Name: Rianca CauleyGrade Level: 11thSubject: Algebra 2Title of Lesson: Absolute Value Inequalities

Establishing the Lesson Framework

NETS-S: The Learner will:1b. Create original works as a means of personal or group expression.3c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.3d. Process data and report results.6a. Understand and use technology systems.6b. Select and use applications effectively and productively.6c. Troubleshoot systems and applications.6d. Transfer current knowledge to learning of new technologies.

TEKS: The Learner will (126.32):1F. Use the Internet to create and publish solutions2C. Publish information in a variety of ways such as print, monitor display, web pages, and video.3A. Construct appropriate electronic search strategies.4F. Choose, Identify, and use the appropriate data type to properly represent data in a problem solution.

Applicable Student Expectations:

Objective: In this lesson, the Learner will:a. Identify reasonableness of solutions of absolute value inequalitiesb. Graph absolute value inequalitiesc. Solve real world applications of absolute value inequalities

Rationale: Learning to understand absolute value inequalities will help you analyze data with stipulations on the amount of differences you want. This includes speed limits, credit card limits, text messaging, travel time, etc. You can use it take margin of errors, more or less, give or take, or plus or minus. This means your solution has a range of possibilities.

Designing Supportive Learning Environments

Materials:Teacher UseStudent Use

Resources http://education-portal.com/academy/lesson/solving-absolute-value-inequalities-practice-problems.html (put on screen for students to view w/out sound) Index cards Fishbowl Analyze work: absolute value inequalities (worksheet) Analyze work: real world applications (worksheet) Summary sheet absolute values (closure) Pre-Assessment Virtual Calculator Graphing Inequalities Worksheet Blackboard

http://education-portal.com/academy/lesson/solving-absolute-value-inequalities-practice-problems.html (for homework the night before, can be viewed on screen in class) textbook google whiteboards

Technology computer

computer calculator

Setting: The students will spend the first 20 minutes in whole group setting. Then the next 40 minutes of class will be spent between 4 stations. Each station will be 10 minutes long. Each group will have 3-4 students, and 2-3 groups will be interacting at the same station. The low to medium performing learners will be grouped together, and the medium to high performing learners will be grouped together. Then the last 30 minutes of class the students will be asked to create a media presentation of a real world situation using absolute value inequalities to compare data.

Student Needs/Adaptations:Each student needs to have viewed the homework video link given to him or here before class. The students must have also mastered (70% or above) the concepts of absolute value and inequalities. For my special need students, I will be able to provide oral support from other students or myself with the given assignments. I will also shorten assignments, and continue to provide feedback and praise.

Instructional Strategies

Introduction/Focus: As the students walk in, I will provide each student with a index card with a random number from the number line on one side, and a survey that will be used for the pre-assessment. Once the bell rings, I will ask the students to solve a simple absolute value equation with no steps, and come to the front if their number is a possible solution. Then I will call on a student, using random selection, to verify if a certain number is a solution or not. I will then display a second, third, and fourth question, with the same process. I will reinforce checking for reasonableness. After we answer the warm-up questions, we will have a quick discussion for a few minutes. We will look at survey, and each student will analyze where they are with absolute value inequalities. This part of the lesson will be between fifteen - twenty minutes long.

Warm-up Questions1. 2. 3. 4.

Instructional Procedure:At Station 1, I will place a fishbowl with different questions at the front of the room. Each student will grab one question, and solve it at their desk, and then pick another question and place the old one back in the fishbowl. This will allow learner to strengthen, recall, and continue to practice skills already learned. At Station 2, the students will also review graphs of number lines. They will be asked to either create an absolute value inequality from the graph, or create the graph from the absolute value inequality. They will work in pairs, and below each graph will be a section for them to evaluate two test points to prove reasonableness. At Station 3, the students will solve absolute value inequalities. Here there will be some boxes, where work will already be shown and they will have to answer questions about the work. It will either be correct or incorrect. Once they answer the question about the work, the box next to it will have a problem similar to it, and they will have to solve it on their own. This will give the students the opportunity, to understand the importance of checking reasonableness, and help clarify any major misconceptions. Lastly, at Station 4, the students will look at real world applications. The worksheet will be similar to what they see at Station 3 except it will be word problems. This way they have examples for correct ways to set it up and incorrect ways to set it up. Once they complete the stations, I will give 20-30 minutes for the kids to demonstrate and apply their knowledge. I will give the kids a project, where they will us any type of software to create a presentation. This could be done using Google docs, a slide show, a wiki, a Facebook page, or even a prezi. The project will have a rubric, so that the students will understand everything that is expected from them. The students will be asked to think about something in their life that involves a range of numbers. They will then create an absolute value inequality that pertains to that interest. Once this is done, they will be able to begin the project. First, they will need to write a description of the information and the range of numbers. Second, they will need to write an absolute value inequality to represent the situation. Third, they will have to solve and graph, showing all the necessary steps. Fourth, they will have to make a list of acceptable and non-acceptable solutions. And fifth, they will have to write an absolute value inequality that represents the unacceptable solutions.The last five minutes of class the students will fill out a summary of 4 statements. Each learner will be able to expound on things they have learned throughout the lesson. I will be able to use this information, and see where any misconceptions may still lie.

Closure:For Closure, the students will do a survey. They will be asked to complete 4 statements explaining the process and summarize the learning for the day.

Evaluation Strategies

Pre-Assessment: The students will read a compilation of 6 statements, concepts that will be achieved or strengthened during the lesson, and rate their comfortableness with the concepts to be expounded upon. A 1 means I am not comfortable with this and need additional help, and a 5 means I am comfortable with this and can explain it to others.

Formative:During the time of the stations, I will be monitoring the room and lending my help when needed. I will allow the kids to collaborate and discuss with each other. In the background, I will continue to play a slide show or video of absolute value inequalities being worked out, to provide reinforcement. I will also remind students to check their answers for reasonableness. This will allow me to provide more help to my lower performing kids, and I may even be able to conduct a survey to measure what may need to be expounded on before we move on to the project.

a. b. c. d. ?e. ?f.

Summative:The students will use one real world application that interests or relates to them and create a media representation of a situation using absolute value inequalities. The students may use PowerPoint, word, excel, prezi, google docs, etc. to create this presentation.

Rubric: