Solutions of Inequalities
10 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to get students thinking about the relative values of numbers based on their location on the number line, which will be useful when students use inequality statements to compare values on the number line in a later activity. While students may notice and wonder many things about the image, the observations about which values are greater than or less than other values are the important discussion points.
Launch
Arrange students in groups of 2. Display the image for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time and then 1 minute to discuss with their partner the things they notice and wonder.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- A,B, and C are negative.
- E and F are positive.
- D is not positive or negative.
- A is less than B.
- E is greater than C.
- The absolute value of C is smaller than the absolute value of B.
Students may wonder:
- Are B and E opposites?
- What do these points represent?
- What is the value of A?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary. If possible, record the relevant reasoning on or near the image. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
Then, give students 1–2 minutes to work with a partner to determine a possible value for each letter based on its location. Invite groups to share the responses and reasoning. A possible set of values is A(-14), B(-5), C(-2), D(0), E(5), F(9).
Standards
- 6.NS.7.a·Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. <em>For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.</em>
- 6.NS.C.7.a·Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. <span>For example, interpret <span class="math">\(-3 > -7\)</span> as a statement that <span class="math">\(-3\)</span> is located to the right of <span class="math">\(-7\)</span> on a number line oriented from left to right.</span>
25 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Solutions of Inequalities
10 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to get students thinking about the relative values of numbers based on their location on the number line, which will be useful when students use inequality statements to compare values on the number line in a later activity. While students may notice and wonder many things about the image, the observations about which values are greater than or less than other values are the important discussion points.
Launch
Arrange students in groups of 2. Display the image for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time and then 1 minute to discuss with their partner the things they notice and wonder.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- A,B, and C are negative.
- E and F are positive.
- D is not positive or negative.
- A is less than B.
- E is greater than C.
- The absolute value of C is smaller than the absolute value of B.
Students may wonder:
- Are B and E opposites?
- What do these points represent?
- What is the value of A?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary. If possible, record the relevant reasoning on or near the image. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
Then, give students 1–2 minutes to work with a partner to determine a possible value for each letter based on its location. Invite groups to share the responses and reasoning. A possible set of values is A(-14), B(-5), C(-2), D(0), E(5), F(9).
Standards
- 6.NS.7.a·Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. <em>For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.</em>
- 6.NS.C.7.a·Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. <span>For example, interpret <span class="math">\(-3 > -7\)</span> as a statement that <span class="math">\(-3\)</span> is located to the right of <span class="math">\(-7\)</span> on a number line oriented from left to right.</span>