CCSS.MATH.CONTENT.HSA.REI.D.

12

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the corresponding half-planes.
1. Looking at the verbs, adjectives and nouns may help identify the key elements of the student evidence
outcomes and standards.
Nouns
Verbs
Adjectives
Solutions
Graph
Linear
Inequality
Excluding
Two
Variables
Half
Plane(s)
Strict
Boundary
System
Solution Set
Corresponding
Intersection
3. How might students
2. Use the information above to determine the following:
demonstrate mastery of
these?
Give examples of twoKnow that/Know what students can do
Know what a two-variable inequality is.
variable inequalities either
verbally or written down.
Know what half-plane means.

Define and draw a picture of

Know what a strict inequality is.
a half plane.
Know how to graph a line in slope-intercept form: y=mx+b
Give examples of a strict
(review of previous knowledge)
inequality using the < or >
sign only.
Use a worksheet and have
students correctly graph 2/3
lines.
Graph 4/5 two-variable
Be able to do how/What should students be able to do?
Skills (basic skills, skills of the discipline, skills of independence,
linear inequalities correctly.
social skills, skills of production)
Correctly shade in the
Verbs of phrases (not the whole activity)
solution to the already
Graph a two-variable linear inequality.
graphed linear inequalities
Determine the solution to that two-variable linear inequality
from above.
Graph a two variable system of linear inequalities
Graph a system of linear
Determine the solution set to the system of linear inequalities.
inequalities 4/5 times
Be able to determine when to exclude strict inequality
Correctly shade in the
boundaries.
solution set
When given a system of
linear inequalities with one
or two inequalities being
strict, students will not graph
those inequalities.

Deep, Enduring Understanding

Essential truths that give me meaning to the topic
Stated as a full sentence.
Begins with I want students to understand that
(not how, why, or what)

I want students to understand that the intersection of the

corresponding half-planes is the solution set to the system of
linear inequalities and use reasoning to determine if the solution
set makes sense in the given context.

Essential Question
Examples include how, why or which is best
Why does your solution set make sense and provide a different
scenario that could apply to this system of linear inequalities.
Why do you think we exclude strict inequalities?

Explain to a partner that a

solution set is the
overlapping of shaded
planes.
Partner will ask, Does the
solution set make sense?
and student will have to
explain why it does or does
not.
Using an exit ticket: students
will correctly graph a system
of inequalities, write in a
complete sentence why the
solution set makes sense or
does not, and write in a
complete sentence another
scenario that could apply to
the given system of linear
inequalities.
Students will give a
thoughtful explanation as to
why they think we exclude
strict inequalities.