### Materials

No materials added to this plan yet.

### Main Aims

• What are step-by-step instructions for each routine or procedure? What do students need to know? Students will be asked to name points on a graph and explain how each point is represented in the equation (before class work) or inequality (lesson). Students will also be asked to explain how the equation (before class work) or inequality (lesson) is represented in its graph.
• Positive and Productive Environment What routines, procedures and norms need to be in place for students to access the teaching point? Students must be familiar with translating between a graph and its equation (modeled during the before class work exercise).
• Key Concepts and Essential Questions What is the main teaching point? Students will be able to write and graph a linear inequality. What essential question(s) can be asked to demonstrate understanding of key concept(s)? How do you represent a linear inequality on a graph? What symbols are included in a linear inequality and what do they represent?
• Evidence of Learning What data (student work, observations) will you collect to show that students understand the main teaching point? •group work activity sheet: graphic organizer •exit ticket asking students to describe characteristics of a linear inequality
• Language Objective What is the language objective? Students will be able to describe characteristics of a linear inequality (in terms of an inequality and graph).
• Learning Objective:Reasoning with Equations and Inequalities

### Subsidiary Aims

• Students will be able to describe characteristics of a linear inequality (in terms of an inequality and graph).

### Procedure (29-39 minutes)

Warmer/Lead-in (graph a linear equation) (3-5 minutes) • activating prior knowledge

Opening: Before Class Work activity: Students will write and graph a linear equation (activating prior knowledge). Opening: Students will write and graph a linear equation. What do I expect students to be able to do and say? How will I check for understanding? Students will name points on the line and explain how these points are represented on the equation.

Exposure (“Limiting Driving Miles”) (8-10 minutes) • To provide context for the target language through a text or situation (read story and solve two “Getting Ready” problems)

“Limiting Driving Miles” lesson: read story and solve two “Getting Ready” problems Direct Instruction: “Limiting Driving Miles” lesson: read story and solve two “getting ready” problems What do I expect students to be able to do and say? How will I check for understanding? Students will name and share ten points on a coordinate grid that satisfy the given situation.

Highlighting (Limiting Driving Miles” ) (2-4 minutes) • To draw students' attention to the target language (graphing “no more than” situations )

students will work in small groups and use a graphic organizer.

Controlled Practice (Exit Ticket) (8-10 minutes) • To concept check and prepare students for more meaningful practice

students will describe characteristics of a linear inequality Closure: exit ticket What do I expect students to be able to do and say? How will I check for understanding? Students will describe characteristics of a linear inequality.

Semi-Controlled Practice (Extension Activities) (8-10 minutes) • To concept check further and prepare students for free practice

Students will predict what the inequality and graph of a “ no less than” situation will look like. Independent Practice: “Limiting Driving Miles” lesson: graphing “no more than” situations (activity sheet) What do I expect students to be able to do and say? How will I check for understanding? Students will construct a graph and write an inequality for a similar problem to the one above.

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