1. Algebra nation boot camp – solving literal equations and inequalities
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2. Solving Literal Equations - Section 4 Video 1
introduction an video
Solving Literal Equations - Section 4 Video 1
Suggested time: 20 minutes.

3. DOMINOES review!
Suggested time: 25 minutes

4. introduction an video
Solving/Graphing Simple Inequalities – Section 3 Video 4
Suggested time: 35 minutes
Teachers should watch videos ahead of time and identify key times to pause, add extra explanation, ask for alternative methods, etc. Extra time given here to accommodate teacher’s modifications.

5. REMEMBER…
When solving inequalities, what are the TWO TIMES that you flip the inequality sign? 1) __________________________________ 2) ______________________________
Have students recall that you flip the signs when 1) multiplying / dividing by a negative on both sides on inequality sign or 2) when solved variable is NOT on the left (should be moved to left)

6. Work smarter, not harder
x > 2
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?

7. Work smarter, not harder
x > 2
Is the graph going to be shaded to the left or to the right?
How do you know?

8. Work smarter, not harder
2y + 8 < 2
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

9. Work smarter, not harder
2y + 8 < 2
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

10. Work smarter, not harder
4(2x – 2) > - 5
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

11. Work smarter, not harder
4(2x – 2) > - 5
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem? Emphasize they still might need to do the first step of the problem

12. Work smarter, not harder
0.75x – < 32.21
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to NOT get scared by decimal right away. Ask them: what do you focus on when we’re thinking about inequalities for EOC? (the inequaity sign, if there is any need to divide by negatives)

13. Work smarter, not harder
0.75x – < 32.21
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

14. Work smarter, not harder
8 < y
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to be CAREFUL. What has changed?

15. Work smarter, not harder
8 < y
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

16. Work smarter, not harder
-5x > 25
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to be CAREFUL. What has changed?

17. Work smarter, not harder
-5x > 25
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

18. Work smarter, not harder
5x > - 25
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to be CAREFUL. What has changed?

19. Work smarter, not harder
5x > - 25
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

20. Work smarter, not harder
-3(2y – 6) < 12
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to be CAREFUL. What has changed?

21. Work smarter, not harder
-3(2y – 6) < 12
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

22. Work smarter, not harder
5 - x > 25
Is the graph of the inequality going to be an open circle or closed circle?
How do you know?
Teachers: tell students to be CAREFUL. What does that “-” in front of the “x” mean?

23. Work smarter, not harder
5 - x > 25
Is the graph of the inequality going to be shaded to the left or the right?
How do you know?
Teachers: tell students to NOT solve right away. What can they look at before they jump right into the problem?

24. Write the inequality expressed here:
What numbers do you think are important? Why?
What inequalities are expressed here? How do you know?
Is this conjunction coming together or growing apart?
TEACHERS:
Important observations include:
Have students notice that the numbers 0 and 5 are shaded in
The circle is closed/solid, so it’s a greater than/equal to and less than/equal to
Growing apart, so it’s an OR statement…

25. Write the inequality expressed here:
What’s changed now?
What numbers do you think are important? Why?
What inequalities are expressed here? How do you know?
Is this conjunction coming together or growing apart?
Important observations include:
Still an “OR” statement

26. Write the inequality expressed here:
What’s changed now?
What numbers do you think are important? Why?
What inequalities are expressed here? How do you know?
Is this conjunction coming together or growing apart?
Important observations include:
Still an “OR” statement

27. Write the inequality expressed here:
What’s changed now?
What numbers do you think are important? Why?
What inequalities are expressed here? How do you know?
Is this conjunction coming together or growing apart?
Important observations include:
This is now an AND statement because it meetsin middle
Ask students: can the circles be both open/unshaded? Can one be shaded, one not? If so, what does it change the inedquaity?

28. Work smarter not harder
6 < y < 9
Is this an “and” or an “or” inequality? How do you know?
What numbers are important?
What kind of circles are you looking for?

29. Work smarter not harder
6 < x or x > 9
Is this an “and” or an “or” inequality? How do you know?
What numbers are important?
What kind of circles are you looking for?

30. Work smarter not harder
-10 < 2x <10 Is this an “and” or an “or” inequality? How do you know? What numbers are important? What kind of circles are you looking for?
Teacher: tell students to be careful….what is happening here that is different?

31. Work smarter not harder
- 10 < - 2x <10
Is this an “and” or an “or” inequality? How do you know?
What numbers are important?
What kind of circles are you looking for?
Teacher: tell students to be careful….what is happening here that is different? How does this affect our inequality signs?

32. Exit ticket
What do you know about the graph just based on looking at the following inequality? -4(-3x + 6) > 40
Suggested time: 5 minutes