CLASSROOM RULES

Enter the classroom quietly and on time with
the necessary supplies.

Raise hand to be recognized.

Follow all directions the first time given.



Do not move or remove objects without
permission.
Keep hands, feet & objects to yourself --- NO
hitting!
Respect others --- no name-calling, teasing,
bullying, vulgarity or profanity will be
tolerated.
CLASSROOM PROCEDURES
Entering the classroom --- quietly and respectfully
& start on bell-work.
Placement of school bags and personal items in the
classroom --- on left side of desk or under your desk.
Bell-work --- quietly and independently.
Taking roll --- students must sit in assigned seat or
you will be marked absent.
Sharpening pencils --- hold up pencil.
Going to the trash can --- at the end of class on your
way out of the classroom.
CLASSROOM PROCEDURES
Handing out papers --- Teacher hands out papers, student
writes name on paper & waits for instruction.
Turning in papers --- face down in class folder.
Participating in class discussions --- raise hand and wait
to be called upon.
Getting the student’s attention --- Teacher will raise
hand.
Classwork --- Class participation is encouraged and
considered into student’s grade.
Getting help --- raise hand, but only after directions have
been given.
Dismissing class --- Teacher dismisses class, not the bell.
CONSEQUENCES
I don’t send you to the office if you should mess up; rather, you
send yourself with choices you make.
First time a student breaks a rule:
Warning --- visual or verbal reprimand.
Second time a student breaks a rule:
Complete think sheet for next school day.
Third time a student breaks a rule:
Talk with teacher in hall; complete think sheet for next
school day.
Fourth time a student breaks a rule:
Talk with teacher in hall; complete think sheet for next
school day.
Call to parents.
Severe Clause: Sent to Assistant Principal or
Principal
CLASSROOM PROCEDURES
Make-up classwork --- all assignments will be posted
in the make-up binder.
It is YOUR responsibility to get any missed
assignments and bell work.
Make-up tests --- discuss with Teacher.
Fire/tornado drills --- line up quietly & quickly and
follow Teacher’s directions.
Observers & visitors --- many observers and visitors
will be in the classroom this year, please (1) be
respectful when interacting with observer, & (2)
participate in class like it was a normal day of
instruction.
WILL MY TEACHER TREAT ME FAIRLY?
YES! YES! YES!
I am firm, fair and very consistent.
I don’t play favorites because I LOVE all of my
students!
This is A Promise!
HOW WILL I BE GRADED?
Algebra 1
A = 93 – 100
B = 85 – 92
C = 75 – 84
D = 67 – 74
F = 0 – 66
ALGEBRA CHAPTER 6
Solving and Graphing Linear Inequalities
ONE-STEP LINEAR INEQUALITIES—6.1
VOCABULARY
An equation is formed when an equal sign (=) is
placed between two expressions creating a left and
a right side of the equation
 An equation that contains one or more variables is
called an open sentence
 When a variable in a single-variable equation is
replaced by a number the resulting statement can
be true or false
 If the statement is true, the number is a solution
of an equation
 Substituting a number for a variable in an equation
to see whether the resulting statement is true or
false is called checking a possible solution

INEQUALITIES
Another type of open sentence is called an
inequality.
 An inequality is formed when and inequality sign
is placed between two expressions
 A solution to an inequality are numbers that
produce a true statement when substituted for
the variable in the inequality

INEQUALITY SYMBOLS

Listed below are the 4 inequality symbols and their
meaning
<
Less than
≤
Less than or equal to
>
Greater than
≥
Greater than or equal to
Note: We will be working with inequalities
throughout this course…and you are expected to
know the difference between equalities and
inequalities
GRAPHS OF LINEAR INEQUALITIES

Graph (1 variable)

The set of points on a number line that represents all
solutions of the inequality
GRAPHS OF LINEAR INEQUALITIES
GRAPHS OF LINEAR INEQUALITIES
WRITING LINEAR INEQUALITIES

Bob hopes that his next math test grade will be
higher than his current average. His first three
test scores were 77, 83, and 86.

Why would an inequality be best in this case?

How can we come up with this inequality?

