Algebra Ane - Graphing Linear Inequalities

I've basically thrown the textbook the remainder of the way out the window.  Last semester, I tried to acquaint Algebra 1 concepts inward the same social club every bit the textbook fifty-fifty though my students were non using the textbook.  I didn't produce such a expert undertaking of that.  The textbook social club but didn't brand feel when I looked at what my students needed.  After finishing our unit of measurement on linear equations, I chose to temporarily skip over linear inequalities as well as systems of linear equations.  When nosotros returned from Christmas Break, nosotros pigeon caput get-go into exponents.  That unit of measurement was followed past times polynomials.  We graphed absolute value equations.  And, my students loved them.  Absolute value was followed past times linear inequalities. 

For this unit, I modified an sentiment I had used alongside my Algebra two students.  I taught my Algebra two students to shade inequalities past times testing points.  It was a natural way for me to learn it because that is how I recall learning.  But, it failed for my students. 

I modified my pedagogy away from testing points, as well as I similar the destination upshot a lot better. 

Graphing Inequalities - Interactive Notebook Entry

For inequalities that tin locomote solved for y, I taught students to shade their graphs according to the inequality symbol.  If the inequality says "y is less than," that agency nosotros desire to shade the y-axis where it is "less than" our graph.  This translates to shading the usage of the graph that includes the y-axis below the graph.  If the inequality says "y is greater than," that agency nosotros desire to shade the y-axis where it is "greater than" our graph.  This translates to shading the usage of the graph that includes the y-axis inward a higher house the graph. 

Influenza A virus subtype H5N1 similar explanation tin locomote used for vertical lines, but I neglected to include it on the graphic organizer that nosotros glued inward our interactive notebooks. 

I surveyed my students most postponing this unit of measurement until several months subsequently finishing our unit of measurement on linear equations.  I asked them if they whether they liked the placement of this unit of measurement or if they would bring preferred to bring covered this when initially learning to graph linear equations.  I believe the consensus of the course of pedagogy was that they sentiment it was beneficial that nosotros waited.  And, I agree.  Postponing this unit of measurement allowed me fourth dimension to pass an entire calendar week on solving literal equations.  This helped beef upward our skills to permit us to chop-chop as well as accurately convert an equation into slope-intercept form. 

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