AT THE CARNIVAL [Day 3]
SOLVING INEQUALITIES
Investigate, solve and graph inequalities.
Intentionality
Spark Curiosity
Fuel Sensemaking
During Moves
Student Approaches
Consolidation
Reflect and Consolidation Prompts
Resources & Downloads
Educator Discussion Area
Intentionality & Unit Overview
Length of Unit: 5 Days
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Students will explore the concept of inequalities and represent their solutions on a numberline.
Learning goals:
- We will solve inequalities that involve one operation and whole numbers up to 50.
- We will graph our solutions.
Intentionality…
In this task, students begin exploring inequalities involving one operator. On Day 3, students are encouraged to solve the problem like an equation to identify those that hold for the inequality. They will graph their solutions on a number line. Some of the big ideas that may emerge in today’s lesson include:
- In an inequality, the two expressions are not necessarily equal, which can be indicated by the symbols: >, <, ≤ or ≥.
- A number line can show the values that hold for an inequality.
- An open dot on a number line is used when an inequality involves “less than” or “greater than”, and a closed dot is used when it also includes “equal to”.
- Inequalities can be solved as an equation to identify those that hold for the inequality.
Spark Curiosity
What Do You Notice? What Do You Wonder?
Show students the following image:
Then, ask students:
What do you notice?
What do you wonder?
Give students 60 seconds (or more) to do a rapid write on paper.
Then, ask students to share with their neighbours for another 60 seconds.
Finally, allow students to share with the entire group.
Some of the noticing and wondering that came up in a class recently included:
- I notice this is a carnival or a fair.
- I notice it might be an amusement park.
- I notice there are different types of rides.
- I notice a Ticket counter.
- I notice $3.00 is the price of a ticket.
- I wonder how many rides I can take.
- I wonder how many ticket I can buy.
At this point, you can answer any notices and wonders you can cross off the list immediately. For example, this is a carnival. The cost of each ride is $3.00/person and 1 ticket for 1 ride.
Fuel Sense-making
Crafting A Productive Struggle: Prompt
Since you have already taken some time to set the context for this problem and student curiosity is already sparked, we have them in a perfect spot to help push their thinking further and fuel sense-making.
You can verbally share the following prompt with students:
You arrive at the fair with $42.00. At the ticket booth, you purchase tickets for the ride. Each ticket will cost $3.00. How many tickets can you buy for $42.00 or less?
Graph the solution on a number line.
During Moves
While Students Are Productively Struggling…
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Student Approaches
Student Approach 1: Repeated Addition
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Student Approach 2: Skip Counting
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Student Approach 3: Partial Products
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Consolidation
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Reflect and Consolidation Prompts
Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.
Consolidation Prompt #1:
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Consolidation Prompt #2:
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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students and how the whole class will proceed.
Resources & Downloads
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Printable Lesson Plan PDF
Videos, Images & Media Files
Apple Keynote Presentation
Powerpoint Presentation
Printable Consolidation Prompts
Educator Discussion Area
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