Reflection: Modeling Translate Verbal Statements to Inequalities - Section 2: Problem Solving

We worked through the first 3 examples as a class because the students were confused about what work I wanted to see.  I thought the instructions were clear but so much for what I think!  Also, I asked my students to circle or underline keywords from each problem.  That would help them find the matching symbol in their charts.

An example of problem 1 is given in the narrative for this section.

On problem 2, I made sure students underlined or circled the keyword "at least".  We briefly discussed again what this means.  Some students were still not clear if "at least 65" means less than or equal to 65 or greater than or equal to 65.  That's okay for now because we can refer to the chart for clarity, though they'll need to get clear on this idea sooner rather than later!  Next, I asked what variable is being used to represent a possible temperature (t).  Then we wrote the inequality by referring to our chart.  Finally, we circled the values that would make the inequality true - any value 65 degrees or greater.

What Are We Supposed to Do?
Modeling: What Are We Supposed to Do?

Translate Verbal Statements to Inequalities

Unit 4: Expressions and Equations
Lesson 10 of 20

Big Idea: Anytime we say at least, a maximum of, fewer than, etc... we are making inequality statements. Let's translate these into mathematical inequalities.

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Standards:
Subject(s):
Math, Expressions (Algebra), inequalities, verbal statements, equation
40 minutes

Grant Harris

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