Students will be able to solve and graph inequalities with one variable.

Why do we graph the solution to an inequality? This lesson investigates inequalities and their graphs.

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – **Instructional Strategy - Process for openers**. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today's lesson, the intended target is “I can solve and graph inequalities with one variable.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

45 minutes

**Inequalities Guided Notes: **Inequalities Explore Narrative This lesson is taking a skill that students are proficient with (hopefully) and pushing it a step further. Students will apply their equation solving ability to inequalities (**mathematical practice 7**) - which require a graph of the solution. When graphing, it will be crucial that students pay close attention to precision (**mathematical practice 6**) - is the circle open or closed? shade left or right? Students are encouraged to check for reasonableness of their answer by testing values within the solution set (**mathematical practice 3**).

5 minutes

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – What does the graph of an inequality represent? Too often, students do not understand that the graph is actually showing all of the answers to the inequality – because of the infinite number of decimals in between integers, there is no possible way to list all of the answers. Additionally – it is important to discuss why < and > the circle is open – the presence of the shaded circle represents that the value can be an answer. Of course, I am hoping students bring this up in discussion, but if not…I will lead the discussion there!

**Homework:** As students are having their table discussion, I will pass out the night’s assignment. This assignment allows students the opportunity to practice inequalities. Students will be asked to look over the assignment and identify any glaring questions before they leave class – I want all students to experience success!