CITY CLEANUP [DAY 4]
INEQUALITIES
Solve, verify, and graph inequalities.
Intentionality
Math Talk
Visual Math Talk Prompt
Purposeful Practice
Resources & Downloads
Educator Discussion Area
Intentionality & Unit Overview
Length of Unit: 5 Days
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Students will continue solving and graphing inequalities that involve one operation.
Intentionality…
The purpose of the Day 4 activities is to reinforce key concepts from Days 1-3. Students will engage in a math talk and have an opportunity to complete independent purposeful practice. The math talk and purposeful practice serve to develop a deeper understanding of 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.
Math Talk
Today’s math talk aims to solidify our understanding of solving and graphing inequalities with more than one operation.
Visual Math Talk Prompt
Prompt:
We are going to view the strategy and solution to solving an inequality.
After viewing this short animation, tell me everything you know about this scenario. Given the information, I will ask you to determine the value of x.
Allow students to share what they saw and what they know based on this silent animation.
For example:
- The total was 15.
- There were three blocks added at the end of the row.
- The remaining twelve were divided into four equal parts.
- There were three in each part.
- I think the answer to the unknown is three.
- On the number line, the values from 0 up to, but not including, three were identified. I saw an open circle on three.
- I think that means the total cannot be 15, it has to be less than 15.
- The data must be continuous because they used a line to connect the solutions.
Students should pair (discuss with a partner) and then square (turn their group into a team of four) to explain the symbolic representation of the inequality solved and graphed in this animation. They are encouraged to determine the value for x.
Give students a chance to share out their predictions. Record a few possible solutions before revealing the answer.
Solution: x < 3
Allow students to rewatch the silent animation. Have them confirm (or challenge) whether the strategy and solution reflect this inequality.
Purposeful Practice
While Students Are Practicing…
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Questions: Solving and Graphing Inequalities
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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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