Reflection: Modeling Graph Inequalities on a Number Line - Section 1: Introduction


All of my core class students have an intervention math class twice a week for 45 minutes.  I work with the Tier 2 students in grades 6-8.  The Tier 1 students work with the 8th grade math teacher, Ms. C.  

Well Ms. C., unbeknownst to me, had already taught graphing inequalities on the number line to my students in her Tier 1 group - that's about 10-12 students in each core class.  Ms. C. insisted that they draw the endpoint and then draw a bold ray in the proper direction down the number line.  I tend to draw the endpoint and then draw a curvy arrow in the proper direction.  Well these students were in an uproar!  "Ms.  C. said you have to do it like this!"

After telling several jokes at Ms. C's expense (ha ha!), including how much shading she'll require when they learn in 8th grade to graph these solutions on the coordinate plane (Students: Huh?  Me: Bwa ha ha!), I acknowledged that her method might be the best way to model the solution to an inequality but it is okay to draw the model as I draw it.  I showed them another variation that I have seen where the ray is drawn above the number line.   

Here is an example of the three ways of graphing.

  Modeling: That's Not How Ms. C. Taught This
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Graph Inequalities on a Number Line

Unit 4: Expressions and Equations
Lesson 11 of 20

Objective: SWBAT graph inequalities as open and closed point rays on a number line

Big Idea: Number lines represent solutions to inequalities (and equations).

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23 teachers like this lesson
Math, Number lines , Expressions (Algebra), graph inequalities, equation
  45 minutes
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