Compound Inequalities

1

Compound Inequalities

Audra Rehbaum12/17/09

2 Appeared in LE on page 2

Background

• Placement School: Saint Benedict SchoolSaint Benedict School

• Placement District: Amherst School DistrictAmherst School District

• Cooperating Teacher: Jennifer PilgerJennifer Pilger


The Students

• Grade Level: 88thth grade Mathematics grade Mathematics

• Ability Level: Advanced math class-Advanced math class-Integrated Algebra (9Integrated Algebra (9thth grade mathematics) grade mathematics)

• Number of Students: 1414

4 Appeared in LE on page 9, 10, 11

Time Frame

• Implementation of Learning Experience:

4 days4 days


New York State Standard

• Mathematics: Standard 3:Mathematics: Standard 3: Students will understand the concepts of and become Students will understand the concepts of and become proficient with the skills of mathematics; proficient with the skills of mathematics; communicate and reason mathematically; become communicate and reason mathematically; become problem solvers by using appropriate tools and problem solvers by using appropriate tools and strategies; through the integrated study of number strategies; through the integrated study of number sense and operations, algebra, geometry, sense and operations, algebra, geometry, measurement, and statistics and probability.measurement, and statistics and probability.


Performance Indicator

A.A.24 -A.A.24 - Solve linear inequalities in one variable Solve linear inequalities in one variable

64

111

715

x

x


Purpose/Rationale of LE

• Students to be able to solve compound Students to be able to solve compound inequalities and graph them on a number line. inequalities and graph them on a number line.

• Students to develop skills for solving and Students to develop skills for solving and representing real life problems involving representing real life problems involving compound inequalities.compound inequalities.

8 Appeared in LE on page 4, 5

Objectives

• Students will be able to:– solve any one variable, linear compound solve any one variable, linear compound

inequality.inequality.

– translate information from a given word problem translate information from a given word problem in to a linear compound inequality.in to a linear compound inequality.

– graph linear compound inequalities on a number graph linear compound inequalities on a number line.line.


Essential Question(s)

• What is one method that we can use to represent a What is one method that we can use to represent a range of data?range of data?

• What is an example of how we use or solve What is an example of how we use or solve

compound inequalities in the world?compound inequalities in the world?


Enduring Understanding

• Evaluate and solve any compound inequality. Evaluate and solve any compound inequality.

• Recognize and understand the language given in a Recognize and understand the language given in a word problem and be able to represent the word problem and be able to represent the information in a linear compound inequality.information in a linear compound inequality.

• Represent compound inequalities on a number line.Represent compound inequalities on a number line.


Guiding Questions

– What is a compound inequality?What is a compound inequality?– What is the difference between an AND statement What is the difference between an AND statement

and an OR statement?and an OR statement?

– How and when do you combine two inequalities?How and when do you combine two inequalities?– How do you represent a compound inequality on a How do you represent a compound inequality on a

number line?number line?– What does inclusive mean?What does inclusive mean?


Students’ Tasks

• Mid-chapter Quiz (Mid-chapter Quiz (used as pre-assessmentused as pre-assessment))

• Notes on Compound InequalitiesNotes on Compound Inequalities

• Homework assignment from textbookHomework assignment from textbook

• Solving Compound Inequalities (Solving Compound Inequalities (worksheetworksheet))

• Chapter test (Chapter test (LE was a portion of testLE was a portion of test))


Assessments

• Mid-Chapter Quiz - Diagnostic AssessmentMid-Chapter Quiz - Diagnostic Assessment

• ““Solving Compound Inequalities” Worksheet- Solving Compound Inequalities” Worksheet- Formative Assessment (class-work grade)Formative Assessment (class-work grade)

• Chapter Test – Summative AssessmentChapter Test – Summative Assessment


Solving Compound Inequalities: (Abridged Rubric)

A.A.24 4 3 2 1 0

Writing the linear compound inequality

Writes the proper inequality to represent the information.

Writes signs facing correct way, but incorrectly writes whether it is inclusive or not.

Answer is not correct.

Solving & graphing the linear compound inequality

Solves and graphs the compound inequality correctly.

One mistake in solving or graphing the compound inequality

Two mistakes in solving or graphing the compound inequality

Three mistakes in solving or graphing the compound inequality


15 Appeared in LE (attachment 5a)

Teacher Exemplar

16 Appeared in LE (attachment 5a)

Teacher ExemplarA.A.24 4 3 2 1 0











17 Appeared in LE (attachment 6ai)

Distinguished Student Work

18 Appeared in LE (attachment 6ai)

Distinguished Student WorkA.A.24 4 3 2 1 0











19 Appeared in LE (attachment 6bi)

Proficient Student Work

20 Appeared in LE (attachment 6bi)

Proficient Student WorkA.A.24 4 3 2 1 0











21 Appeared in LE (attachment 6ci)

Developing Student Work

22 Appeared in LE (attachment 6ci)

Developing Student WorkA.A.24 4 3 2 1 0











23 Appeared in LE on page 12, 13

Modification Table

Instructional Modification

Rationale Benefit

The students will take notes in a packet that was given at the beginning of the chapter.

They decrease the amount of writing that the students and teacher have to do.

Allow the students to focus their time and energy on the actual math problems.


Reflections

• The peer review session was extremely useful The peer review session was extremely useful to me in creating my final learning experience.to me in creating my final learning experience.

• I learned how I could:I learned how I could:– Engage my students more.Engage my students more.– Improve my rubric.Improve my rubric.– Assess my students at a higher level of thinking.Assess my students at a higher level of thinking.


Thank you!

I would truly like to thank my peer review I would truly like to thank my peer review group for their support and their warm and group for their support and their warm and

cool comments!cool comments!

Special thanks toSpecial thanks to::

Laura, Michelle, Christine, Clay, Mike, as well Laura, Michelle, Christine, Clay, Mike, as well as Mr. Arnold and Kim Charmatz!as Mr. Arnold and Kim Charmatz!

http://rds.yahoo.com/_ylt=A0WTefaNiCpL4YMB_hyJzbkF;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1h3k9h76l/EXP=1261165069/**http%3A//images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dyellow%252Brose%2526ei%253DUTF-8%2526fr%253Dyfp-t-701%26w=442%26h=500%26imgurl=static.flickr.com%252F3337%252F3572611618_f5665a3e60.jpg%26rurl=http%253A%252F%252Fwww.flickr.com%252Fphotos%252F17262254%2540N08%252F3572611618%252F%26size=126k%26name=Yellow%2BRose%26p=yellow%2Brose%26oid=3d34847b3dff0760%26fr2=%26fusr=birds_acfoto...%26no=2%26tt=418773%26sigr=11llvdmnf%26sigi=11g6mmu01%26sigb=12gkea2bv

Documents

Compound Inequalities