Algebra 2 (Tier 3) Unit Plan

Unit 1: Linear Equations and Inequalities

2015-2016

ORANGE PUBLIC SCHOOLS

OFFICE OF CURRICULUM AND INSTRUCTION
OFFICE OF MATHEMATICS
Algebra 2 Unit 1
Contents
Unit Overview ......................................................................................................................................................................... 2
Calendar .................................................................................................................................................................................. 4
Scope and Sequence ............................................................................................................................................................... 5
Lesson Analysis........................................................................................................................................................................ 6
Ideal Math Block ................................................................................................................................................................... 23
Multiple Representation & .................................................................................................................................................. 25
Unit Authentic Assessment ................................................................................................................................................... 26
PARCC Sample Assessment Items ......................................................................................................................................... 30
Unit Assessment Question Bank .............................................................................................. Error! Bookmark not defined.
Additional Resources ............................................................................................................... Error! Bookmark not defined.
Student Resources ................................................................................................................... Error! Bookmark not defined.
Appendix A – Abbreviations and Acronyms ............................................................................. Error! Bookmark not defined.
Appendix B - Clarifications ....................................................................................................... Error! Bookmark not defined.

1
Algebra 2 Unit 1
Unit Overview
Unit 1: Linear Equations and Inequalities
Essential Questions
 What is the difference between linear functions and linear equations?
 What are different representations of linear functions?
 How can different representations help us to solve linear equations and inequalities?
 How do we graph linear equations and inequalities?
 How can we better communicate to improve our problem solving skills?

Enduring Understandings
 This unit builds student understanding of the connection between linear functions and linear
equations and inequalities that can be used to represent and solve problems. In addition, your
students will learn about strategies for effective communication.

Common Core State Standards

Topic 13: Solving Linear Equations
Algebra
1) A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
2) A.CED.2: Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
3) A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing nutritional and cost constraints on combinations of
different foods.
4) A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. For example, rearrange Ohm’s law V=IR to highlight resistance R.
5) A.REI.1: 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.
6) A.REI.3: Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
7) A.REI.10: 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).
8) A.REI.11: Explain why the x-coordinates of the points where the graph of the equations y = f(x) an y
= g(x) intersect are the solution 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.

Topic 14: Problem Solving with Slope Triangles

Algebra
9) A.CED.2: Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
Functions
10) F.IF.4: For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
2
Algebra 2 Unit 1
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.
11) F.IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or
as a table) over a specified interval. Estimate the rate of change from a graph.
12) F.LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences,
given a graph, a description of a relationship, or two input-output pairs (include reading these from
a table).

Topic 15: Solving Linear Inequalities

Number and Quantity
13) N.Q.3: Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Algebra
14) A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
15) A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing nutritional and cost constraints on combinations of
different foods.
16) A.REI.3: Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
17) A.REI.12: 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.

3
Algebra 2 Unit 1
Calendar
September 2015
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5

6 7 8 First Day of 9Getting to know 10 Getting to 11 Getting to know 12

School- Getting to you and Algebra 1 know you and you and Algebra 1
know you and review Algebra 1 review review
Algebra 1 review

13 14 15 16 17 18 19

Agile Minds Agile Minds Agile Minds Agile Minds Agile Minds
topic 13 topic 13 topic 13 topic 13 topic 13
20 21 22 23 24 25 26

Agile Minds Agile Minds Agile Minds Agile Minds Agile Minds
topic 13 topic 13 topic 13 topic 14 topic 14
27 28 29 30

Agile Minds Agile Minds Agile Minds

topic 14 topic 15 topic 15

October 2015
Sun Mon Tue Wed Thu Fri Sat
1 2 3

Agile Minds Agile Minds

topic 15 topic 15
4 5 6 7 8 9 10

Agile Minds Agile Minds Agile Minds Agile Minds Agile Minds
topic 15 topic 15 topic 15 topic 15 topic 15
11 12 13 14 15 16 17

