Brett Pfahler - Student Teacher, GHHS

Algebra 1
9/10th grade
Lesson Plan: 3.4 - Solve Multistep Inequalities
Common Core Curriculum:
A.CED. 1 - Create equations and inequalities in one variable and use them to solve
problems.
A.REI.3 - Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Unit Outcomes:
Students will learn how to set up and solve multistep inequalities for variables using the
properties of inverse operation.
Lesson Outcomes:
TLW demonstrate the proper use multiplication or division, including the negative
property, to solve inequalities for one variable.
TLW identify key components from a story problem and solve for the variable.
Purpose for Lesson:
Multiplication and division impose critical teaching points at this point in chapter
3. Students will learn how to identify when the value being multiplied or divided is
negative and will know to flip the inequality sign. Due to the properties of mult. and div.,
there is a natural cause and effect scenario when solving for the unknown
variable. Distributive and reciprocal properties are used to solve these inequalities as well.
Assessment:
Students are to correct their own homework with a partner near them so that can check for
their own understanding and help each other discover the right answers. A cold call
approach will be used as a formative assessment during the lesson where I chose who
answers my questions. This will provide as a formative assessment to engage all students
while only having one student speak. There will be a mid-chapter quiz after section 3-4 and
a summative assessment at the conclusion of Ch. 3 that will cover all of the major concepts
of solving inequalities from the common core standards.
Materials Needed:
- ActivInspire board & pen
Outline made prior
Teacher notes
- Student cards (names) for cold call selection
- Key for previous nights homework
- Homework worksheets (66 copies)

Introduction
We are using the SAME operations as we used in chapter 2! Just remember that when we
multiply or divide by a negative number, we need to FLIP the inequality sign. (Placed a
Chuck Norris joke on the board at the beginning of the hour to arouse discussion).
Procedures:
1. Whats Up
2. Warm-up (2 inequalities and graphs)
3. Check & hand in HW from 3.2/3.3
4. Intro of multistep inequalities
5. 3.4 Notes
6. Last example work with a partner who you have not talked with in the last week!
Work on story problem and help others who are having troubles.
7. Work on homework (pre-quiz 3.1-3.4)
Homework:
Worksheet that covers multiplying and dividing, including reciprocals and distributive
property and using the learned properties of sections 3.1-3.3. Story problems will ask for
students to set up, solve, and graph inequalities as a critical thinking strategy.
Closure:
Explaining that by finding the solutions to an inequality, we create a set point from which
to work from. Showing how math is used for capacities and other max or min value used in
the real world. Quiz Monday on what weve learned from Chapter 3!
Evaluation and Reflection:
Students loved the last example where they were able to work with a partner. Although
groups were formed from student choice, they were randomized by instruction (someone you
havent talked with this week). I thought that the problem was engaging and it tied together the
lessons and concepts learned from this chapter as well as previous chapters from Algebra 1.
Class went smooth and students did a great job with the warm up and grading of their
homework. I saw learning taking place during the collaboration for the group example with
students asking and helping each other with the problem.