Transcript Compound Inequalities

Compound Inequalities
1
Audra Rehbaum
12/17/09
Background
• Placement School: Saint Benedict School
• Placement District: Amherst School District
• Cooperating Teacher: Jennifer Pilger
2
Appeared in LE on page 2
The Students
• Grade Level: 8th grade Mathematics
• Ability Level: Advanced math class-Integrated
Algebra (9th grade mathematics)
• Number of Students: 14
3
Appeared in LE on page 3
Time Frame
• Implementation of Learning Experience:
4 days
4
Appeared in LE on page 9, 10, 11
New York State Standard
• Mathematics: Standard 3:
Students will understand the concepts of and become
proficient with the skills of mathematics;
communicate and reason mathematically; become
problem solvers by using appropriate tools and
strategies; through the integrated study of number
sense and operations, algebra, geometry,
measurement, and statistics and probability.
5
Appeared in LE on page 2
Performance Indicator
A.A.24 - Solve linear inequalities in one variable
5  x 1  7
1 1 1
4 x 6
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Appeared in LE on page 2
Purpose/Rationale of LE
• Students to be able to solve compound
inequalities and graph them on a number line.
• Students to develop skills for solving and
representing real life problems involving
compound inequalities.
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Appeared in LE on page 3
Objectives
• Students will be able to:
– solve any one variable, linear compound
inequality.
– translate information from a given word problem
in to a linear compound inequality.
– graph linear compound inequalities on a number
line.
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Appeared in LE on page 4, 5
Essential Question(s)
• What is one method that we can use to represent a
range of data?
• What is an example of how we use or solve
compound inequalities in the world?
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Appeared in LE on page 3
Enduring Understanding
• Evaluate and solve any compound inequality.
• Recognize and understand the language given in a
word problem and be able to represent the
information in a linear compound inequality.
• Represent compound inequalities on a number line.
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Appeared in LE on page 3
Guiding Questions
– What is a compound inequality?
– What is the difference between an AND statement
and an OR statement?
– How and when do you combine two inequalities?
– How do you represent a compound inequality on a
number line?
– What does inclusive mean?
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Appeared in LE on page 3
Students’ Tasks
•
•
•
•
•
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Mid-chapter Quiz (used as pre-assessment)
Notes on Compound Inequalities
Homework assignment from textbook
Solving Compound Inequalities (worksheet)
Chapter test (LE was a portion of test)
Appeared in LE on page 6
Assessments
• Mid-Chapter Quiz - Diagnostic Assessment
• “Solving Compound Inequalities” WorksheetFormative Assessment (class-work grade)
• Chapter Test – Summative Assessment
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Appeared in LE on page 6
Solving Compound Inequalities:
(Abridged Rubric)
A.A.24
4
Writing the
linear
compound
inequality
Writes the
proper
inequality to
represent the
information.
Solving &
graphing
the linear
compound
inequality
Solves and
graphs the
compound
inequality
correctly.
14
3
One mistake
in solving or
graphing the
compound
inequality
2
1
0
Writes signs
facing
correct way,
but
incorrectly
writes
whether it is
inclusive or
not.
Answer is
not correct.
Two
mistakes in
solving or
graphing the
compound
inequality
Three
Answer is
mistakes in not correct.
solving or
graphing the
compound
inequality
Appeared in LE on page 7
Teacher Exemplar
15
Appeared in LE (attachment 5a)
Teacher Exemplar
A.A.24
4
Writing the
linear
compound
inequality
Writes the
proper
inequality to
represent the
information.
Solving &
graphing
the linear
compound
inequality
Solves and
graphs the
compound
inequality
correctly.
16
3
One mistake
in solving or
graphing the
compound
inequality
2
1
0
Writes signs
facing
correct way,
but
incorrectly
writes
whether it is
inclusive or
not.
Answer is
not correct.
Two
mistakes in
solving or
graphing the
compound
inequality
Three
Answer is
mistakes in not correct.
solving or
graphing the
compound
inequality
Appeared in LE (attachment 5a)
Distinguished Student Work
17
Appeared in LE (attachment 6ai)
Distinguished Student Work
A.A.24
4
Writing the
linear
compound
inequality
Writes the
proper
inequality to
represent the
information.
Solving &
graphing
the linear
compound
inequality
Solves and
graphs the
compound
inequality
correctly.
18
3
One mistake
in solving or
graphing the
compound
inequality
2
1
0
Writes signs
facing
correct way,
but
incorrectly
writes
whether it is
inclusive or
not.
Answer is
not correct.
Two
mistakes in
solving or
graphing the
compound
inequality
Three
Answer is
mistakes in not correct.
solving or
graphing the
compound
inequality
Appeared in LE (attachment 6ai)
Proficient Student Work
19
Appeared in LE (attachment 6bi)
Proficient Student Work
A.A.24
4
Writing the
linear
compound
inequality
Writes the
proper
inequality to
represent the
information.
Solving &
graphing
the linear
compound
inequality
Solves and
graphs the
compound
inequality
correctly.
20
3
One mistake
in solving or
graphing the
compound
inequality
2
1
0
Writes signs
facing
correct way,
but
incorrectly
writes
whether it is
inclusive or
not.
Answer is
not correct.
Two
mistakes in
solving or
graphing the
compound
inequality
Three
Answer is
mistakes in not correct.
solving or
graphing the
compound
inequality
Appeared in LE (attachment 6bi)
Developing Student Work
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Appeared in LE (attachment 6ci)
Developing Student Work
A.A.24
4
Writing the
linear
compound
inequality
Writes the
proper
inequality to
represent the
information.
Solving &
graphing
the linear
compound
inequality
Solves and
graphs the
compound
inequality
correctly.
22
3
One mistake
in solving or
graphing the
compound
inequality
2
1
0
Writes signs
facing
correct way,
but
incorrectly
writes
whether it is
inclusive or
not.
Answer is
not correct.
Two
mistakes in
solving or
graphing the
compound
inequality
Three
Answer is
mistakes in not correct.
solving or
graphing the
compound
inequality
Appeared in LE (attachment 6ci)
Modification Table
Instructional
Modification
The students will
take notes in a
packet that was
given at the
beginning of the
chapter.
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Rationale
Benefit
They decrease
the amount of
writing that the
students and
teacher have to
do.
Allow the
students to focus
their time and
energy on the
actual math
problems.
Appeared in LE on page 12, 13
Reflections
• The peer review session was extremely useful
to me in creating my final learning experience.
• I learned how I could:
– Engage my students more.
– Improve my rubric.
– Assess my students at a higher level of thinking.
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Appeared in LE on page 15
Thank you!
I would truly like to thank my peer review
group for their support and their warm and
cool comments!
Special thanks to:
Laura, Michelle, Christine, Clay, Mike, as well
as Mr. Arnold and Kim Charmatz!
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Appeared in LE on page 15