No School Unit 1 Flexible

Day

4
Algebra 2 Unit 1
Scope and Sequence
Overview
Lesson Topic Suggesting Pacing and Dates
1 13.1 – The Connection Between Linear Functions and Linear Equations 1 day
2 13.2 – Solving Equations with Tables 1 day
3 13.3 – Solving Equations with Graphs 1 day
4 13.4 – Solving One- step Equations 1 day
5 13.5 – Solving Two- step Equations 1 day
6 13.6 – Solving Multi-step Equations 1 day
7 13.7 – How Many Solutions? 1 day
8 13.8 – Rearranging Formulas 1 day
9 14.1 – Slope of a Line 1 day
10 14.2 – Slope Triangles and Linear Equations 1 day
11 14.3 – Communicating While Problem Solving 1 day
12 15.1 – Inequalities on a Number Line 1 day
13 15.2 – Introduction to Solving Linear Inequalities 1 day
14 15.3 – Solve Linear Inequalities using tables and graphs 1 day
15 15.4 – Solving Inequalities with Algebraic Operations 1 day
16 15.5 – Inequalities in a Plane 1 day
17 15.6 – Compound Inequalities in the Plane 1 day
18 15.7 – End of Unit Assessment 1 day

5
Algebra 2 Unit 1
Lesson Analysis
Lesson 1: 13.1 –The Connection Between Linear Functions and Linear Equations
Objective
 Using multiple methods including tables, graphing, and algebra SWBAT work in ________________________ to
create and analyze methods of solving linear equations with at least 80% efficiency on the staying sharp wrap up
activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 2: Reason abstractly and quantitatively
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: Graphic solutions, solve graphically, tabular solution, solving analytically, solving algebraically, function rule,
equation, input, output

Common Misconceptions:
 Difficulty understanding the real life applications of each variable
 Misunderstanding the difference between an equation and function rule

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 13.1, 1 day Staying Sharp
 Function rules can be  Writing a function rule from a Student activity 13.1
used to represent real given set of data or situation book,
life data/situations Problem/equation/so
 Every function rule has New lution cards
a set of input and  Analyzing four different
output values methods to solve a linear
New equation (graphically, using a
 Different methods can table, algebraically, and
be used to solve linear “undoing”)
equations  Matching equations with
solutions found using graphs,
tables, and algebraic procedures

6
Algebra 2 Unit 1

Lesson 2: 13.2 – Solving Equations with Tables

Objective
 Using given linear functions SWBAT work in ________________________ to create and analyze tables in order
to solve linear equations with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: input, output, delta-table function

Common Misconceptions:
 Difficulty seeing an equation as two linear functions
 Switching up x and y values on a given table

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 13.2, 1 day Staying Sharp
 An x/y table is one way  Identifying a function rule from a student activity book 13.2
to represent a linear given table
function  Analyzing a linear equation from
 A table has input (x) a given table
values and output (y) New
values  Solving a linear equation using a
New table
 A solution can be found  Locating a function’s table on a
from a table by looking graphing calculator
for the x-value that  Solving linear equations using the
matches the given y- table function on the graphing
value calculator
 A graphing calculator
can be used to create
and use tables to solve
linear equations

7
Algebra 2 Unit 1

Lesson 3: 13.3 – Solving Equations with Graphs

Objective
Using given linear functions SWBAT work in ________________________ to create and analyze graphs in order
to solve linear equations with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: x-coordinates, y-coordinates, intersection point

Common Misconceptions:
 Having difficulty seeing an equation as two linear function
 Graphing difficulties
 Difficulty understanding how to find and/or identify a point of intersection on a graph

