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* *Reflection: Connection to Prior Knowledge
Inequalities - Section 1: Launch

Graphing the inequality seemed to go well. Students remembered how to display the inequality. For the students who closed the circles on their number line we took a few minutes to talk about why the circle should be open. I threw out a couple of examples that included "equal to" so students would be clear of the difference.

*Graphing*

*Connection to Prior Knowledge: Graphing*

# Inequalities

Lesson 3 of 11

## Objective: SWBAT create, solve, and graph an inequality.

*40 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: The price of a concert ticket is more than $30. Write an inequality to describe the situation and graph the inequality on a number line.

We worked on graphing inequalities on number lines during the previous class. This POD should show whether students grasp this type of graphing. I am looking for whether the starting point on the graph is open or closed. This will indicate whether students understand the “equal to” concept that dictates if the endpoint is open or closed. It should also tell me if students recognize that “greater than” means more and the arrow should lead to the right.

**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 SWBAT graph inequalities on a number line.

#### Resources

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#### Explore

*25 min*

With a partner, students are going to solve a task from www.illustrativemathematics.com. This task is on graphing inequalities. The EE Sports Equipment Set task asks students to solve the inequality then make decisions about how to graph the solution. Students also need to do some estimation or rounding to graph which means that decisions need to be made about the numbers on the number line and how to show 11 2/3 of a window and the fees he charges.

As partners work through the task, I will circulate to determine which pair of students are demonstrating the solution for each part of the task. I at least want a pair to show the inequality that represents the problem, how to solve the inequality, the graph, the realistic number of windows Jonathan needs to wash, and the graph of the realistic number.

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#### Landing

*10 min*

EXIT TICKET

To leave class, students will need to respond to the following prompt:

If Jonathan wants to purchase the bonus set for the equipment, he needs to pay an additional $19. How will that change the graph for his earnings?

Students have to work alone on the exit ticket so this will let me know what they understand about the work done in class today. Can they show a new inequality? Can they use the inequality created in class and make adjustments to apply to the additional amount? Can they create a plan to account for the additional cost?

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- 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