## Solving Inequalities.mov - Section 2: Explore

*Solving Inequalities.mov*

# Solving Inequalities

Lesson 2 of 11

## Objective: SWBAT write and solve inequalities.

*35 minutes*

#### Launch

*5 min*

**POD**

As student enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD also allows students to use **MP 3 **continually based on the discussions we have about the problem each day.

**POD**

I want to look at this question to establish some guidelines for me to determine what my students know about inequalities. If I ask why the circle is open around the integer 4, I want to see if they understand that. If not, we can discuss the meaning behind an open circle and a closed circle around the 4. I also want to find out if they understand the concept of less than, what that set includes and how to describe it. There is sometimes some confusion about what is included in the solution set for an inequality. We will talk about what is included in the set and how to decide what is included in the set.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to write and solve inequalities.

#### Resources

*expand content*

#### Explore

*25 min*

For today’s exploration, students will work with a partner to write and solve inequalities. The initial plan is to share solutions as a class. If students struggle with solving the equations with their partners, we will turn it into a whole class activity. I can walk around and listen to the partner discussion and answer questions. If I notice the same questions, I will turn it to a whole group experience. We can turn our attention to the SMARTboard and work through each of the problems together.

*expand content*

#### Landing

*5 min*

Describe and correct the error in finding the solution to 8p > -7

8p > -7

8p < -7

8 8

p < -7

8

As we work through the solutions to inequalities, recognizing the error in this solution is important. Not only does it touch on **MP 3**, it asks students to determine what is wrong and they may not be familiar with the process. There is a possibility of using this exit ticket as a **My Favorite No** later if patterns arise that don't identify how to solve this inequality correctly or I see that students can't identify the error in the process.

#### Resources

*expand content*

##### Similar Lessons

###### Graph Inequalities on a Number Line

*Favorites(20)*

*Resources(15)*

Environment: Urban

Environment: Suburban

###### Solving Compound Inequalities

*Favorites(1)*

*Resources(13)*

Environment: Rural

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Equation and Inequalities Pre Assessment
- LESSON 2: Solving Inequalities
- LESSON 3: Inequalities
- LESSON 4: Graphing Inequalities
- LESSON 5: WIW Graphing Inequalities
- LESSON 6: Solving Equations
- LESSON 7: Solving Equations with a Partner
- LESSON 8: Solving Two-Step Equations Lab
- LESSON 9: Equations Bingo
- LESSON 10: Write It Wednesday-Equations
- LESSON 11: Post Assessment-Equations