gain
from this lesson? What specific understandings about them are desired? (Sample: Students will
understand that a balanced diet contributes to physical and mental health.)

What makes a system of inequalities different from a system of equations?

Why does this graph have both solid and dotted lines? What does that mean?

There are many physical constraints/ boundaries in the real world, such as, height, time, distance, etc.

GOALS/OBJECTIVES
Make a list of specific goals or objectives, written in terms of the learner’s gained knowledge and
behaviors. (Sample: Students will know variables influencing nutritional needs. Students will be able
to analyze diets for nutritional value.)

The student will solve multistep linear inequalities in two variables, including solving systems of
inequalities.

STANDARDS
List the standards being addressed. Include words, not simply numbers.
From The National Council of Teachers of Mathematics:

Reasoning with Equations and Inequalities A-REI:

Understand solving equations as a process of reasoning and explain the reasoning
CCSS.MATH.CONTENT.HSA.REI.A.1
CCSS.MATH.CONTENT.HSA.REI.A.2
Solve equations and inequalities in one variable
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve systems of equations
CCSS.MATH.CONTENT.HSA.REI.C.5
CCSS.MATH.CONTENT.HSA.REI.C.6
CCSS.MATH.CONTENT.HSA.REI.C.7
Represent and solve equations and inequalities graphically
CCSS.MATH.CONTENT.HSA.REI.D.10

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 CCSS.MATH.CONTENT.HSA.REI.D.11
CCSS.MATH.CONTENT.HSA.REI.D.12

MATERIALS
List the supplies (paper, markers…), resource materials (equipment, visual aids, guest speakers…),
references (books, textbooks, teacher guides…), etc. needed for this lesson.
Important: attach copies of all handouts, tests, discussion questions, etc. to this plan.

Calculators (only to check that the equation of the line is correct)

Colored pencils
Pencil
Graphing paper

PROCEDURES
Explain, step by step, the process that you will use for each of the following stages. Include the time
allotted for each activity.
OPENER How will you initiate the lesson (e.g. your warm up, motivation, and hook)?

DO NOW (5 minutes): Ask students if they remember solving systems of equations and graphing
inequalities. Review graphing inequalities by having students graph the inequality 2x − y > − 3.
(Have on the board before class)

BODY OF THE LESSON How will you conduct the lesson? Be specific about what you and
the students will do. For discussions, include questions you will ask, how you will shape the
discussion, and what kinds of things you will be looking for.
I want to conduct the lesson by jumping right into where they left off with graphing
inequalities. Then for Day 2, we will do some examples of graphing systems of inequalities
with and without solutions, check solutions, and writing system of inequalities.

Day 1: As a DO NOW, graph 2x – y > - 3. Shade the solution area. What does the symbols > =, < =,
>, and < mean again? (Anticipated response: It means the line will be dashed or solid. I’m hoping for
dashed lines means the points on the line are not a part of the solution. Points on the solid line are a
part of the solution.) What does the shaded region mean? (Anticipated response: This is where a
coordinate that I picked is true. I am looking for: The shaded region represents the solutions.)

Using the same graph paper, graph 6x + 3y < = 6 and shade the area in a different color. What
happens? (Anticipated response: They overlap.) Now pick a point in the overlapping shaded region. Is
this point a solution to both of the inequalities? I want to prove to them that the overlapping region
holds the solutions for all inequalities in the system. Give each row of students a coordinate in each
region. Then have the students report their findings to the class. Does the point have to satisfy all of
the inequalities in the system? (Anticipated response: Yes).

I would also like to talk about how inequalities can be considered constraints. Ask what a constraint
is. (Anticipated response: It is like a boundary or restriction). In life, we have constraints or
inequalities. Some examples are ceilings, floors, time, distance, energy, food, etc. Ask the students to
name some specific examples. (Height requirement for amusement rides, GPA requirement for food,
money amount requirement for savings account).

COLLECTED BUT NOT GRADED. THIS WILL BE FOR MY E-PORTFOLIO so take some
pictures Jemise: On paper, make a systems of inequalities about constraints in your life using at least
two inequalities. There should be a relationship between the x and y variables. For example, time vs.

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money. Depending on the atmosphere of the group, decide whether teacher should pick one of the
inequalities. Write down these inequalities, graph them, pick a point in the solution area and explain
it.
An example to give them is: I love to make dinner for the week. I usually need a meat and a
vegetable. I only want to spend at most $50 at whole foods. A pack of organic chicken is usually $10
and a bag of organic broccoli is $4. How many packs of chicken can I get and how many bags of
broccoli can I have? $10c + $4b <= 50. I want at least two packs of each. So, b + c > = 4.

*Assign homework that tests graphing systems of inequalities and testing solutions. (CHECKING
AND GRADING FOR COMPLETENESS)

Day 2: Misconception Clear Up Day! Ask if there was anything students wanted to go over in the
HW. Afterwards, use online & book resources to go over examples checking solutions and graphing
inequalities with or without solutions. Also do problems where students have to write system of
inequalities based off of given graphs (This will only be done together). Then pass out HW
worksheet. If needed, do some problems on there.

HW: Worksheet practicing graphing systems of inequalities, checking solutions, and writing
inequalities based off of graphs.

CLOSURE How will the lesson close so as to reinforce new understandings?

Use the online resources to give as an exit ticket

ACCOMODATIONS What accommodations will you make for students who a) find the
material too challenging? Or b) need greater challenge and/or finish early?

If they find the activity of making their personal inequalities/ constraints difficult, I will give
them suggestions, like how many math and reading assignments do they have a week? How long
does it take to complete them?

If the material of checking solutions or graphing inequalities is difficult, I will come around and
give individual help as well as working on problems together as a class.

If they need a greater challenge, I want them to have 3 inequalities for the activity. I want them to
graph their system of inequalities. Pick a point inside the solution and give me an interpretation.

ASSESSMENT/EVALUATION
How will you determine whether the students have met the goals/objectives? Explain how you’ll
know (e.g. what behaviors or learned knowledge will you discover in the learners).

Assign homework that tests graphing systems of inequalities and testing solutions.
Activity of students creating a system of inequalities of their own personal constraints.
In class activities
Exit Ticket

Students will understand what the shaded area is and what it means for a point to be a solution to the
system.

PERSONAL REFLECTIONS / NOTES

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After teaching the lesson, add your reflections about how you felt about the lesson, how the learners
responded, whether the lesson accomplished what you planned it to do, how closely you followed the
lesson plan, and how you would change the lesson for the next time.

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I felt good about the lesson. It is very abstract for students who have not experienced inquiry-
based learning yet, but it is doable. I was happy that I accomplished all I wanted to. I followed the
lesson plan fairly well. As of right now, there isn't anything I would change.