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 13.3, 1 day Staying Sharp
 A graph is another way  Identifying a function rule from Student activity book 13.3
to represent a linear a coordinate grid
function  Analyzing a linear equation on a
 A graph has an x-axis coordinate grid
and y-axis to help New
represent the input and  Solving a linear equation on a
output values of a coordinate grid
function  Solving linear equations using
New the graphing function on a
 A solution can be found graphing calculator
on a coordinate plane  Analyze advantages and
by looking for the disadvantages is using two
intersection point methods to solve linear
between the two sides equations
of the given equation
 A graphing calculator
can help to graph a
function and find a
solution to an equation

8
Algebra 2 Unit 1

Lesson 4: 13.4 –Solving One-Step Equations

Objective
 Using inverse operations SWBAT work in ________________________ to solve one step linear equations with at
least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: inverse operations, balance scale, zero pairs

Common Misconceptions:
 Mixing up inverse operations

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 13.4, 1 day Staying Sharp
 There is always multiple  Compare solving equations with Student activity 13.4
ways to solve an tables and graphs book, algebra tiles,
equation New Equation/solution
New  Using inverse operation to method cards
 Solving for an equation “undo” a given operation
means finding the x  Using inverse operations to solve
value that makes both one-step equations
sides of the equation
equal
 When solving an
equation you always
want to keep both sides
“balanced” by
performing the same
operation to both sides

9
Algebra 2 Unit 1
Lesson 5: 13.5 – Solving Two-Step Equations
Objective
 Using inverse operations SWBAT work in ________________________ to solve two step linear equations with at
least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: inverse operations, balance scale, zero pairs, equivalent expressions

Common Misconceptions:
 Misunderstanding or incorrectly using order of operations
 Combining incorrect unlike terms
 Mixing up inverse operations

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 13.5, 1 day Staying Sharp
 There is always multiple  Compare solving equations with Student activity 13.5
ways to solve an tables and graphs book, algebra tiles,
equation New Student
New  An equation is made up of whiteboards and
 Solving equations can equivalent expressions separated markers
be viewed as “undoing” by an equal sign
the order of operations  Using inverse operations to
 Solving for an equation “undo” a given operation
means finding the x  Using inverse operations to solve
value that makes both two-step equations
sides of the equation
equal
 When solving an
equation you always
want to keep both sides
“balanced” by
performing the same
operation to both sides

10
Algebra 2 Unit 1
Lesson 6: 13.6 - Solving Multi-step Equations
Objective
 Using inverse operations SWBAT work in ________________________ to solve multi step linear equations with
at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: inverse operations, balance scale, zero pairs, equivalent expressions, distributive property, algebraic
properties

Common Misconceptions:
 Difficulty identifying like terms
 Incorrectly using distributive property
 Thinking they are wrong if they solve an equation in a different way
 Misunderstanding or incorrectly using order of operations

Concepts Skills Material/

Suggested Pacing Assessment Check Point
What students will know What students will be able to do Resource
Review Review Agile Minds 1 day Staying Sharp 13.6
 There is always multiple  Compare solving equations with 13.6, student
ways to solve an tables and graphs activity book
equation  Identify inverse operations to
 Solving equations “undo” a given operation
involves using algebraic New
properties  Identifying which algebraic
New properties are being used in
 Solving for an equation each step of solving an equation
means finding the x  Using inverse operations to
value that makes both solve multi-step equations with
sides of the equation variables on both sides
equal  Using distributive property
 When solving an when there are parenthesis
equation you always
want to keep both sides
“balanced” by
performing the same
operation to both sides

11
Algebra 2 Unit 1

Lesson 7: 13.7 – How Many Solutions?

