Stephanie Vergauwen: Algebra I (09/23/2014)

Chapter 2.3 Solving Inequalities Using Multiplication or Division

Learning Goals
- Students will be able to solve inequalities by
multiplying or dividing by positive numbers.
- Students will be able to solve inequalities by
multiplying or dividing by negative numbers.
- Students will be able to use inequalities to
solve real-world problems.
Standard(s) Addressed:
HSA-CED.A.1
HSA-REI.B.3

MP5
MP7
MP8

Skills and Understandings

How does this lesson connect to the prior lesson?
What skills or procedures will students learn how to do, or use?
What will students learn conceptually about the procedures or ideas they are applying?

Connection to prior lesson: In the previous lesson, students worked on solving inequalities using addition and
subtraction, and graphing their solutions. Today students will be solving inequalities using multiplication or
division, and they will be graphing their solutions. Students will see the connections between solving
inequalities using multiplication and division and solving equations using these same processes, and they
will be able to identify the differences.
Skills/Procedures: Students will use the skills developed from solving equations using multiplication and division in
order to solve the inequalities using the same procedures. Students will use their critical thinking skills to
come up with a rule for multiplying and dividing inequalities by negative numbers. Students will learn the
procedure of flipping the inequality symbol when multiplying or dividing by a negative number.
Conceptual: Students will think conceptually about which processes to perform using multiplication or division
when solving an inequality. Students will also think conceptually about why an inequality is false after being
multiplied or divided by a negative number, and what they need to do to the inequality in order to make it
true.

Lesson Tasks
What tasks will be used to help students learn the skills and
understandings?
- Students will check their homework and ask questions about the
previous lesson in order to clear up misconceptions and deepen their
understanding of solving inequalities.
- Students will be doing an exploration involving multiplying and
dividing an inequality by both positive and negative numbers, in order
to see how the inequality sign needs to be flipped when multiplying or
dividing by a negative number.
- Students will write a rule for multiplying and dividing inequalities by
a negative number.
- Students will work on practice problems in order to practice their
skills in solving inequalities.
- Students will begin working on the homework assignment and will
be given the opportunity to ask questions in class to clear up their
misconceptions.
Materials
- SMART board
- Calculators

Formative Assessment Opportunities

What questions will you ask during the lesson to assess students progress in achieving the
learning goals? How will you use those questions to help students assess their own learning?
(Associate the questions you ask with the Lesson Tasks).
- What questions do we have from the homework assignment? What problems did you
struggle with?
- Looking back at your inequalities, which are still true? Which are false? How can we fix the
ones that are false?
- What should be our rule for multiplying and dividing inequalities? Is this rule always true?
Why does it make sense?
- How can we check that our solutions make sense? Why is this important?
- Why is it important to graph the solutions to our inequalities? What do the graphs tell us?

Stephanie Vergauwen: Algebra I (09/23/2014)

Chapter 2.3 Solving Inequalities Using Multiplication or Division
Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and the estimated amount of time for each task.
10 minutes: Teacher checks in homework while students check their solutions. Students ask questions about specific problems to clear up misconceptions.
10 minutes: Students will perform and discuss their results of Exploration 2.3 [skipping explorations in student journal], and the class will come together to write a
rule for multiplying and dividing inequalities.
15 minutes: Students will complete Extra Practice problems 1, 3, 4, 5, and 6 together during the whole-class discussion.
4 minutes: Students will complete Extra Practice problem 7 with their groups, and then the whole class will come together to discuss their answers.
4 minutes: The class will discuss and solve Extra Practice problem 9 together.
12 minutes: Students will use the remaining class time to work on their homework assignment for the day, while the teacher circulates throughout the room, asking
questions and making sure the students are on task and achieving the learning goals. If students do not finish the assignment in class, they will have to do it
for homework

Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next lesson?
The major take-away idea of the lesson is that students can solve inequalities using multiplication and division the same way they solved equations, only they
need to keep in mind the rule they wrote and flip the sign when multiplying and dividing inequalities by a negative number. Students need to recognize that this
creates an equivalent inequality, and therefore they can continue on in finding and graphing their solution. Students will need to keep this in mind during the next
lesson because they will be solving multi-step inequalities, which means they will need to use what they have learned about the properties of inequality to find their
solutions, keeping in mind their new rule.

Exploration

Pick two numbers (preferably even)

Put appropriate inequality between them check with your partner that you did this step correctly

[For the following steps be sure to go back to your original inequality before performing operations]

Multiply both sides by 2

Multiply both sides by -2
Divide both sides by 2
Divide both sides by -2
Look back over these inequalities
o Which are still true?
o Which are false?
o How can we fix the ones that are false?
o Write a Rule for multiplying and dividing inequalities