Lesson Plan 1

3.27.
14 Gorman and Schwartz

Eighth Grade Algebra I
Period 1: Highland
Lesson: 9.3.1: Graphing Inequalities
Goal: Students will learn how to graph linear inequalities with two variables. (have the
students write this down at the top of their notes.)

Students: This Algebra class has 40 Students. These students know what inequalities are,
what they mean, and what they look like. The students do not know how to graph inequalities
yet.
Materials Needed: Big poster graph paper, dot stickers, marker, 9.3.1 resource page, 40 notes
This will be provided by Mrs. Highland
Prior Knowledge: Students have been working with inequalities but have not done any
graphing with equations. They also have graphed and found solutions to equations of lines.
Time: Class is 60 minutes; Warm up and homework review approx 10 minutes; Lesson time
approx 45 minutes; Homework time approx 5 minutes or leftover time
Warm up:
Gorman (5-8 minutes)
TBA; Mrs. Highland will send it to us sometime this week. Topic is Pythagorean
Theorem.
Note: Gorman will select student to put answer on the board and walk through their
solution.
Introduce the topic:
Schwartz (3-4 minutes)
Ask students if they have ever gone to the store and tried figure out how many items
they can buy with the amount of money they have? Or even when you win tickets from
skeeball or another arcade and you see how many erasers or pieces of candy you can
get with the amount of tickets you have. This is similar to inequalities when you shade
the graph you are shading all the possible solutions. (did not use because used
Highlands warm up) For instance lets say you were playing skeeball you won 20 tickets. You
go to cash in your tickets to get prizes and want to split them between jolly ranchers and erasers and you
want to use as many tickets as you can. Erasers are 3 tickets a piece and jolly ranchers are 2 tickets a
piece. Come up with four different combinations of jolly ranchers and erasers.
So lets say you had an actual business, is there a way you can find all the solutions? (graphing
inequalities)
General Outline and Activity:

Gorman will hand out notes while Schwartz introduces the topic (see above)
Schwartz (5 minutes)
Start todays lesson together as a class by discussing problem 9-65, which asks
students about the solutions to the equation y = 2x + 3. Students are reminded that
the points on the graph make the rule true, while the points off the graph do not. (ask
them to see if they know this.) Be sure students understand this concept before you
start teams on problem 9-66.
Note: Schwartz will ask the questions (65: a-c) in the notes out loud to the class and call
on volunteers.
Schwartz hands out strips of paper and dots
Gorman (10 minutes)

Problem 9-66 instructs students to test each point on the provided strip for the
inequality y 2x + 3. For each point that makes the inequality true, the team should
place a sticky dot on that point on the class graph.
Notes: Make sure the students understand that they are only graphing the points that
work in the inequality so they need to decide which ones do and which do not before
they plot the points. Make sure all teams are working together and cooperating.
Question: What does the line represent? (all the correct solutions)
Once the points are graphed, give teams about 5 minutes to discuss the questions
given in part (b) of problem 9-66. Discuss as a class the questions below.
Question(s): Are there solutions on the graph that are not represented by a sticker?;
Are there stickers that you think are misplaced? Explain. ; What do the points on the
line represent? Are they solutions? Why or why not?; How many solutions are there?;
Why arent any of the solutions located below the line? Do you see how all the
different combinations you made with jolly ranchers and erasers would be solutions
too?
Schwartz talk about dashed lines (10 minutes students to work)
Next, have teams work on problems 9-67 and 9-68. Be prepared to help teams
determine that a dashed line can represent a boundary of a region when the line is not
part of the solution.
Question: How does the dash line relate to the open circle when shading on a number
line
Gorman will do brief discussion on 9-67 and 9-68 (5 minutes) If there is time Gorman
will select students to show their work on the board.
Notes: Go through the problems and ask students what solutions they came up with.
Questions: (for 9-67) What would the graph look like if the inequality was y<-2x+3?
How did your group represent this in a graph?
(for 9-68) Which way did you shade for part b(c,d,e) Is your line dashed or whole?
So in the jolly rancher problem you would shade towards all the combinations you
came up with because those are your solutions.
Gorman hands out homework
After students are finished with 9-67 and 9-68 we will conclude with the wrap up questions (see
below). Homework will follow the final discussion (approx 5 min).
Wrap up/Conclusion: Have students discuss and answer questions as a class from 9-69.
How can you determine if the line is part of the solution?
How can you determine which side of the line the solution belongs to?
What point(s) is (are) easiest to test?
How many points do you need to test?
Additional Notes:
Expectations for Students:Students will work in their teams during the entire lesson; they will
be asked to discuss things in their teams and then participate in the class discussion. They
should be able to provide mathematical reasoning for their responses. Each team will get a set
of points in which they will have to decided if the points are solutions. The teams will discuss
together which dots should be placed on the graph. After placing dots, the teams will be asked
to discuss the questions in 9-66. Everyone is expected to be discussing the questions and then
provide input for class discussion
Different ways to think about inequalities: Finding solutions to inequalities are similar to
finding solutions to equations of a line. However, they must decide if they include the line and
which way the solutions fall according to the line and then shade accordingly.
Anticipating:
9-65: Students might switch x and y coordinates when plotting points and substituting in the
equation. Also students might not multiply negatives correctly when when substituting in the
points.
9-66: Students might switch the inequality around so that the inequality reads less than or equal
to rather than greater than or equal to. They may have trouble understanding the concept of
which side of the line to shade for which inequality. They might think the points on the line are
not solutions because they think it is only greater than rather than greater than or equal to.
9-67: Students might confuse dotted and solid lines and when they should be utilized.
9-68: Students might have trouble with graphing - and 5/2 correctly. They might continue to
confuse which way to shade, and forget dashed lines. Then problem e. they might get confused
because they have to solve for y first.
Students observations and what they have learned. Evidence: If students are able to
communicate the difference and meaning behind their shading and explain solid and dashed
lines they should be good to go. We want to hear them talk about how a solution to an inequality
is shown by the shading on the graph. And solid lines means it includes those points where
dashed lines mean it does not. Students will graph and shade and use the correct line format
correctly, AND be able to walk a peer or teacher through the process of their solution.
Homework: 9-70-9-76
Name:___________________________________
Date:_____________
Lesson: Complementary, Supplementary, Vertical, and Adjacent

