Teacher's Resource Sample Chapter 9 with Reduced Pages

Literacy Link Concept maps are graphicorganizers that help students to understandessential characteristics of a concept and tomake connections that show how the informationis related. This form of mind map provides amethod of summarizing each section with keywords or phrases that are connected to the termlinear relations.At the beginning of the chapter, have studentscreate a concept map in their notebooks orjournals. Model how to develop a conceptmap by working with students to complete thefirst oval of the concept map. Brainstorm anddiscuss as a class the information needed tostart this oval. For example, what terms did theylearn or have reinforced while discussing thechapter opener? Have them define these termsin ovals joined to the Definitions oval. Instructstudents to make the ovals they add largeenough to fill in terms and phrases, examples,or solutions.Students will complete the concept map as theywork on Chapter 9.• By the end of section 9.1, have students fillout the ovals for Definitions, ExpressingInequalities, and Boundary Points. They cancomplete this section of their concept mapeither at the end of the section or during thesection, as they cover the specific concepts.• By the end of section 9.2, have students fillin the links to the oval for Solving Single-Step Inequalities. Ask them to provide twoexamples of single-step inequalities and solvethese inequalities, then prove that the solutionis correct.• By the end of section 9.3, have studentsillustrate the solution and the proof of twomulti-step inequalities in the appropriate oval.Ask them to provide an example of a solutionthat requires the reversal of the sign.Have students consider other restrictions.• When might an age restriction also be appropriate?For example, how old do people have to be in orderto drive? vote? see certain movies?• What speed restrictions apply in various situations?where? when?• Are there noise restrictions in the schoolcommunity?Ask students to reword some of the ideas generatedby the class using the terms greater than or less than(or greater/less than or equal to).Meeting Student Needs• Some students may not be familiar with amusementparks. Consider discussing community celebrationsor festivals that include games or events. The games,events, or rides might include specific requirementsthat students have to meet, such as minimum heightor age, before being able to participate. You may alsowish to find films or videos about amusement parks,to help familiarize students with the concept.• Some students may benefit from a brief introductionto and class discussion about the Key Words used inthis chapter. You may also wish to discuss the termsalgebraically, graphically, or verbally.• Work with the class to reactivate students’ skills inworking with positive and negative numbers, andin solving equations.• Consider making and posting large representationsof the following symbols, with their meanings:greater than, greater than or equal to, less than,and less than or equal to.ELL• Before beginning this chapter, some students maybenefit from having their knowledge and skillsreactivated by discussing the terms relationship,variable, equation, formula, expression, linearrelation, values, greater than or equal to, less thanor equal to, and table of values. You may wish tohave some students add these terms and relatedsymbols or examples to their concept map.6 MHR • MathLinks 9: Teacher’s Resource