Objective
 Using multiple methods including tables, graphing, and algebra SWBAT work in ________________________ to
analyze methods of solving linear equations with no solutions and infinite solutions for at least 80% efficiency on
the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 2: Reason abstractly and quantitatively
 MP 7: Look for and make use of structure

Vocabulary: no solutions, infinite solutions, empty set,

Common Misconceptions:
 The meaning of x=0 is different from “no solution”
 Understanding that an equation with infinite solutions means the equations are equivalent to each other

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 13.7, 1 day Staying Sharp
 There is always multiple  Using inverse operations to Student activity 13.7
ways to solve an solve multi-step equations with book, guided
equation variables on both sides assessment, student
 Solving equations New computers or
involves using algebraic  Solving equations with no computer lab
properties solutions or infinite solutions
New  Identifying what the equations
 Some equations do not with no solutions and infinite
have just one solution solutions looks like on a graph
 Some equations have and with algebra tiles
no solutions or an
infinite set of solutions

12
Algebra 2 Unit 1
Lesson 8: 13.8 – Rearranging Formulas
Objective
 Using equality and identify properties of algebra SWBAT work in ________________________ to analyze
methods of solving literal equations with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 2: Reason abstractly and quantitatively
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: solutions, algebraic properties, formulas, slope

Common Misconceptions:
 Difficulty solving equations with multiple variables
 Incorrectly identifying which variables are known and which need to still be solved for

Concepts Skills Material/ Assessment

Suggested Pacing
What students will know What students will be able to do Resource Check Point
Review Review Agile Minds 1 day Staying Sharp
 Solving equations  Identifying which algebraic properties 13.8, student 13.8
involves using algebraic are being used in each step of solving an activity book
properties equation
 Formulas are commonly  Using inverse operations to solve multi-
used equations step equations with variables on both
New sides
 You can rearrange any New
formula to get the  Rearrange formulas to get the unknown
unknown variable by variable by itself
itself  Solving for the unknown variable after
 Rearranging formulas the equation has been rearranged
can make using them
easier

13
Algebra 2 Unit 1
Lesson 9: 14.1 – Slope of a Line
Objective
 Using slope triangles SWBAT work in ________________________ to find slope of a given line, write equations
in slope-intercept form, and graph a line given its slope for at least 80% efficiency on the staying sharp wrap up
activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: slope, y-intercept, slope triangles, slope-intercept form

Common Misconceptions:
 Graphing difficulties
 Switching up values for y-intercept and slope when written in an equation
 Forgetting negative signs when dealing with a negative slope

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 14.1, 1 day Staying Sharp
 Solving equations and  Identifying which algebraic Student activity 14.1
inequalities involves properties are being used in each book,
using algebraic step of solving an equation and unit 5 mid-unit
properties inequality assessment
 Different methods can  Using inverse operations to solve
be used to solve linear multi-step equations with
equations variables on both sides
 Function rules can be New
used to represent real  Using slope triangles to
life situations or sets of understand what slope is
data  Identify the y-intercept and slope
New of a line
 Slope is the  Write an equation in slope-
“steepness” of a graph, intercept form
it is the rate of change  Graph lines with given slopes
between your x values
and y values of the line.

14
Algebra 2 Unit 1
Lesson 10: 14.2 – Slope Triangles and Linear Equations
Objective
 Using effective communication strategies SWBAT work in ________________________ to write equations of
lines with given information with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: slope, y-intercept

Common Misconceptions:
 Switching up values for y-intercept and slope when written in an equation
 Forgetting negative signs when dealing with a negative slope

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 14.2, 1 day Staying Sharp
 Slope is the “steepness”  Using slope triangles to Student activity 14.2
of a graph, it is the rate understand what slope is book, giving and
of change between your  Identify the y-intercept and getting cards
x values and y values of slope of a line
the line.  Graph lines with given slopes
New New
 Effective  Being effective “givers” and
communication “getters” of information
strategies make giving  Writing equations given slopes
and receiving and y-intercepts
information easier and
more useful

15
Algebra 2 Unit 1
Lesson 11: 14.3 – Communicating While Problem Solving
Objective
 Using knowledge of linear equations SWBAT work in ________________________ to explore the connection
between linear equations and linear inequalities with at least 80% efficiency on the staying sharp wrap up
activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 3: Construct viable arguments and critique the reasoning of others
 MP 7: Look for and make use of structure

