## Description

- Overview:
- This lesson unit is intended to help teachers assess how well students are able to use linear inequalities to create a set of solutions. In particular, the lesson will help teachers identify and assist students who have difficulties in: representing a constraint by shading the correct side of the inequality line; and understanding how combining inequalities affects a solution space.

- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Grades:
- Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Assessment, Lesson Plan
- Provider:
- Shell Center for Mathematical Education
- Provider Set:
- Mathematics Assessment Project (MAP)
- Date Added:
- 04/26/2013

- License:
- Creative Commons Attribution Non-Commercial No Derivatives
- Media Format:
- Downloadable docs, Text/HTML

## Standards

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning

Standard: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning

Standard: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically

Standard: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Standard: Solve quadratic equations in one variable.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Standard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve systems of equations

Standard: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve systems of equations

Standard: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve systems of equations

Standard: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically

Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.*

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically

Standard: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve systems of equations

Standard: (+) Represent a system of linear equations as a single matrix equation in a vector variable.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve systems of equations

Standard: (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Standard: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Grades 9-12,Algebra: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Standard: Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve quadratic equations in one variable.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: (+) Represent a system of linear equations as a single matrix equation in a vector variable.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ĺ± bi for real numbers a and b.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve equations and inequalities in one variable

Indicator: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x^2 + y^2 = 3.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Solve systems of equations

Indicator: (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 x 3 or greater).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Understand solving equations as a process of reasoning and explain the reasoning

Indicator: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Represent and solve equations and inequalities graphically

Indicator: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Reasoning with Equations and Inequalities

Standard: Understand solving equations as a process of reasoning and explain the reasoning

Indicator: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

## Evaluations

No evaluations yet.

## Comments