I knew several of my students felt like the inequalities was another example of the course seemingly doing something "new" every week or two, and I knew some of my students were really making the connection between the two, so I took a day to take advantage of the knowledge gap and practice some summarizing skills in small groups.
This activity was loosely based on what I thought I saw as a Marzano high-yield strategy called "Chalk Talk." I can no longer find any linked reference between "Marzano strategies" and "chalk talk," but here's a document that IS somewhat similar in explanation from The League of Professional Schools.
Lesson:Day 3 of Solving Systems of Inequalities
This would have been Day 2, but I had not previously reviewed graphing linear inequalities yet in this course (where it was supposed to be in Chapter 2), so I tacked on a day here in Chapter 3 because I always felt like I was reteaching them anyway.
Do Now: (about 7 minutes)
Students came in, took out what was supposed to be their homework from the night before on systems of inequalities, and I played this video in which I'd worked out some solutions.
Chalk Talk: (5 minutes)
Because this was the first time trying it out, I didn't want to invest too much technology-time getting the kids set up, so I did this step with Post-Its. Accomplishing this step with each group in a Google Doc would be simple as well.
Sharing and Conclusion: (10 minutes)
As the groups read, I put things I was hearing up on the SMARTboard.
You'll probably notice that a few things would up on both sides of the chart - a confusion I wasn't even aware of. It was helpful for me to see that and for the group that put it (incorrectly) on the similarities side to have the uh-oh moment after the other groups put it as a difference.
Tech Adaptations for YOU:
Charting the class list of similarities differences could have been done as a Google Doc, on the SMARTboard, with a document camera and a projector, or even just a whiteboard/big poster (but then the kids wouldn't be able to access later.)
A good conclusion activity for interactive notebooks/portfolios could be a reflective piece on how/why some things ended up on both sides, or something the student learned/strengthened as a result of seeing others' thoughts
This could serve as an introduction to systems of inequalities with a webquest, book reading assignment, or video completed prior to the post-it note silent writing time.