Vocabulary: givers, getters

Common Misconceptions:

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 14.3, 1 day Staying Sharp
 Using context clues is an  Identify points on a graph to Student activity book 14.3
important problem answer questions about given
solving skill functions
 Effective New
communication makes  Solving algebra problems that
problem solving easier require good problem solving
and more effective strategies and effective
New communication
 Being good “givers” and
“getters” of information
can make us stronger
problem solvers

16
Algebra 2 Unit 1
Lesson 12: 15.1 – Inequalities On a Number Line
Objective
 Using a number line SWBAT work in ________________________ to find solutions to one variable linear
inequalities with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: Inequalities, number line, compound inequalities

Common Misconceptions:
 Confusion about a graph that is represented on a number line and not just on a coordinate plane
 Incorrect use of inequality symbols while graphing on a number line
 Incorrectly showing the direction of the graph on a number line

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 15.1, 1 day Staying Sharp
 Number lines can be  Identify what numbers would be Student activity 15.1
used to represent a set included in a set of numbers book,
of numbers represented by an inequality Inequalities on a
New New number line card sort
 Number lines can be  Using number lines to depict
used to represent sets inequalities
of numbers shown by  Match inequalities to given
inequalities number line graphs

17
Algebra 2 Unit 1
Lesson 13: 15.2 – Introduction to Solving Linear Inequalities
Objective
 Using knowledge of linear equations SWBAT work in ________________________ to compare linear equations
and linear inequalities with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 2: Reason abstractly and quantitatively
 MP 7: Look for and make use of structure
 MP 8: Look for and express regularity in repeated reasoning

Vocabulary: Linear inequalities, solution sets

Common Misconceptions:
 Providing only one solution rather than a solution set

Concepts Skills Material/ Suggested Assessment

What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 15.2, 1 day Staying Sharp
 You can use a variety of  Solving linear equations using Student activity 15.2
methods to solve four different methods book,
equations by New Chart paper and
 A solution for an  Identifying solution sets to a makers
inequality includes a given inequality that would make
solution set not just one the inequality true
solution  Identify how to use the same
New methods for solving equations to
 Inequalities and solve inequalities
equations can be solved
using the same methods
 Solving inequalities can
be thought of as finding
all possible input values
that make the inequality
true.

18
Algebra 2 Unit 1
Lesson 14: 15.3 – Solving Linear Inequalities using Tables and Graphs
Objective
 Using tables and graphs SWBAT work in ________________________ to solve one variable linear inequalities
with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: linear inequalities, solution set

Common Misconceptions:
 Identifying the same solution for inequalities as you would for an equation
 Difficulties visually seeing on the graph the solution set of an inequality
 Mixing up inequality symbols (i.e. < means greater than and > means less than)

Concepts Skills Material/ Assessment

Suggested Pacing
What students will know What students will be able to do Resource Check Point
Review Review Agile Minds 15.3, 1 day Staying Sharp
 Graphing calculators  Using tables and graphs to solve student activity 15.3
can be used to find linear equations book
solutions for linear  Analyzing what the variables
equations using the represent when using graphs and
graph and tables tables
functions New
New  Using tables and graphs to solve
 Solution sets of an linear inequalities
inequality will change  Determine solution sets of an
depending on the inequality when using table and
inequality symbol even graph functions of a graphing
if the equation itself is calculator
the same  Compare the two methods the
 Although using these solving inequalities
methods for solving
inequalities is similar to
suing it to solve
equations it is not the
same in terms of
identifying the correct
solution

19
Algebra 2 Unit 1
Lesson 15: 15.4 – Solving Inequalities with Algebraic Operations
Objective
 Using inverse operations SWBAT work in ________________________ to solve linear inequalities algebraically
with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 6: Attend to precision
 MP 7: Look for and make use of structure