Graph! 
SOLVING ONE-STEP LINEAR INEQUALITIES

Equivalent Inequalities


Two or more inequalities with exactly the same
solution
Manipulating Inequalities

All of the same rules apply to inequalities as
equations*

When multiplying or dividing by a negative number,
we have to switch the inequality!

Less than becomes greater than, etc.
SOLVING WITH ADDITION/SUBTRACTION
SOLVING WITH ADDITION/SUBTRACTION
SOLVING WITH MULTIPLICATION/DIVISION
SOLVING WITH MULTIPLICATION/DIVISION
WHY DO WE HAVE TO CHANGE THE SIGN?

Is there another way we can solve this?
ALGEBRA CHAPTER 6

Solving and Graphing Linear
Inequalities
SOLVING MULTI-STEP LINEAR
INEQUALITIES—6.2
MULTI STEP INEQUALITIES

Treat inequalities just like you would normal,
everyday equations*
*change the sign when multiplying or dividing by a
negative!!
EXAMPLES:
EXAMPLES:
EXAMPLES:
EXAMPLES:
EXAMPLE

You plan to publish an online newsletter that
reports the results of snow cross competitions.
You do not want your monthly costs to exceed
$2370. Your fixed monthly costs are $1200. You
must also pay $130 per month to each article
writer. How many writers can you afford to hire
in a month?
EXAMPLES: TRY THESE ON YOUR OWN!
1) WHICH GRAPH REPRESENTS THE CORRECT
k
ANSWER TO
4
1.
2.
3.
4.
-5
-5
-5
-5
>1
o
-4
o
-4
●
-4
●
-4
Answer Now
-3
-3
-3
-3
x
2) WHEN SOLVING
>
-10
3
WILL THE INEQUALITY SWITCH?
1.
2.
3.
Yes!
No!
I still don’t
know!
Answer Now
3) WHEN SOLVING
a
6
4
WILL THE INEQUALITY SWITCH?
1.
2.
3.
Yes!
No!
I still don’t
know!
Answer Now
4) SOLVE -8P ≥ -96
1.
2.
3.
4.
p ≥ 12
p ≥ -12
p ≤ 12
p ≤ -12
Answer Now
5) SOLVE 7V < -105
1.
2.
3.
4.
o
-16 -15 -14
o
-16 -15 -14
●
-16 -15
●
-14
-15 -15 -14
Answer Now
CLASS WORK:
P.343
#15-37 ODD
IF YOU DO NOT FINISH IN
CLASS, THEN IT BECOMES
HOMEWORK!
ALGEBRA CHAPTER 6

Solving and Graphing Linear
Inequalities
COMPOUND INEQUALITIES—6.3
COMPOUND INEQUALITY

What does compound mean?


Compound fracture?
So…what’s a compound inequality?

An inequality consisting of two inequalities connected
by an and or an or
GRAPHING COMPOUND INEQUALITIES

Graph the following:
GRAPHING COMPOUND INEQUALITIES

Graph the following:
GRAPHING COMPOUND INEQUALITIES

Graph the following:

All real numbers that are greater than or equal to -2
and less than 3
SOLVING COMPOUND INEQUALITIES

Again….treat these like equations!

Whenever we do something to one side…
…We do it to every side!
SOLVING COMPOUND INEQUALITIES
SOLVING COMPOUND INEQUALITIES
SOLVING COMPOUND INEQUALITIES
SOLVING COMPOUND INEQUALITIES
HOMEWORK:
P.349
#12-36 EVEN
SOLVING ABSOLUTE-VALUE EQUATIONS
AND INEQUALITIES—6.4 (DAY 1)
ABS. VALUE

What is Absolute Value?


Distance from zero
What does that mean?
ABS. VALUE


So….an absolute value equation has how many
solutions?
Is this always true?
ABS. VALUE

How do we apply this to equations?

Ex:
EXAMPLES
EXAMPLES
EXAMPLES
EXAMPLES
EXAMPLES
P.356#19-36
SOLVING ABSOLUTE-VALUE EQUATIONS
AND INEQUALITIES—6.4 (DAY 2)
ABSOLUTE VALUE AND INEQUALITIES
ABSOLUTE VALUE AND INEQUALITIES
EXAMPLES
EXAMPLES
EXAMPLES