Students work on the Think About It problem in partners.
I ask the class these questions, allowing each speaker to 'roll it' to the student who will answer my next question:
In the Intro to New Material, students are introduced to the concepts of open and closed circles on the number line.
When students are given number lines that do not have integers already labeled, I teach students to label 3 integers:
I find that this process gives students a way to check that they are 'shading' the number line in the correct direction: Students can use the labeled integers to reason about the solution set.
In the final problem in the new material section, together we create an inequality to represent the real-world scenario and then graph the solution set on the number line.
Students work in partners on the Partner Practice problems. As they work, I am circulating around the room.
I am looking for:
I'm asking pairs:
After 10 minutes of partner work time, I call on a student to share what would happen to graph #8, if we needed to include the number 4 in our solution set.
Students complete the final Check for Understanding problems on their own. I call on a student to share the inequality that they've written for the first problem. I then ask students to show me if, on the number line, we need to use an open circle or a closed circle. I go through the same process for the remaining two problems.
Students work on their own on the Independent Practice problems. As they are working, I circulate and look for and ask the same questions as I did during the partner practice.
Some students will look to make generalizations about graphing, and think that the inequality sign essentially 'points' in the direction that they'll need to shade. I want students to really understand inequalities, rather than rely on short cuts, so I do not share this observation with the entire class. When students share this with me, I point to problem #1 in this problem set (7 < x) and ask why this isn't the case here. For students who are ready to notice things like this, though, I want them to test their hypotheses out and decide for themselves when this pattern holds true.
After independent work time, we discuss problem 13b as a class. I ask for someone who feels confident about his/her work to share his/her paper on the document camera. This problem requires students to graph the starting point in the solution set between the integers that are marked off on the number line.
I ask students to give feedback about the work that has been shared out.
Students then work on the Exit Ticket independently.