Angles
Guided Notes:
1. A ____________________________________ is an angle where the sum adds up to 90
degrees.
2. Adjacent Angles share a common side or ______________.
3. Supplementary Angles are two _______________ angles that add up to 180 degrees.
4. Both Supplementary and Complementary angles must be ______________.
5. _________________________________________ always form a straight line.
6. Vertical angles are always _______________________.
7. __________________________ are opposite angles formed by the intersection of two
lines. Vertical angles are a part of two sets of supplementary angles.
8. Parallel lines are lines that never cross and have the same ________.
9. Two parallel lines cut by a ______________________ will create two sets of
supplementary angles.
Practice:
10. Angle 1 and 2 are what type of angles?
11. Name all of the vertical angles in the picture below:
12. Angle <LKJ and Angle <GHI are complementary angles. What is the the value of x in
degrees?
13. Angle <ABD and Angle <DBC are supplementary angles. Find the measure of x in
degrees.
14. Find all the missing angles using what you know about:
<WAX:
<XAZ:
<ZAY:
<YAU: 50
Complementary, Supplementary, and Vertical Angles Homework
1.) Using the Diagram shown

a. List two pairs of Adjacent Angles:
________ ________
b. List two pairs of Vertical Angles:

________ ________
c. List two pairs of Supplementary Angles.

________ ________
d.Can you tell if there any complementary angles? If so, list one pair. If not, explain why not.
2. a) Find the missing angles:

A:
B:
C:
D:
E:
F:
G:
H:
I:
b) Use the angle sum theorem to prove that angles C, E, and G form a triangle.
3. Solve for b.
4. Solve the following Equations:

a) x + 4 =10
b) + x =2
5. Pens cost $1.50 apiece and when you order any amount of pens, the shipping cost is
$3.50. Jane ordered a bunch of pens and her total cost was $65.00. How many pens did
Jane order?
6. Find the volume and surface area of the cylinder shown below.
V=r2h
SA=2r2+2rh
7. Find the equation of the line.

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3.27.

14 Gorman and Schwartz

students write this down at the top of their notes.)

General Outline and Activity:

Gorman (10 minutes)

Lesson: Complementary, Supplementary, Vertical, and Adjacent

11. Name all of the vertical angles in the picture below:

Complementary, Supplementary, and Vertical Angles Homework

1.) Using the Diagram shown

b. List two pairs of Vertical Angles:

c. List two pairs of Supplementary Angles.

2. a) Find the missing angles:

4. Solve the following Equations:

7. Find the equation of the line.

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