Students will demonstrate the concepts and skills they developed through this context and learning experience related to solving and graphing inequalities with one or more operations. 

Intentionality…

Through this assessment, students will demonstrate their 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.
• The solution to an inequality can be discrete or continuous; the data type will impact the graphical representation.

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals: 

• I will solve inequalities that involve one or more operations and whole numbers up to 100.
• I will graph my solutions. 

Students might write and/or model their answers independently. Students can also be interviewed by their teacher. 

An alternative assessment opportunity should be offered if this tool fails to capture what the student knows, understands, or can do.