CITY CLEANUP [DAY 3]
INEQUALITIES
Solve, verify, 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 solve inequalities involving one operation and represent their solutions on a number line.
Learning goals:
- We will solve inequalities that involve one or two operations and numbers up to 100.
- We will graph our solutions.
Intentionality…
In this task, students will extend their understanding of solving and graphing inequalities to scenarios involving more than one operator. This lesson will continue to reinforce the following big ideas:
- 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.
- The solution to an inequality can be discrete or continuous; the data type will impact the graphical representation.
Spark Curiosity
What Do You Notice? What Do You Wonder?
Show students the following video:
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 there are trees.
- I notice there are different types of trees.
- I notice the trees have different prices.
- I wonder who is buying the trees.
- I wonder how many trees they are buying.
At this point, you can answer any notices and wonders you can cross off the list immediately. For example, these trees are for sale at a local nursery. The price is per tree. The trees are inexpensive because they are 1 year old saplings.
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:
The grade six class wants to plant trees in their local park. They have raised $95 through their fundraising efforts. They decided to purchase blue spruce saplings. The cost is $4.00 per tree. There is also a $10 delivery fee. How many saplings can they purchase for $95 or less?
Represent your solution on a number line.
During Moves
While Students Are Productively Struggling…
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Student Approaches
Student Approach 1: Repeated Subtraction
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Student Approach 2: Partial Quotients
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Student Approach 3: Scaling
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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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