Reflection: Joy So Many Solutions - Inequalities - Section 2: Class Notes

 

I am attaching the Cornell Notes we used this year to introduce inequalities. Students take notes almost every day in composition notebooks they are expected to take home to study. The notes are also meant to help them complete their homework. We started the notes section of class by defining “inequality”. I spent longer this year sharing out (and asking students to share out) examples of verbal inequalities and translating them on white boards. By making a “race” out of “e-racing” what we write on the board, students stay engaged and motivated to continue working on white boards.

Having 90 minutes this year for each math lesson also means I use my time to check for understanding as often as possible. Thus, I am also attaching the CFU assignments students completed. The “Sprint” was timed (3 minutes) and completed first. Then, students were given 5 minutes to complete the translations on the front of the paper independently.             

  Joy: E-Races and CFUs
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So Many Solutions - Inequalities

Unit 4: Multi-step Equations, Inequalities, and Factoring
Lesson 11 of 20

Objective: SWBAT translate and solve one step inequalities

Big Idea: students work in pairs and groups of 4 to solve inequalities and identify possible integer value answers

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day 73 inequalities
 
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