Understanding and Representing Inequalities on a Number Line
This lesson focuses on solving and representing inequalities using number lines and algebra tiles. Students engage in a warm-up activity to solve inequalities and confirm their solutions through substitution. They participate in a "Human Number Line" activity to visually identify solutions. The lesson distinguishes between equations and inequalities, fostering critical thinking about their differences. Students collaboratively explore possible solutions, including boundary points, and practice drawing number lines to show solution sets, including compound inequalities.
Understanding and Representing Inequalities on a Number Line
E N D
Presentation Transcript
Inequalities We are learning to…solve and represent inequalities on a number line. Thursday, June 5, 2014
Warm Up • Solve the • Create a drawing with Algebra Tiles • Record your steps carefully • Check your equation by using substitution • Raise your hand when you are done so that your teacher can check the solution.
Human Number Line Activity • By looking at the results of our “Human Number Line” determine some possible solutions to the following inequalities… • We need 11 volunteers!
Reflection • With your team evaluate the difference between “equations” and “inequalities.” Write some your ideas in the space provided.
Vocabulary • Inequality - A mathematical sentence stating that one quantity is greater than or less than an other. Symbols Used:
Critical Thinking • Could you ever name all of the possible solutions for the inequality ? Why or why not?
Demonstrate where to find the solutions to the inequality on the number line below: Name some values for x which would make this inequality true: Number Line: • 5 is not a solution…all of the solutions are greater than 5 but not equal to 5? • Since you cannot list all of the solutions to an inequality using a number line is way to visually see all of the solution to an inequality.
Demonstrate where to find the solutions to the inequality on the number line below: Name some values for x which would make this inequality true: Number Line: • -4 is a solution and should be included in the picture of the numbers in the solutions to the inequality.
Team Practice • With your team: • Think of 5 possible solutions for the given inequalities. • Evaluate if the boundary point is part of the solution or not a part of the solution. • If the point is part of the solution use a closed (filled in) circle. • If the point is not part of the solution use an open (not filled in) circle. • Finally demonstrate where to find all of the solutions on the number line by drawing a bold line with an arrow.
Compound Inequalities • Compound Inequalities – Two or more inequalities put together. Name some possible solutions to this inequality: We know that: and Try graphing some compound inequalities on number lines with your team!
