Lesson: Inequality Word Problems

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Lesson Objective

Students will be able to use information from a word problem to write, solve, and graph an inequality.

Lesson Plan




Have students complete the first warm up slide. Review and discuss the answers.


Guided Practice


[Slide 2] Have students read the problem and then ask where they should start. I predict you will get a wide variety of answers. Advance to [slide 3]. On this slide, I’ve color coded the words in the problem to the list on the left so that students can easily match up what goes together. From there, we have all of the pieces of the inequality in order and we can easily write the inequality. [Slide 4] has the inequality that the students should now be able to solve and then graph.


[Slide 5] is a new problem without the color coding. I pretty much skipped this slide and went straight to [slide 6] which does have the color coding. This time, the kids should be able to lead you through the example themselves. Go to [slide 7] and have a student solve and graph.


Independent Practice/Assessment


Have students then try the problem on [slide 8/slide 9] on their own. Circulate around the room and check their work and at least help them know where to start. Have volunteers solve and graph [slide 10].


[Slide 11-13] is another example that students should now be able to totally complete on their own. While the objective of this lesson is to learn how to set the problem up, it is a good time to check for understanding on solving and graphing.




Pass out pieces of scrap paper (go green!) and have students write their answer to the exit slip question on [slide 14]. Scan through the responses to see if your students are grasping the concept of the variable and the unknown quantity. Have students keep their notes handout to use as a guide for the following lesson.




What Worked


This lesson worked pretty well. I strongly advise you to edit the PowerPoint and notes handout and put your students names in them or even edit the problems to scenarios that pertain to your students. The color coding was the most helpful thing to get their brains matching up phrases with parts of an inequality. This also turns out to be great for future lessons on slope-intercept form and rate of change.


What Didn’t Work


I didn’t really need to have the slides in their without the color coding but for more advanced students, they may be able to run with this concept after the first example. Depending on the ability level in your class, students may run through this pretty quickly and so you may need to add more examples for students to practice on their own or as homework.

Lesson Resources

Inequality Word Problems   Classwork
Inequality Word Problem Notes   Notes


Gregory Taylor Posted one year ago:

Nice.  Thank you.



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