Backwards-design Lesson Plan Template (sample)
Algebra 1: Linear Inequalities
January 28-February 15, 2013
|Stage 1 – Desired Results |
|Content Standard(s): |
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|(A.7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and |
|analyzes the solutions in terms of the situation. The student is expected to |
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|(A) analyze situations involving linear functions and formulate linear equations or inequalities to solve problems; Supporting Standard |
|(B) investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equality, select a |
|method, and solve the equations and inequalities; and Readiness Standard |
|(C) interpret and determine the reasonableness of solutions to linear equations and inequalities. Supporting Standard |
|Understanding (s)/goals |Essential Question(s): |
|Students will understand : |What’s the definition of inequality? |
|Specific vocabulary for each inequality symbol. |Where have you used or seen inequalities? |
|The meaning of a solution as it pertains to inequalities. |Compare and contrast solutions to inequalities and equations. |
|Steps to solving equations and how that applies to solving inequalities. |What do you notice when you multiply or divide by a negative? |
|How a graph represents the solution. |Why do some inequalities have an open point and others a closed point? |
|The difference between the graph of a linear equation and the graph of a |Why do some linear inequalities have a solid line and other a broken |
|linear inequality. |line? |
| |What is the purpose of the shaded area? |
| |What are the similarities and differences between graphing linear |
| |inequalities and linear equations? |
| |What are the similarities and differences between writing linear |
| |equations and writing linear inequalities? |
|Student objectives (outcomes): |
|Students will be able to: |
|Solve inequalities with one or two variables. |
|Graph inequalities on a number line. |
|Graph inequalities on a coordinate plane. |
|Write and solve inequalities from a real world situation. |
|Write compound inequalities. |
|Solve compound inequalities. |
|Verify solutions to inequalities. |
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|Stage 2 – Assessment Evidence |
|Performance Task(s): |Other Evidence: |
|Teacher observation. |Homework |
|Individual and partner reflection on the process. |Quizzes |
|Students discuss and share in a classroom discussion or at the board. |Test #8 |
|Stage 3 – Learning Plan |
|Learning Activities: |
|Monday: Intro to inequality symbols and truth tables |
|Classroom discussion on inequality symbols and number line. |
|Peer Evaluation “Truth Tables” #1-2. Discuss with partners how “Truth Tables” convert to number lines. |
|Partner Check “Truth Tables” #3-4. |
|Differentiation: Work #5-8 independently if you understand. Those who do not understand work in partnerships with teacher on #5-8. |
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|Tuesday: Solving and exploring inequalities with negative coefficients. |
|Partners work #1-9 checking and evaluating each other. |
|Teacher observation and verification for problem #9. |
|Differentiation: Work on homework if teacher assesses proper learning. |
|Homework #10-29 Due Friday |
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|Wednesday/Thursday: |
|Warm Up |
|Class discussion on vocabulary and symbols for graphing and interpreting from words to algebra. |
|Class discussion #1-3. |
|Think-Pair-Share #4-5. |
|Differentiation: Work #5-6 independently if understanding. Those who do not understand work in partners with teacher on #6-7. |
|Teacher led discussion on identifying vocabulary #8-10. |
|Partner writing inequalities for #8-10. |
|Differentiation: Work #11-12 independently if understanding. Those who do not understand work in partners with teacher on #11-12. |
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|Friday: Assessment |
|Check Homework |
|Assess learning through Quiz |
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|Monday: Solving and graphing compound inequalities |
|Warm Up #1-2 |
|Classroom discussion #3-4 |
|Peer Tutor #5-6 |
|Think-Pair-Share #7-8 |
|Peer Evaluation #9-10 |
|Homework Worksheet #Due Wed/Thurs |
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|Tuesday: Graphing Linear inequalities |
|Warm up: Identify the slope and y-intercept of #1-2. |
|Class discussion #1-3. |
|Think-Pair-Share the similarities and differences from linear equations and linear inequalities. |
|Peer Evaluation #4-6. |
|Homework Worksheet #1-28 Due Monday |
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|Wednesday/Thursday: Verifying solutions and writing linear inequalities from graphs |
|“Speed Dating” #1-7 |
|Think-Pair-Share #8-11 |
|Differentiation: Work #12-4 independently if understanding. Those who do not understand work in partners with teacher on #12-14. |
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|Friday: Assessment |
|Assess learning through Quiz |
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|Monday and Tuesday: Graphing and writing linear inequalities review |
|Peer Evaluation |
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|Wednesday/Thursday: Test Review |
|Differentiation: Those who understand work in partners on Test Review |
|Differentiation: Those who do not understand work in partners with teacher as a discussion on Test Review |
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|Friday: Assessment |
|Test #8 |
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