## 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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