Interpreting Inequalities
5 min
Teacher Prep
Setup
Narrative
In this activity, students critique a statement or response that is intentionally incorrect (MP3). The example given represents a common mistake made by students and prompts students to consider the meaning and placement of inequality symbols in relation to a number line.
Launch
Give students 2–3 minutes of quiet work time, and follow with a whole-class discussion.
Student Task
Andre drew this number line to represent \(15
Do you agree with Andre’s number line? Explain your reasoning.
Sample Response
Activity Synthesis (Teacher Notes)
The purpose of this discussion is to address a common mistake made by students when graphing or interpreting an inequality where the variable is on the right side of the inequality. Begin by inviting 2–3 students to share their responses and reasoning. If not mentioned by students, discuss the following questions:
- “How do we say the inequality 15<n></n></span>?” (15 is less than n.)</li> <li>“What are some values that <span class="math">\(n could be?” (16, 20, 34.9, 983)
- “What are some values that n could not be?” (15, 14.9, 10, 1, -3)
- “Since n could not be equal to 15, did Andre draw the correct type of circle at 15?” (Yes, it should be an open, non-shaded circle.)
- “How could Andre’s number line be changed to correctly represent \(15
?” (The numbers to the right of 15 should be shaded instead of to the left.)
Standards
- 6.EE.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <em>For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.</em>
- 6.EE.A.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <span>For example, describe the expression <span class="math">\(2 (8 + 7)\)</span> as a product of two factors; view <span class="math">\((8 + 7)\)</span> as both a single entity and a sum of two terms.</span>
15 min
15 min
Knowledge Components
All skills for this lesson
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Interpreting Inequalities
5 min
Teacher Prep
Setup
Narrative
In this activity, students critique a statement or response that is intentionally incorrect (MP3). The example given represents a common mistake made by students and prompts students to consider the meaning and placement of inequality symbols in relation to a number line.
Launch
Give students 2–3 minutes of quiet work time, and follow with a whole-class discussion.
Student Task
Andre drew this number line to represent \(15
Do you agree with Andre’s number line? Explain your reasoning.
Sample Response
Activity Synthesis (Teacher Notes)
The purpose of this discussion is to address a common mistake made by students when graphing or interpreting an inequality where the variable is on the right side of the inequality. Begin by inviting 2–3 students to share their responses and reasoning. If not mentioned by students, discuss the following questions:
- “How do we say the inequality 15<n></n></span>?” (15 is less than n.)</li> <li>“What are some values that <span class="math">\(n could be?” (16, 20, 34.9, 983)
- “What are some values that n could not be?” (15, 14.9, 10, 1, -3)
- “Since n could not be equal to 15, did Andre draw the correct type of circle at 15?” (Yes, it should be an open, non-shaded circle.)
- “How could Andre’s number line be changed to correctly represent \(15
?” (The numbers to the right of 15 should be shaded instead of to the left.)
Standards
- 6.EE.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <em>For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.</em>
- 6.EE.A.2.b·Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. <span>For example, describe the expression <span class="math">\(2 (8 + 7)\)</span> as a product of two factors; view <span class="math">\((8 + 7)\)</span> as both a single entity and a sum of two terms.</span>