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01
Dime Obverse 13
Number and Operations
Numbers and Basic Operations
Vertical Alignment
TEKS:
| 5th | 5.2(B) |
| 6th | 6.2(C)6.2(D)6.9(A)6.9(B)6.9(C)6.10(A)6.10(B) |
| 7th | 7.10(B)7.11(A)7.11(B)7.10(A)7.10(C)7.11(C) |
| 8th | 8.8(A)8.8(B)8.8(C) |
| Alg 1 | A.2(A)A.3(C)A.3(E)A.4(A)A.4(B)A.12(A)A.12(B)A.2(H)A.3(D)A.3(H)A.5(B) |
| Alg 2 | 2A.6(D)2A.6(E)2A.6(F)2A.3(E)2A.3(F)2A.3(G)2A.4(A)2A.4(B)2A.4(D)2A.4(E)2A.4(F)2A.4(H)2A.7(I)2A.8(A)2A.8(B)2A.8(C)2A.2(A)2A.6(G)2A.6(K) |
Linked To
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Lesson Materials
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Teacher Guide
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Leveled Reading Passages
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Google Drive
Structured Conversation Questions
Observational
What is an inequality?
An inequality is...Relational
How is an inequality related to the phrases
An inequality is related to the phrasesInferential
How can you use an inequality to compare two fractions?
I can use an inequality to compare two fractions by...
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Students might notice in this visual:
- The inequality symbol is shown between two amounts.
- The coins and money represent decimal values.
- The symbol ">" or "<" appears to compare two values.
- The words greater than and less than are linked to symbols.
- One side has more value than the other.
EXTENDING THE DISCUSSION
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
Students might wonder:
- How do I know which side is greater or less?
- What do the symbols ">" and "<" mean?
- How do decimals relate to coins?
- Can I use the same symbol for fractions and decimals?
- What symbol do I use when the values are the same?
EXTENDING THE DISCUSSION
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Example student responses
To the observational question, What is an inequality?
LOW-LEVEL
An inequality is when two numbers are not equal.
HIGH-LEVEL
An inequality is a math sentence that uses symbols like greater than or less than to compare two decimal values.
RESPONDING TO RESPONSES
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