Vocabulary: algebraic operations, algebraic properties

Common Misconceptions:
 Misunderstanding when it is necessary to change direction of the inequality (either changing it with addition or
subtraction or forgetting to change it for multiplication and division)
 Difficulties understanding that you can use algebraic properties just as you would when solving equations

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 15.4, 1 day Staying Sharp
 The same algebraic  Identifying algebraic properties Student activity 15.4
properties used to solve used when solving equations book, student
equations apply to New whiteboards
solving inequalities  Using algebraic properties to
New solve inequalities
 The only difference  Correctly solve for inequalities
between solving with negative coefficients
equations vs.  Check solutions to make sure the
inequalities is when you inequality was solved correctly
have a negative
coefficient
 There are two methods
to dealing with a
negative coefficient

20
Algebra 2 Unit 1
Lesson 16: 15.5 – Inequalities in a Plane
Objective
 Using a coordinate plane SWBAT work in ________________________ to explore and graph linear inequalities
with two variables with at least 80% efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 5: Use appropriate tools strategically
 MP 7: Look for and make use of structure

Vocabulary: solution set, coordinates

Common Misconceptions:
 Confusing skills for graphing inequalities on a number line with graphing inequalities on a coordinate plane
 Not using context clues in the problem to help understand the solution set and what points should be included

Concepts Skills Material/ Suggested Assessment Check

What students will know What students will be able to do Resource Pacing Point
Review Review Agile Minds 15.5, 1 day Staying Sharp
 Solution sets are sets of  Locate coordinate pair solutions Student activity 15.5
all coordinate points to compound inequalities book, computer lab
that make an inequality New
true  Determine solution regions for
New inequalities on a coordinate
 Coordinate plans can plane
be used to identify and  Graph linear inequalities on a
show solutions sets for coordinate plane
inequalities  Show a solution set on a
 Understanding context coordinate plan
of the given problem is
a tool to help identify
solution sets

21
Algebra 2 Unit 1
Lesson 17: 15.6 – Compound Inequalities in the Plane
Objective
 Using SWBAT work in ________________________ to explore compound inequalities with at least 80%
efficiency on the staying sharp wrap up activity.

Focused Mathematical Practices

 MP 1: Make sense of problems and persevere in solving them
 MP 2: Reason abstractly and quantitatively
 MP 7: Look for and make use of structure

Vocabulary: solution set, compound inequalities

Common Misconceptions:
 Confusing skills for graphing inequalities on a number line with graphing inequalities on a coordinate plane
 Not using context clues in the problem to help understand the solution set and what points should be included
 Incorrectly graphing inequalities with negative coefficients
Concepts Skills Material/ Suggested Assessment
What students will know What students will be able to do Resource Pacing Check Point
Review Review Agile Minds 15.6, 1 day Staying Sharp
 Solution sets are sets of  Locate coordinate pair solutions Student activity 15.6
all coordinate points to compound inequalities book
that make an inequality  Graph compound inequalities on
true a number line
New New
 Coordinate plans can  Determine solution regions for
be used to identify and compound inequalities on a
show solutions sets for coordinate plane
compound inequalities  Graph compound inequalities on
 Understanding context a coordinate plane
of the given problem is  Show a solution set on a
a tool to help identify coordinate plan
solution sets

22
Algebra 2 Unit 1
Ideal Math Block

The following outline is the department approved ideal math block for grades 9-12.

1) Do Now (7-10 min)

a. Serves as review from last class’ or of prerequisite material
b. Provides multiple entry points so that it is accessible by all students and quickly scaffolds up

2) Starter/Launch (5 min)
a. Designed to introduce the lesson
b. Uses concrete or pictorial examples
c. Attempts to bridge the gap between grade level deficits and rigorous, on grade level content
d. Provides multiple entry points so that it is accessible by all students and quickly scaffolds up

3) Mini-Lesson (15-20 min)

a. Design varies based on content
b. May include an investigative approach, direct instruction approach, whole class discussion led approach,
etc.
c. Includes CFU’s
d. Anticipates misconceptions and addresses common mistakes

4) Class Activity (25-30 min)

a. Design varies based on content
b. May include partner work, group work/project, experiments, investigations, game based activities, etc.

