OBJECTIVE: Solve systems of two or more linear inequalities in two variables.
STANDARDS:
TEKS: 2A.3(F)
CCSS: HSA-REI.D.12
ACTIVITY:
Students will create a six question practice booklet for Systems of Linear Inequalities. Given a system of linear inequalities, students will find the solution to the system by graphing the linear inequalities and identifying the overlapping shaded regions in the coordinate plane. Includes two formats: Independent Practice Booklet and Guided Practice formatted for use in Whole-Group Instruction plus Answer Key
How I use this resource in my classroom:
I use this resource for guided practice when introducing the systems of inequalities lesson. Each student makes/folds a booklet before I start the lesson. They will need the booklet to follow along during my lesson. I have the corresponding guided practice format displayed on my instructional board as I teach. During my lesson, we first discuss our prior knowledge of Linear Inequalities (reviewing inequality symbols and how to shade the graph). Then we discuss our prior knowledge of Systems of Equations and where to find the solution in a graph. Then I introduce Systems of Linear Inequalities by explaining it’s similaries to what we already know. I show a guided example on the board with problem #1 and the students take notes in their booklet on Problem #1. Then I give the students an opportunity to try Problem #2 on their own. Problem #2 is similar in difficulty as the example I demonstrated (Problem #1). While the students try Problem #2, I float around the room observing and assisting students. Then I ask a student to go to the board and explain to the class how they graphed Problem #2. Next I ask the students to look at Problem #3 and ask them what they notice is different about Problem #3 than the two previous problems. (Problem #3 is more difficult as it requires the students to solve the inequalities for Y in order to graph the system.) After discussing, I use problem #3 as a guided practice problem and graph the problem with the students. Then students try Problem #4 on their own and I ask a student to go to the board to explain their answer. Problem #5 and Problem #6 include graphing inequalities with zero and undefined slopes. The class may need a reminder of how to graph those types before trying #5 and #6 independently. Then I ask for volunteers to explain #5 and #6 on the board.
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