Teacher: Ford

Grade: 9th
Content Area: Algebra I
1. Content and Standards:
a. A-CED.A.1: Create equations in one variable and use them to solve problems.

2. Prerequisites: Prior to this lesson, students should know:

a. How to solve equations in one variable
b. How to solve an “and” compound inequality

3. Essential Understanding:
a. Absolute value is a number’s distance from 0, therefore it can never be negative.
If you know a specific distance from of an unspecified number from zero, you can
determine what number is.
b. If you know the absolute value of an unspecified number is less than a specific
value, you can create an “and” inequality to find the range of numbers that the
variable could be.

4. Materials and Equipment:

a. Smart Note (To Deliver Notes)
b. Sticky Notes (For Closing Activity)
c. Chart Paper (For Closing Activity)

5. Instructional Objective:
a. SWBAT use the concept of absolute value IOT solve absolute value equations.
b. SWBAT use their knowledge of compound “and” inequalities IOT properly
represent the solution of absolute value inequalities (less than).

6. Instructional Procedures:
• Before
a. Do Now:
i. Solve the inequality, graph your solution, and write your answer in
interval notation. Remember to ask yourself “What is the first
possible number x could be? What is the last possible number (or
concept!) x could be?”
1. 4 < 2𝑥 − 6 ≤ 12
2. 2𝑥 − 10 > 14
b. Anticipatory Set:
i. I will project a picture of a jar that contains jelly beans. I will tell Comment [l1]: This is acting as a hook to pull students into
them exactly how many jelly beans are in the jar (648). Then I will the lesson and very easily connects to the new material
tell them that a student made a guess about how many were in students will be learning.
there, and she was 5 jelly beans off. What was the student’s guess? Comment [l2]: A platform for discussion has been
c. Pair Share & Discussion: provided. Students are encouraged to discuss with others
and then we will work together as an entire class to collect
i. What do you know about absolute value?
our thoughts.
• During
a. Absolute Value Equations
i. Notes: Students will be shown an algebraic representation of absolute
value equations, a visual representation of absolute value equations,
and a written representation of absolute value equations.
ii. Large Group Practice: As a class, we will begin by solving very basic
absolute value equations and visually representing it on a number line.
(below)
1. |x|=7
2. |x+6|=4
iii. Small Group/Individual Practice: Students will solve basic absolute
value equations on their own and visually representing it on a number
line. (below). We will then review the answers as a class.
1. |x|=8
2. |x-3|=5
3. |2x-6|=12
b. Absolute Value Inequalities
i. Discuss: What does the inequality |x|<3 tell you about x? (If needed, I
will tell them the word “distance” should be in their answer).
ii. Notes: Less Than are “and” inequalities because x has to be between
two numbers that are a specific distance away from zero. I will provide
an algebraic, visual, and written definition of less than absolute value
inequalities.
iii. Common Mistake: |x|<-2. STOP! This is telling you that x’s distance Comment [l3]: Communicating w/ Students: I have
from zero is -2 units and we know that distance can never be negative! provided multiple representations and I have reviewed a
common mistake.
iv. Large Group Practice: We will begin by solving 2 less than
inequalities and visually representing their solutions on a number line.
Give 2 examples of solutions, and 2 examples of non-solutions.
1. |x|<1
2. |x+4|<10
v. Small Group/Individual Practice: Students will solve basic absolute Comment [l4]: Small group/individual practice allows
value inequalities on their own and visually representing it on a students to self-assess their understanding of the material.
This time also allows me to monitor their work while I move
number line. (below). We will then review the answers as a class. throughout the classroom.
1. |x|<4
2. |6x|<12
3. |3x+3|<15
• After:
a. Closing Activity:
i. Chart paper will be posted at the front of the room with the Comment [l5]: This activity allows students to demonstrate
inequality |x-5|<4. Each student will solve this inequality their understanding of the content and apply that
understanding to form an original solution.
individually. They will have 2 sticky notes (different colors).
Students will be instructed to write one number that is a solution
(color #1), they will write a non-solution (color #2). I will dismiss
sections individually so that they can place their two sticky notes
on the number line. Once one section goes, I will dismiss the next
 section to do the same. Each student should have original
numbers, no repeats!

7. Assessment:
a. Student initial understanding will first be assessed during the introductory
absolute value instruction—this will demonstrate their pre-existing
knowledge on the topic (which I imagine to surface level at best).
b. I will assess their ongoing acquisition of knowledge as I call on students
during the Large Group Practice so that they can help me solve the problem
as we work together as a class. In addition, they will justify their problem
solving as we review the small group practice as a group.
c. I will also be able to assess student learning by actively monitoring student
discussion/work during small group/individual practice. I will use this time
to answer any questions, remediate any misunderstandings, and individually
work with students struggling.
d. The closing activity requires students to solve the inequality, and apply the
concept to designate a solution for the inequality and a non-solution. The fact
that the solutions must be original ensures students are not simply copying
those next to them.

8. Differentiated Instruction:
a. I will be providing multiple representations of absolute value definitions (visual, Comment [l6]: In terms of responsiveness, I differentiated
written, and algebraic) so that all learner profiles can have an access point to the in both directions—I provided a variety of problems for
students to complete with varying difficulty so students
concept. would remain engaged and not under/over-challenged.
b. During the small group practice, I will walk around the classroom monitoring
student work. For students who are struggling, I will have two additional real
world examples to aid in their understanding of absolute value.
c. For students who are moving through material quickly, I have provided multistep
absolute value inequalities so that they remain engaged during the practice section
of the lesson.


Reflection

During the planning and delivery of this lesson, I put an emphasis on domain 3. My main
focus was communicating with students. This is my fourth year teaching this topic and it has
always been something that my students have struggled with. This year, I decided to change up
how I teach it in hopes to obtain better results. The first thing that I did in regard to this
component is provide multiple representations of absolute value equations/inequalities. This
gives students multiple options to look at so they can choose which representation makes the
most sense to them. I also wanted to focus on discussion and questioning as I tend to talk too
much during class and I am trying to transition some of the instructional responsibility to the
students. Through discussion and pair share, students were using their voice to articulate
mathematic concepts rather than simply regurgitate information or procedures that they’ve
memorized. Discussion allows students to informally connect preexisting knowledge and pre-
requisite knowledge to new content. To improve student engagement, I began the lesson with
a hook. The jelly bean problem allowed the students to apply absolute value concepts without
knowing they were doing so. One student would say 653 while another student said 643. It
sparked the question of “who is right?” and most students recognized that they were both right
because it was never specified “how he was off” (over/under). This got all the student’s
attention and set a critical thinking tone for the remainder of the period. I find that I prefer
informal assessment over formal assessment most days in class. I glean a majority of my
information during my active monitoring of the class. For this lesson, I wanted to stray from my
generic exit ticket and do something a little more interactive. My closing activity required
students to not only solve the inequality, but apply that idea to create an original solution. It
also got them up and out of their seat which was an added bonus! It brought life to the
classroom and students were eager to see answers to make sure theirs were still “safe” Lastly, I
feel like this entire lesson was a test of my flexibility and responsiveness. As I stated above, this
lesson hasn’t gone great for years so I completely went back to the drawing board. I gave
multiple representations, I cut back on material presented in one day, I taught equations and
inequalities in tandem rather than sequentially. I also worked to differentiate my lesson in both
directions—advanced students and low level students that way everyone is engaged in the
lesson for its entirety.