5) Independent Practice (7-10 min)

a. Provides students an opportunity to work/think independently

6) Closure (5-10 min)

a. Connects lesson/activities to big ideas
b. Allows students to reflect and summarize what they have learned
c. May occur after the activity or independent practice depending on the content and objective

7) DOL (5 min)
a. Exit slip

23
Algebra 2 Unit 1
Multiple Representation
Slope/Linear change

Concrete

Table Graph

!" #"
Pictorial/verbal $%" $&"
, %" , %"
'" $( "
description , %" , %"
%" ("
, %" )" &" , %"
, %" *" +" , %"
"

Slope between (2, 1) and (4, 3)

Abstract
Δ𝑦
= = = =1
Δ𝑥

Linear Models

Concrete

Pictorial/verbal
description Table Graph
24
Algebra 2 Unit 1

Verbal
Medium cheese pizzas cost $7.00. What is the relationship between the number of
pizzas you order and the total cost of your order?

f(x) = 7x
Abstract
where x represents the number of pizzas and f(x) represents the total cost (in dollars)
Inequalities

Multiple
Representation &
Inequalities Interval Graph (Number line)
Notations
Notation

25
Algebra 2 Unit 1
Unit Authentic Assessment
The Speeding Ticket Task (Tier 3) Name: _______________________
Part A:

The fine for speeding on the highways of most states is a function of the speed of the car. The speeding fine can be
determined by a linear equation, where f(m) represents the fine in dollars and m represents the number of miles per
hour (mph) the car is EXCEEDING the 70 mph speed limit.

In Connecticut, the speed limit on federal highways is 70 miles per hour (mph). The speeding fine has a flat fee $40 and
plus $10 for each mph the car is exceeding the speed limit.

i. Write the rule for f(m).

ii. What would your speeding fine be if you were traveling 78 mph? Show all your work or explain how you arrived
at your answer.

iii. Suppose you received a speeding ticket for $200. How fast were you going? Explain how you arrived at your
answer.

iv. What are the reasonable domain and range for the speeding fine function? Explain your reason.

Domain:

Range:

26
Algebra 2 Unit 1

Part B:

The line on the graph below represents the function of speeding ticket fines in Vermont.

i. Find the slope and y-intercept of the line. What does the slope and y-intercept mean in terms of the context
of the speeding ticket fines?

ii. Write a rule in function notation to represent the cost of speeding in Vermont.

27
Algebra 2 Unit 1

Part C:

The speed limit on the Florida highway is 65 miles per hour. The cost of the fine is calculated by charging a fixed amount
for each mile per hour the violator exceeds the 65 mph limit, plus a fixed processing fee. The table below shows the
fine, f(x), for speeds over the 65 mph limit on Florida highway.

Speed
5 10 15 20 25
(mph exceeding the 65mph limit)

Fine ($) 60 87.50 115 142.50 170

i. What is the amount charged for each mile per hour the speeder exceeds the speed limit? Show your work.

ii. What is the additional fixed fee for the cost of the fine in Florida? Show your work.

iii. Write a rule for the cost of a speeding fine on a Florida highway.

iv. Jose got a $126 speeding ticket for speeding on a Florida highway, how fast did he drive? Explain how you can
calculate or approximate his speed using at least two 2 different methods.

28
Algebra 2 Unit 1

Extension:

i. Susan was fined for traveling 78 mph. Which state will have the most expensive speeding ticket? Show your
work or explain how you arrived at your answer.

29
Algebra 2 Unit 1
PARCC Sample Assessment Items

30
Algebra 2 Unit 1

31
Algebra 2 Unit 1

32