WIW Graphing Inequalities
Lesson 5 of 11
Objective: SWBAT Graph an inequality using a coordinate grid.
As student enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD also allows students to use MP 3 continually based on the discussions we have about the problem each day.
POD: The prompt today is similar to the exit ticket from yesterday’s lesson. It will provide a review for students over what we covered in class yesterday. Students will need a coordinate grid for this problem. We can graph the solution on the SMARTboard when they finish.
Solve the inequality. Graph the solution on the coordinate grid.
C – 12 > -38
- Learning Target
The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is SWBAT write a description of solving and graphing an inequality on a coordinate grid.
We will use the WriteItWednesday Strategy to respond to an extended response question on graphing inequalities. The strategy supports the mathematical practices based on students having to respond to the prompt then critique the response of a classmate and provide feedback to the classmate about their response. Students also have to improve their own response based upon the feedback they receive from a student reviewer.
WIW Prompt: A bookstore sells used paperbacks for $3.75 each. You receive a $2 discount if you spend at least $30 in the store. Write and solve an inequality that represents the least number of paperbacks you must buy in order to receive the discount. Describe the difference in the information you see when graphing on a coordinate grid and on a number line.
The prompt today will ask students to describe the difference between the graph of this inequality on a coordinate grid and the graph using a number line. What information can they get using a coordinate grid that is not seen on a number line? We can use the responses as a My Favorite No POD if there are responses that need attention or that really hit the mark. If a student says there is no difference I can use that as a My Favorite No to have the class help point out the differences that do exist between the two. For example, using a coordinate grid, you can pinpoint a specific price point for x number of books.