This Warm-up prompts students to carefully analyze and compare four inequality statements. In making comparisons, students have a reason to use language precisely (MP6). The activity enables the terminologies that students know to be heard and enables the term “inequality” to be defined.
Arrange students in groups of 2–4. Display the inequality statements for all to see. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed three statements that go together and can explain why. Next, tell students to share their response with their group and then together find as many sets of three as they can.
Which three go together? Why do they go together?
A
45<2
B
8.5>0.95
C
8.5<7
D
10.00<100
Sample responses:
A, B, and C go together because:
A, B, and D go together because:
A, C, and D go together because:
B, C, and D go together because:
Invite each group to share one reason why a particular set of three go together. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which three go together, attend to students’ explanations, and ensure the reasons given are correct.
During the discussion, prompt students to explain the meaning of any terminology they use, such as “less than” or “greater than,” and to clarify their reasoning as needed. Consider asking:
Explain to students that they have used the > and < symbols previously. Remind students that:
Tell students that a statement that uses these symbols to compare two values or expressions is called an inequality.
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This Warm-up prompts students to carefully analyze and compare four inequality statements. In making comparisons, students have a reason to use language precisely (MP6). The activity enables the terminologies that students know to be heard and enables the term “inequality” to be defined.
Arrange students in groups of 2–4. Display the inequality statements for all to see. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed three statements that go together and can explain why. Next, tell students to share their response with their group and then together find as many sets of three as they can.
Which three go together? Why do they go together?
A
45<2
B
8.5>0.95
C
8.5<7
D
10.00<100
Sample responses:
A, B, and C go together because:
A, B, and D go together because:
A, C, and D go together because:
B, C, and D go together because:
Invite each group to share one reason why a particular set of three go together. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which three go together, attend to students’ explanations, and ensure the reasons given are correct.
During the discussion, prompt students to explain the meaning of any terminology they use, such as “less than” or “greater than,” and to clarify their reasoning as needed. Consider asking:
Explain to students that they have used the > and < symbols previously. Remind students that:
Tell students that a statement that uses these symbols to compare two values or expressions is called an inequality.