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01
Check Mark Tick
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 different from an equation?
An inequality is different from an equation because...Inferential
How do you know if a value satisfies an inequality?
I know if a value satisfies an inequality by...
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Students might notice in this visual:
- Inequality symbols like >, <, ≥, and ≤ are used
- Adding or subtracting values doesn’t change the inequality sign
- Multiplying or dividing by a positive number keeps the inequality sign the same
- Multiplying or dividing by a negative number flips the inequality sign
- A character at the bottom says “Switch the signs!” when dividing by a negative
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:
- Why do we need to flip the inequality when multiplying or dividing by a negative?
- What happens if we forget to switch the sign?
- Can an inequality ever use an equal sign?
- Why do positives and negatives affect the inequality differently?
- Can the inequality symbol flip more than once in a problem?
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 a math problem with the “greater than” or “less than” sign.
HIGH-LEVEL
An inequality is a math sentence that compares values and can use symbols like greater than or less than, showing that one side isn’t always equal to the other.
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.”
