## Instructional Strategy - Process for Openers - Section 1: Launch

# Inequality Applications

Lesson 19 of 22

## Objective: Students will be able to set up and solve inequalities for real world problems.

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today's lesson, the intended target is “I can set up and solve inequalities for real world problems.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

*expand content*

#### Explore

*45 min*

**Inequality Applications Notes: **Inequality Applications Explore Narrative This lesson is all about applications of inequalities (**mathematical practice 2 and 4**). Math is so much more meaningful for kids when they understand how it is used. This lesson gives students the opportunity to practice setting up and solving inequalities. This concept is a bit harder for kids, so it is important that they persevere with problems (**mathematical practice 1)** and make sure their answers really make sense!

*expand content*

#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – If someone said to you that they did not understand why “at least” was greater than or equal to, how would you explain it? I have chosen this as a summary question because there is most likely someone in class that has this question but is too afraid to ask. I want the students to have discussions and be able to formulate a reason why. During our class discussion, I will also flip and ask them about “at most.”

*expand content*

Hi Heather,

I have used some of your lessons, seen some of your videos, and appreciated all along.

Thanks.

Gustavo

| 5 months ago | Reply##### Similar Lessons

Environment: Urban

Environment: Urban

###### Solving Compound Inequalities

*Favorites(1)*

*Resources(13)*

Environment: Rural

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: One Step Equations
- LESSON 2: One Step Practice - If you are allowed to use tools....USE THEM!
- LESSON 3: MORE One-Step Equations - All Scrambled Up!
- LESSON 4: One Step Equations Review - Relay Race!
- LESSON 5: One Step Equations with Rational Numbers - TEST
- LESSON 6: Two Step Equations
- LESSON 7: More Two Step Equations Practice
- LESSON 8: Equations with Distributive Property
- LESSON 9: One and Two Step Equations Review
- LESSON 10: One and Two Step Equations Test
- LESSON 11: Applications of One Step Equations
- LESSON 12: Word Problems with Equations
- LESSON 13: More Real World Equations - Fluency Practice
- LESSON 14: Applications of Equations Review
- LESSON 15: Real World Applications Test
- LESSON 16: Inequalities
- LESSON 17: Inequalities - Negative Rule
- LESSON 18: Inequalities - Fluency Practice
- LESSON 19: Inequality Applications
- LESSON 20: Inequalities Review
- LESSON 21: Inequalities Test
- LESSON 22: Equations and Inequalities - 5 Days of Centers