LESSON TOPIC: Graphing Compound Inequalities

Standards: A.REI.1:
Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the
original equation has a solution. Construct a viable argument to justify a
solution method.

A.REI.3:
Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Learning
• Students will be able to graph compound inequalities in the form of or
Targets:
(union) and and (intersection) on a number line.

ESSENTIAL
• How can the union of two inequalities be represented graphically?
QUESTIONS
• How can the intersection of two inequalities be represented graphically?
•
Solve the following inequalities.
Bell Work:
−2 ≤ 𝑦 − 3 < 4

−2𝑚 + 7 ≤ 13 𝑜𝑟 5𝑚 + 12 > 37

Answer:

𝑦 ≥ 1 and 𝑦 < 7

𝑚 ≥ −3 or 𝑚 > 5

PRACTICE
The previous day’s homework will be briefly reviewed. Students will first be
REVIEW: asked what questions they had while working through the homework problems.
Any questions they have will be answered first, time permitting. If no questions
are asked, a problem from each section of the homework will be briefly looked
at.

MAIN
In this lesson, students will learn how to graph compound inequalities on a
ACTIVITY: number line and how to recognize the difference between ‘and’ graphs and ‘or’
graphs and what they represent.

For this lesson, students will also have to remember how to determine which
way a graph extends depending on the inequality symbols used, and whether or
not to use an open or closed circle.

Notes:

Vocab Compound Inequality: two inequalities considered together.

 Intersection: Where the graphs of two inequalities overlap.
UnionLThe graph of a compound inequality containing or.
The following steps will be modeled carefully:
The intersection of inequalities can be found by graphing each inequality
separately and then be determining where the graphs intersect.

Given
𝑥≥3 𝑥<7
From our previous lesson on solving compound inequalities we know that
this can be rewritten as
𝑥 ≥ 3 𝑎𝑛𝑑 𝑥 < 7
Or it can be written as
3≤𝑥<7
* Be sure to watch how the inequality signs flip as the inequality is moved
around.

To graph 3 ≤ 𝑥 < 7 it is best to first start by graphing the individual

components of the compound inequality.

When graphing here, we still use the open and close dot.
• Why do we do this again?
• What does an open dot mean versus a closed dot?

𝑥≥3

𝑥<7

3≤𝑥<7

As you can see here, the graph of 3 ≤ 𝑥 < 7 is the intersection of the
two previous graphs.

Ex1: Solve −2 ≤ 𝑥 − 3 < 4. Then graph the solution set.

 • Express −2 ≤ 𝑥 − 3 < 4 using and then solve each individual
inequality.
−2 ≤ 𝑥 − 3 𝑎𝑛𝑑 𝑥−3<4
1≤𝑥 𝑥<7

• Graph the individual inequalities.

1≤𝑥 𝑥<7

• Graph the intersection.

Ex2: Solve −2𝑚 + 7 ≤ 13 𝑜𝑟 5𝑚 + 12 > 37 then graph the solution set.

• Solve the inequality on either side of the or

−2𝑚 + 7 ≤ 13 𝑜𝑟 5𝑚 + 12 > 37
𝑚 ≥ −3 𝑜𝑟 𝑚>5

• Graph the individual inequalities.

𝑚 ≥ −3 𝑜𝑟 𝑚>5

• Graph the union.

 Matching Activity
Students will be placed in groups of 2-3 and given a packet of problem cards. In
this packet are cards with compound inequalities and cards with corresponding
graphs to the provided compound inequalities. Students will have to match each
compound inequality to its graph.

CLOSING: Exit ticket

The students will be given the following problem and asked to answer it on a
scrap piece of paper. Students will turn in their problem at the very end of class.

Solve the compound inequality and graph the solution set.

2≤𝑔+4<7

ASSESSMENT: The assessment for this lesson will be an individual, self-check formative
assessment. As students work through problems in the matching activity they
can track their own understanding by their ability to match inequality solutions
to graphs. If students solve an inequality but find that there is no graph that
matches the solution they determined, it is a signal that they should go back
over their work. Once all graphs are matched to the inequalities, the matches
will be check by the teacher so students can further verify their understanding.
The students will also be formatively assessed by the means of an exit ticket.
The exit tickets will be collected after class and reviewed for overall student
understanding. Students will be given individual feedback on their ticket and
will be given back the ticket during the next class.

MODIFICATIONS Visual- This lesson reaches visual learners by providing visual representations
: of the problems that are to be worked out. Problems that require the use of
Algebra will be worked out step-by-step on the overhead so students can
visually see the work being done.

Auditory- Verbal step-by-step instructions on how to write functions based on

a table of values will be given so students will have the opportunity to hear the
mathematical process. Students will also be questioned throughout the lesson so
they can listen to their own understanding as well as others.

Kinesthetic/Tactile- If the opportunity arises, students will be encouraged to

come to the board to show how they used a table of values to write a function.
Students will be encouraged to point and/or manipulate provided information in
a problem to show/describe their work.

ADAPTATIONS/ For students with special needs, this lesson can be modified in the following
ACCOMMODATI- ways:
ONS
• An enlarged printed copy of the notes can be provided for students with
visual impairments. All handouts can also be made in larger print.
• A notes template can be provided to students who may benefit from a
more structured notes framework.
• All instruction will be given verbally as well as written.

HOMEWORK: Algebra 1 – Glencoe ---- Chapter 5 Section 4

p. 308 #1-27 odd 29, 30

MATERIALS: • Notes sheet

• Pens
• Color markers
• Projector
• Number line sheet (for graphing)
• Matching activity template
• Scrap paper

TECHNOLOGY:
Projector for notes

REFERENCES This lesson was created with reference to section 5-4, solving compound
ORIGINALITY inequalities in the textbook Algebra 1 published by Glencoe. The examples
JUSTIFICATION: provided in the lesson were either original examples or were copied from the
text. The matching activity and its template are an original idea.