8th+Grade+Math+Day+5

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Math Unit Plan] Day 1] 2] 3] 4] [5] 6] 7] 8] 9] 10]

Math Solving Simple Inequalities 8th Grade
 * Subject **
 * Topic **
 * Grade Level **

Focus attention/motivation: 5 minutes Instructional input and modeling: 15 minutes Student engagement/practice: 20 minutes Closure: 5 minutes
 * Time Frame **

The overall goal of this lesson is for students to solve and graph inequalities.
 * Overall Goal/ Purpose **

IL.8.A.3b Solve problems using linear expressions, equations and inequalities. IL.8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities.
 * State Standards **

The students will be able to solve and graph inequalities. The students will be able to write inequalities.
 * Instructional Objectives **

· deck of cards · poster board with symbols · colored puzzle pieces for groups · smart board · index cards with symbols · paper with number lines  Procedures ** __ Focus Attention/Motivation: __ · When the students come into the classroom the journal question will be written on the smart board. · At an amusement park there is a sign that reads, “You must be at least 4 feet tall to ride this roller coaster.” Write about any other real world situation in which an inequality is represented. We will then discuss the examples they came up with. __ Instructional Input & Modeling: __ · I will begin this lesson by introducing the vocabulary words using the smart board. · In the vocabulary section in the student’s binders they will write the vocabulary words down along with an example. · I will then remind the students about the symbols that are used in inequalities. · I will have posters of each symbol on the front board. · I will have 4 volunteers come up to the poster and write the description of each symbol. · I will then explain why some statements are true and why some statements are false. · I will use examples on the smart board and unifex cubes to show the problems and how they can be either true or false. · I will then show the students that the process to solve equations is the same processes that are used to solve inequalities. __ Student Engagement/Practice: __ · I will then pass around a baggie full of different colored puzzle pieces. · The students will pick a color puzzle piece and then find their other group members. (there will be 3 in each group) · In their group they will receive a deck of cards and 5 index cards with the inequality symbols written on them. · The students will create their own inequalities by picking a symbol and then picking two number cards from the deck. · The students will then have to create different inequalities based on the cards they pull. · One member of the group will have “recorder” on their puzzle piece and they are in charge of writing down the problems on loose leaf paper with the other 3 group member names written on the top. · The students will then come back as a group and we will practice drawing the inequalities on number lines using the smart board and the number line paper I give the students. __ Closure: __ · I will tell the students that one way to remember the meaning of each symbol is to think that the small end of each symbol “points” to the lesser number. · I will then ask students if they have any other suggestions for remembering the meanings of the symbols. Assessment ** During the journal and discussion I will be able to pre-assess what the students already know about inequalities. I will be able to informally see how students understand from their group assignment. The summative assessment will be the problems the students complete for homework. I will grade it based on 1 point per problem out of 15.
 * Materials **
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I will have the __struggling students__ work in pairs and each pair of students would create two sets of index cards. One set will be with the basic ineqaulities and another set will be with the corresponding graphis of the solution sets. The students will then shuffle each set and trade both sets with another pair of students. The students will then take turns matching each inequality with the graph. The __gifted students__ will try looking in the Jewel ad and create world problems that would use inequalities.
 * Accommodations **