Compound Inequalities

Procedure

Prior to Day One of this Learning Experience, the students are given a quiz on the material from the beginning of the chapter.  This is used as a pre-assessment (diagnostic assessment).  This Learning Experience builds on everything learned in the previous lessons of this chapter.

day 1:

Anticipatory Set- The students receive their graded quizzes (diagnostic assessment) and are given a couple of minutes to look over their mistakes.  If they have questions the teacher can spend up to 5 minutes going over the quiz.  The teacher begins today’s lesson by asking the students to give her a real-life example of an inequality.  An acceptable example would be, “I have more than $10.”  The teacher takes the example they give her and adds on to it, so that it becomes an example of a compound inequality.  The original example may be modified to, “I have more than $10, but I have less than $25.”  The teacher explains that this is called a compound inequality.

Input/Modeling- The students take out their packets that they have been using for the entire chapter, and use them to take notes on today’s lesson.  The teacher will be writing the notes as well, using the overhead projector.  The teacher gives the students the definition of a compound inequality.  Then she gives them 2 examples, an ‘AND’ statement and an ‘OR’ statement. 

______x≥2 AND x<5__can be written as__2≤x<5 _____________x<3 OR x>6

The teacher models how to solve linear compound inequalities and explains how solving them differs from regular linear inequalities. 

            Linear inequality                    Linear Compound Inequality (AND statement)
           

Then she tells the students, in steps, how they can graph the compound inequalities.  Lastly, the teacher models how to write the compound inequalities based on a graph or a word problem.

Guided Practice- After each question the teacher models, she presents another question and calls on students to walk her through the steps for solving it.  The teacher asks prompting questions to help guide them through the process of solving the problems.

Independent Practice- The teacher assigns homework out of the text book (Holt:  Algebra 1, 2008.  p. 206).  The students are expected to complete the homework for the next class.  The questions are similar to the questions completed during class, including a couple of more challenging ones.

Closure- At the end of the lesson, the teacher asks the students the essential questions that were given at the beginning of class.  She randomly calls on students for answers.  Every student should be able to answer each question.

day 2:

Anticipatory Set- At the beginning of class, the teacher gives the students answers to the homework assignment.  The students check their work and are allowed to ask questions on some of the problems.  Homework review should not take more than 10-15 minutes.  Then, the teacher asks the class to think of an example of a real-world compound inequality.  She calls on a student for an answer and the class is asked how to write the inequality.  The teacher writes the correct inequality on the board.  Then she verbally changes the problem slightly, and asks the students how to algebraically solve the inequality.

Guided Practice- For the rest of class the students work independently or in pairs to complete the “Solving Compound Inequalities” worksheet (front / back).  The teacher is walking around the class room to help them if they need it or give guidance if they appear to be struggling.  The worksheet is collected at the end of class and is taken as a Class Work grade and used as a formative assessment.  They are graded and returned the next day.

Independent Practice- For homework, the students are assigned questions from the Study- Guide, chapter review, from their text-book (Holt:  Algebra 1, 2008.  p. 216-219).  This assignment helps the students to prepare for the chapter test on inequalities.  The students are able to use this as a method to self-assess their skills.  Compound Inequalities are only one of the skills assessed on the chapter test.

Closure- The students are told that next class will be a review day and that the following day will be a chapter test.  The teacher explains to them that they should be prepared to ask questions on anything they are struggling with.  She reminds students that she is also available after school for additional help.

day 3:

Anticipatory Set- The teacher reviews with the students the rubric and point scale that will be used on the test the next day.

Input/Modeling/Guided Practice- The teacher first goes over the chapter review that was assigned for homework the previous night.  She calls on students to for input on solving the problems that their peers struggled with.  The teacher reviews any material that the students have questions on.  The teacher also gives the students several example problems, similar to those that will appear on the test.

Independent Practice- The students study for their test by looking over their notes.  They should practice some problems from their text-book (taken from each section of the chapter), without looking at their notes.  This allows them to see if they are able to answer the questions on the test.  They may also want to re-do problems that had previously been assigned for homework.

Closure- The teacher gives the students good test preparation suggestions, such as where to get practice problems (see independent practice above).  The teacher tells the students to get a good night sleep and have breakfast in the morning.

day 4:

Assessment- Today the students complete a test, “Chapter 3 Test: Solving Inequalities,” which is used as a summative assessment.  The test assesses every concept taught throughout the chapter on inequalities.  However, material from this Learning Experience is a large portion of the test.