Name: Eugene Talbot

Grade Level of Lesson: 10-12

Subject/Content Area: Algebra II
CCSS.Math.Content.HSA.REI.A.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.
CCSS.Math.Content.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve
problems.
CCSS.Math.Content.HSA.CED.A.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.
CCSS.Math.Content.HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and
explain properties of the quantity represented by the expression.*
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the
reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.
CCSS.Math.Practice.MP6 Attend to precision.
Unit Outcome:
Students will gain an understanding of the differences in numbers and
similarities of sets of numbers. They will also be able to see mathematical
equations in everyday life as well as be able to manipulate and solve those
equations.
Lesson Outcome:
TLW be able to solve absolute value equations
TLW be able to graph solutions to absolute value equations on a number
line
Rationale/Purpose for Lesson:
This lesson will reinforce the students understanding of the concept of
absolute values as well as checking their answers.
Assessment:
The teacher will be circulating while students are working in groups and
individually. There will also be an opportunity to observe students as they
present their work to the class.

Resources/Materials Required:
Power Point Presentation
I have Who has? Slips
White Boards
Dry Erase Markers
Introduction:
(10 min) The teacher will have five students get up and arrange themselves
in a line according to their birth month. Once they have been lined up, the
teacher will ask them to subtract their birth month from a month of the
teachers choosing. The students will then announce their calculations. The
teacher will work this activity into the concept of absolute values.
Procedure:
1) (5 min) The teacher will facilitate a discussion on absolute value and
equations that involve absolute value. Discuss how many solutions an
absolute value equation has or could have.
2) (5 min) The teacher will then go over the power point presentation on
how to solve absolute value equations. Special emphasis on setting up
two equations and checking the answers.
a. The teacher will work a couple of problems on the board with the
help of the students.
3) (10 min) Students will break off into table groups. Each group will be
given an absolute value equation to solve and an equation with a
solution set. They need to work as a group to solve the first equation
and then to come up with an argument for whether or not the solution
set works for the second equation given.
a. Each group will get up and present the two equations that they
had and how they solved the first one and the reasoning behind
the second equation.
4) (10 min) Students will then work individually to come up with their own
absolute value equations. They will write them down on their white
boards along with the solutions on a separate piece of paper.
a. The teacher will collect the answer sheets of paper and the
students will trade white boards. The students will spend some
time solving the white board equation they received.
b. The teacher will call out the solutions one at a time and the
students will raise their hand and explain how they solved their
equation when their answer is called.
5) (10 min) The teacher will pass out two pieces of paper to each student.
One will have an absolute value equation on it and the other will have
a solution set. The students will then play I Have Who Has?
Homework:
Study for Test Tomorrow!

Closure:
(10 min)The teacher will give a brief overview of the test the following day
and what is expected. The students will then be given the chance to ask
question on issues that need clarification for them.