Algebra: Solving Inequalities and Graphing on a Number Line
For our Second Personal Learning Path, I have chosen to discuss Algebra, more specifically how to solve inequalities and graphing them on a Number Line.
The Common Core Standard is as follows:
Mini Lesson:
Exit Ticket:
The Common Core Standard is as follows:
Teaching Goal: I want to get better at facilitating a discussion
with my students in order to arrive at an answer together, as a class. This facilitation won’t
happen until my students have a foundational understanding of inequalities. Additionally,
when the students feel more comfortable with solving and plotting inequalities
on a number line, I’d like to have students lead the discussion of a problem
(during share outs). Attached, I have included some of the classwork and below is a partial answer key that I
will facilitate. Below is also a sample problem from the same classwork
packet.
Sample Classwork Problem:
Do Now:
An additional resources that I would steer students towards is their Alef Education Computer Program and Khan Academy via this specific link: inequalities resource
Great resources. Including the aligned standards with the sample classwork problem is helpful for others interested adopting your resources in their classrooms.
ReplyDeleteHi Eleanor! I was teaching my Algebra students about inequalities last week, so it was great to see your work for solving an inequality and graphing the solution on a number line. Your work from your mini lesson does a nice job identifying common mistakes that I observed my students making during the lesson. Referring to one of your examples, many of my students were asking me if 5 ≥ x is equivalent to x ≤ 5. I told them yes but x ≤ 5 is the standard way to write it. I like your note about how the variable should come first because you are anticipating and addressing a common misconception. In your second example when you get to -x < 10, you ask what number comes in front of the “-x.” This is a meaningful question because I noticed a lot of my students were unsure how to get “x” alone once they reached that step. That example is also great because you can have a discussion about why you flip the inequality sign when multiplying or dividing by a negative number.
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