S1+Sullivan,+Joseph

=Stage 1 - Identify Desired Result=
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * **Common Core State Standards**
 * Content Area:** Algebra
 * Grade Level:** High School
 * Domain:** Reasoning with Equations and Inequalities
 * Cluster:** Represent and solve equations and inequalities graphically
 * Standard:** 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line). And 11, 12. ||

//What understandings are desired?//
• everyday problems can be represented by equations or inequalities • equations and inequalities are everywhere in the professional world ||
 * **//Students will understand that://** **(U)** ||
 * • equations and inequalities can be solved graphically

//What essential questions will be considered?//
• How are equations or inequalities used in everyday life? • Why do professionals use graphical models? ||
 * **Essential Questions:** **(Q)** ||
 * • How can an equation or inequality be solved graphically?

//What key knowledge and skills will students acquire as a result of this unit?//
• Terminology such as x-axis, y-axis, shading up/down, and/or • Critical details like setting up equations, setting equations equal to each other, designing a graph to represent an equation or inequality, and number lines || • model a system of equations and determine a solution • translate inequalities from statements into graphs • adapt graphing equations into real world practice • compare and contrast the differences between equations and inequalities • consider how one question can have multiple methods of solution • recognize similarities between what they learn and its application to the real world ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Definitions of graph, equation, inequality, greater than, less than, equal


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**