SWBAT solve one variable linear inequalities to represent a situation.

In this lesson students will use a variety of mathematical practices to solve linear inequalities in order to respond to real world problems accurately.

This lesson will focus on solving real world problems with one variable inequalities. It will be important for students to understand inequality symbols before hand. It would be helpful to have a review of these symbols before starting this lesson. I took for granted that my students had these symbols mastered. I quickly found out how many did not have them mastered and this was a major issue when we began to inequalities on a number line. I did a quick review of the symbols and gave them a quick tip on how to remember when the sign represented less than. TIP: Have students look at the sign from left to right. If the vertex of the sign is pointed to the left, it is less than. They can remember this because both left and less than are words that begin with LE. < less than (vertex points left)

This lesson will include a bell ringer, student activity, whole group discussion, and closing. In this lesson students will be able to practice **MP 1, 2, 3, 4, 5, and 6.** During the bell ringer section, allow students time to grapple through the problems on their own with no help from you, this allows students to practice **MP 1, 2, 4, 5, and 6**. Are students using tools and resources available to them to help them grapple through the problem? Are students working through the problems using a variety of methods, including attempting to model the mathematics, practicing **MP 2, and 4?** Are students sticking with the problems and not giving up, working through **MP 1**? These are the mathematical practices you want to assess your students using during the bell ringer time period. Make sure students are **unpacking **any word problems that are included in the bell ringer. This strategy allows students to pull out important information that will be needed to solve the problem. During the Student Activity time period, walk the room and engage yourself with the group discussions. This will allow you to understand which students are struggling and why. Students should practice **MP 3, and 5** during this time. I always like to solve each problem before I hand the assignment out to them. This allows me to create scaffold questions that I can ask to students during this time, and during the whole group discussion. If you have students that give up easily, encourage your students to keep going, and continue to think. You may want to offer a starting point for a student who is truly struggling during the bell ringer time period. I have several students who shut down and will refuse to work. In order to motivate them, I like to offer help on getting a starting point so that they feel empowered to try. In this lesson you will find a teacher resource that gives a scaffold example of question 1. The problem is broken down, and explained how the students are asked to **unpack** the problem.

10 minutes

: Have students sit in their Individual Think Time seats. Students will be handed the bell ringer as they walk in the door. Students are to get started on the bell ringer right away with no talking. Students will have an opportunity to work with their peer groups during the student activity section. Students will be given 10 minutes to grapple through the bell ringer on their own. Students should show their work on each problem and be prepared to defend their answers. If students are unable to answer the problems, have the students write what they do not understand. Students are not allow to write I don’t know any of it. Students must write specific questions that will help their peers and you to help them through what they do not understand. It is helpful to walk the room to check for understanding. For students who may struggle be sure during this time you encourage them to write why.

10 minutes

After students have worked for 10 minutes on their own, have the students pair up with a peer or group. Students should discuss what they were able to accomplish, what they did not understand, and how they were able to solve the problems. What strategies did they use? What in the problem gave them trouble? The pairs or groups should share out for 10 minutes. During this time you will be able to engage with the groups through effective questioning. Depending upon where the student struggles, will depend upon your questioning. You are an awesome educator and you know your students better than anyone. Use questioning that will evoke further thinking and not yes or no questions that will give them the answer.

15 minutes

During this time you will be able to allow students to share out their thinking with the whole group. Post the assignment on the smartboard, document camera, or other means for the whole group to see the assignment. During this time students are able to share out how they solved the problem. You may have the student come to the smartboard and work out the problem while he or she explains their strategy, or they may talk through the process they used to solve the problem and you can write what they are explaining. During this time the rest of the group will critique the work of the students sharing out:

Did anyone else solve the problem the same way?

Does everyone agree with the way the student solved the problem, if not why?

Did anyone else get the same response, but solve the problem in a different way?

During this time it is important that students are able to share out their thinking whether correct or incorrect. This will allow you to understand how your students are thinking. It is important to validate correct thinking and correct mistakes made. This time period is a time in which direct instruction will also take place. You will allow students the opportunity to share their thinking, and also go through the correct process in solving the problems

5 minutes

This is the time in which you will summarize your lesson. You will go through the important emphasis of the lesson. What did you want your students to be able to do once the lesson concludes? How will you know they gained the understanding you wanted them to gain? Exit tickets are a great way to formatively assess if students understood the objective of the lesson.